02277_ind_ptg01.indd 25 28/11/15 2:21 PM
Want to turn C’s
into A’s? Obviously, right?
But the right way to go about it isn’t always so obvious. Go digital to
get the grades. MindTap’s customizable study tools and eTextbook
give you everything you need all in one place.
Engage with your course content, enjoy the flexibility of
studying anytime and anywhere, stay connected to assignment due
dates and instructor notifications with the MindTap Mobile app...
and most of all…EARN BETTER GRADES.
TO GET STARTED VISIT
WWW.CENGAGE.COM/STUDENTS/MINDTAP
02277_end02_se_ptg01_hires.indd 2 17/11/15 1:52 PM
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Australia ● Brazil ● Mexico ● Singapore ● United Kingdom ● United States
Strategic
ManageMent
A n I n t e g r A t e d A p p r o A c h
t h e o r y & c A s e s
cHarLeS W. L. HiLL
University of Washington – Foster School of Business
MeLiSSa a. ScHiLLing
new York University – Stern School of Business
garetH r. JOneS
12e
02277_fm_ptg01.indd 1 28/11/15 2:18 PM
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
02277_ind_ptg01.indd 25 28/11/15 2:21 PM
This is an electronic version of the print textbook. Due to electronic rights restrictions,
some third party content may be suppressed. Editorial review has deemed that any suppressed
content does not materially affect the overall learning experience. The publisher reserves the right
to remove content from this title at any time if subsequent rights restrictions require it. For
valuable information on pricing, previous editions, changes to current editions, and alternate
formats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword for
materials in your areas of interest.
Important Notice: Media content referenced within the product description or the product
text may not be available in the eBook version.
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed t ...
WhatsApp Image 2020-02-19 at 11.05.16 PM.jpegWhatsApp Image .docxhelzerpatrina
WhatsApp Image 2020-02-19 at 11.05.16 PM.jpeg
WhatsApp Image 2020-02-19 at 11.05.17 PM.jpeg
WhatsApp Image 2020-02-19 at 11.05.17 PM (1).jpeg
WhatsApp Image 2020-02-19 at 11.05.18 PM.jpeg
WhatsApp Image 2020-02-19 at 11.05.19 PM.jpeg
02277_ind_ptg01.indd 25 28/11/15 2:21 PM
Want to turn C’s
into A’s? Obviously, right?
But the right way to go about it isn’t always so obvious. Go digital to
get the grades. MindTap’s customizable study tools and eTextbook
give you everything you need all in one place.
Engage with your course content, enjoy the flexibility of
studying anytime and anywhere, stay connected to assignment due
dates and instructor notifications with the MindTap Mobile app...
and most of all…EARN BETTER GRADES.
TO GET STARTED VISIT
WWW.CENGAGE.COM/STUDENTS/MINDTAP
02277_end02_se_ptg01_hires.indd 2 17/11/15 1:52 PM
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Australia ● Brazil ● Mexico ● Singapore ● United Kingdom ● United States
Strategic
ManageMent
A n I n t e g r At e d A p p r oA c h
t h e o r y & c A s e s
cHarLeS W. L. HiLL
University of Washington – Foster School of Business
MeLiSSa a. ScHiLLing
new York University – Stern School of Business
garetH r. JOneS
12e
02277_fm_ptg01.indd 1 28/11/15 2:18 PM
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
02277_ind_ptg01.indd 25 28/11/15 2:21 PM
This is an electronic version of the print textbook. Due to electronic rights restrictions,
some third party content may be suppressed. Editorial review has deemed that any suppressed
content does not materially affect the overall learning experience. The publisher reserves the right
to remove content from this title at any time if subsequent rights restrictions require it. For
valuable information on pricing, previous editions, changes to current editions, and alternate
formats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword for
materials in your areas of interest.
Important Notice: Media content referenced within the product description or the product
text may not be available in the eBook version.
Copyright 20 ...
00891_fm_ptg01.indd 3 09/09/15 5:21 PM
GLOBAL
BUSINESS
Fourth Edition
Mike W. Peng, Ph.D.
Jindal Chair of Global Business Strategy
University of Texas at Dallas
Fellow, Academy of International Business (2012)
Decade Award Winner, Journal of International Business Studies (2015)
The Only International Business Textbook Author Listed in
The World’s Most Influential Scientific Minds (2015)
Australia ● Brazil ● Mexico ● Singapore ● United Kingdom ● United States
00891_fm_ptg01.indd 1 09/09/15 5:21 PM
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
00891_fm_ptg01.indd 3 09/09/15 5:21 PM
This is an electronic version of the print textbook. Due to electronic rights restrictions,
some third party content may be suppressed. Editorial review has deemed that any suppressed
content does not materially affect the overall learning experience. The publisher reserves the right
to remove content from this title at any time if subsequent rights restrictions require it. For
valuable information on pricing, previous editions, changes to current editions, and alternate
formats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword for
materials in your areas of interest.
Important Notice: Media content referenced within the product description or the product
text may not be available in the eBook version.
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Printed in the United States of America
Print Number: 01 Print Year: 2015
Global Business, Fourth Edition
Mike W. Peng
Vice President, General Manager, Social Science
& Qualitative Business: Erin Joyner
Product Director: Jason Fremder
Senior Product Manager: Mike Roche
Content Developer: John Sarantakis
Product Assistant: Jamie Mack
Marketing Director: Kristen Hurd
Marketing Manager: Emily Horowitz
Marketing Coordinator: Christopher Walz
Senior Content Project Manager: Kim Kusnerak
Manufacturing Planner: Ron Montgomery
Production Service: MPS Limited
Senior Art Director: Linda May
Cover/Internal Designer: Tippy McIntosh
Cover Image: Matvienko Vladimir/
ShutterStock.com
Intellectual Property
Ana.
Are you about to launch a new CRO program?
The first 30 days are pivotal for your long-term success. There’s a lot of pressure to demonstrate value quickly, which isn’t easy. The process is far more complicated than it seems and can only be tackled with a well-thought-out plan.
Our expert for this session, Joe Johnston, is the Head of Conversion at Launch, and he understands the common challenges that often arise when you kickstart a CRO program. Fortunately, he also knows how to mitigate them. In this webinar, he will share methods for gaining trust from key stakeholders and laying the foundations for collecting robust (valid) data, which is crucial in the first phase.
Visual Paradigm enables your team to manage enterprise transformation complexity for coping with the rapidly-changing markets, technologies, and regulatory requirements. It is an ideal one-stop-shop solution for enterprise architecture planning and business transformation, project management and agile software development, so that your company can stay in control and foster growth.
This document provides an overview of a PMP exam preparation training presented by Learnerstreet International Pvt Ltd. It includes disclaimers about the use of PMP and PMBOK trademarks. The agenda covers an introduction, project integration management, and other knowledge areas. Information is provided about PMP certification requirements, fees, and the exam format. Ground rules are established for the training and it is noted that the material is based on PMBOK 5th edition.
Copyright 2019 Cengage Learning. All Rights Reserved. May not .docxbobbywlane695641
Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
15e
Australia ● Brazil ● Mexico ● Singapore ● United Kingdom ● United States
EugEnE F. Brigham
University of Florida
JoEl F. houston
University of Florida
Fundamentals of
FinanCial
managEmEnt
Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
This is an electronic version of the print textbook. Due to electronic rights restrictions,
some third party content may be suppressed. Editorial review has deemed that any suppressed
content does not materially affect the overall learning experience. The publisher reserves the right
to remove content from this title at any time if subsequent rights restrictions require it. For
valuable information on pricing, previous editions, changes to current editions, and alternate
formats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword for
materials in your areas of interest.
Important Notice: Media content referenced within the product description or the product
text may not be available in the eBook version.
Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
Printed in the United States of America
Print Number: 01 Print Year: 2018
Fundamentals of Financial Management,
Fifteenth edition
Eugene F. Brigham and Joel F. Houston
Senior Vice President, Higher Ed Product,
Content, and Market Development: Erin Joyner
VP, B&E, 4LTR and Support Program:
Mike Schenk
Sr. Product Team Manager: Joe Sabatino
Content Developer: Brittany Waitt
Product Assistant: Renee Schnee
Sr. Marketing Manager: Nathan Anderson
Content Project Manager: Nadia Saloom
Digital Content Designer: Brandon C. Foltz
Digital Project Manager: Mark Hopkinson
Marketing Communications Manager:
Sarah Greber
Production Service: MPS Limited
Sr. Art Director: Michelle Kunkler.
WhatsApp Image 2020-02-19 at 11.05.16 PM.jpegWhatsApp Image .docxhelzerpatrina
WhatsApp Image 2020-02-19 at 11.05.16 PM.jpeg
WhatsApp Image 2020-02-19 at 11.05.17 PM.jpeg
WhatsApp Image 2020-02-19 at 11.05.17 PM (1).jpeg
WhatsApp Image 2020-02-19 at 11.05.18 PM.jpeg
WhatsApp Image 2020-02-19 at 11.05.19 PM.jpeg
02277_ind_ptg01.indd 25 28/11/15 2:21 PM
Want to turn C’s
into A’s? Obviously, right?
But the right way to go about it isn’t always so obvious. Go digital to
get the grades. MindTap’s customizable study tools and eTextbook
give you everything you need all in one place.
Engage with your course content, enjoy the flexibility of
studying anytime and anywhere, stay connected to assignment due
dates and instructor notifications with the MindTap Mobile app...
and most of all…EARN BETTER GRADES.
TO GET STARTED VISIT
WWW.CENGAGE.COM/STUDENTS/MINDTAP
02277_end02_se_ptg01_hires.indd 2 17/11/15 1:52 PM
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Australia ● Brazil ● Mexico ● Singapore ● United Kingdom ● United States
Strategic
ManageMent
A n I n t e g r At e d A p p r oA c h
t h e o r y & c A s e s
cHarLeS W. L. HiLL
University of Washington – Foster School of Business
MeLiSSa a. ScHiLLing
new York University – Stern School of Business
garetH r. JOneS
12e
02277_fm_ptg01.indd 1 28/11/15 2:18 PM
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
02277_ind_ptg01.indd 25 28/11/15 2:21 PM
This is an electronic version of the print textbook. Due to electronic rights restrictions,
some third party content may be suppressed. Editorial review has deemed that any suppressed
content does not materially affect the overall learning experience. The publisher reserves the right
to remove content from this title at any time if subsequent rights restrictions require it. For
valuable information on pricing, previous editions, changes to current editions, and alternate
formats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword for
materials in your areas of interest.
Important Notice: Media content referenced within the product description or the product
text may not be available in the eBook version.
Copyright 20 ...
00891_fm_ptg01.indd 3 09/09/15 5:21 PM
GLOBAL
BUSINESS
Fourth Edition
Mike W. Peng, Ph.D.
Jindal Chair of Global Business Strategy
University of Texas at Dallas
Fellow, Academy of International Business (2012)
Decade Award Winner, Journal of International Business Studies (2015)
The Only International Business Textbook Author Listed in
The World’s Most Influential Scientific Minds (2015)
Australia ● Brazil ● Mexico ● Singapore ● United Kingdom ● United States
00891_fm_ptg01.indd 1 09/09/15 5:21 PM
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
00891_fm_ptg01.indd 3 09/09/15 5:21 PM
This is an electronic version of the print textbook. Due to electronic rights restrictions,
some third party content may be suppressed. Editorial review has deemed that any suppressed
content does not materially affect the overall learning experience. The publisher reserves the right
to remove content from this title at any time if subsequent rights restrictions require it. For
valuable information on pricing, previous editions, changes to current editions, and alternate
formats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword for
materials in your areas of interest.
Important Notice: Media content referenced within the product description or the product
text may not be available in the eBook version.
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Printed in the United States of America
Print Number: 01 Print Year: 2015
Global Business, Fourth Edition
Mike W. Peng
Vice President, General Manager, Social Science
& Qualitative Business: Erin Joyner
Product Director: Jason Fremder
Senior Product Manager: Mike Roche
Content Developer: John Sarantakis
Product Assistant: Jamie Mack
Marketing Director: Kristen Hurd
Marketing Manager: Emily Horowitz
Marketing Coordinator: Christopher Walz
Senior Content Project Manager: Kim Kusnerak
Manufacturing Planner: Ron Montgomery
Production Service: MPS Limited
Senior Art Director: Linda May
Cover/Internal Designer: Tippy McIntosh
Cover Image: Matvienko Vladimir/
ShutterStock.com
Intellectual Property
Ana.
Are you about to launch a new CRO program?
The first 30 days are pivotal for your long-term success. There’s a lot of pressure to demonstrate value quickly, which isn’t easy. The process is far more complicated than it seems and can only be tackled with a well-thought-out plan.
Our expert for this session, Joe Johnston, is the Head of Conversion at Launch, and he understands the common challenges that often arise when you kickstart a CRO program. Fortunately, he also knows how to mitigate them. In this webinar, he will share methods for gaining trust from key stakeholders and laying the foundations for collecting robust (valid) data, which is crucial in the first phase.
Visual Paradigm enables your team to manage enterprise transformation complexity for coping with the rapidly-changing markets, technologies, and regulatory requirements. It is an ideal one-stop-shop solution for enterprise architecture planning and business transformation, project management and agile software development, so that your company can stay in control and foster growth.
This document provides an overview of a PMP exam preparation training presented by Learnerstreet International Pvt Ltd. It includes disclaimers about the use of PMP and PMBOK trademarks. The agenda covers an introduction, project integration management, and other knowledge areas. Information is provided about PMP certification requirements, fees, and the exam format. Ground rules are established for the training and it is noted that the material is based on PMBOK 5th edition.
Copyright 2019 Cengage Learning. All Rights Reserved. May not .docxbobbywlane695641
Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
15e
Australia ● Brazil ● Mexico ● Singapore ● United Kingdom ● United States
EugEnE F. Brigham
University of Florida
JoEl F. houston
University of Florida
Fundamentals of
FinanCial
managEmEnt
Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
This is an electronic version of the print textbook. Due to electronic rights restrictions,
some third party content may be suppressed. Editorial review has deemed that any suppressed
content does not materially affect the overall learning experience. The publisher reserves the right
to remove content from this title at any time if subsequent rights restrictions require it. For
valuable information on pricing, previous editions, changes to current editions, and alternate
formats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword for
materials in your areas of interest.
Important Notice: Media content referenced within the product description or the product
text may not be available in the eBook version.
Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
Printed in the United States of America
Print Number: 01 Print Year: 2018
Fundamentals of Financial Management,
Fifteenth edition
Eugene F. Brigham and Joel F. Houston
Senior Vice President, Higher Ed Product,
Content, and Market Development: Erin Joyner
VP, B&E, 4LTR and Support Program:
Mike Schenk
Sr. Product Team Manager: Joe Sabatino
Content Developer: Brittany Waitt
Product Assistant: Renee Schnee
Sr. Marketing Manager: Nathan Anderson
Content Project Manager: Nadia Saloom
Digital Content Designer: Brandon C. Foltz
Digital Project Manager: Mark Hopkinson
Marketing Communications Manager:
Sarah Greber
Production Service: MPS Limited
Sr. Art Director: Michelle Kunkler.
Training Programs and Offers for Nonprofit Staff and Volunteers- Mar 7, 2023.pdfTechSoup
In this webinar, TechSoup's course team reviewed some of the training programs and offers that are available through TechSoup Courses and how we create accessible training for nonprofit staff and volunteers.
Expert-Led Online Training for Nonprofit Changemakers on TechSoup Courses- Au...TechSoup
This document provides information about expert-led online training courses offered through TechSoup Courses for nonprofit staff and volunteers. It discusses the blended online training format, which includes both live instructor-led sessions and on-demand content. Examples of past courses like "AI for Good" and upcoming courses like "Data Analytics for Nonprofit Staff" are provided. The benefits of the collaborative training approach are highlighted, including consistently high participant evaluations and reported knowledge gains and behavioral changes. Metrics are shared that evaluate the program's effectiveness at different levels, from reactions to organizational results. Discounts and flexibility available for group enrollments are also noted.
Are you a CEO without a Corporate Content Strategy?Rakesh Shukla
Not having a corporate content strategy adversely impacts revenue by 10% and increases spends to create content across Marketing & Sales, Engineering, Delivery & Support organizations by a whopping 200%. Here’s why every CEO should have one, and how.
The Product Management Journey by Adobe & PayPal PMsProduct School
Speakers from Adobe and PayPal, have spent a good number of years as Product Managers in their respective companies. Their stories give you an idea of how the role of a Product Manager evolves with time.
This document discusses establishing a collaboration roadmap. It emphasizes that a roadmap provides focus and direction by encompassing business needs, goals and strategy. Key points include:
- Roadmaps avoid failed collaboration projects through proper planning between business and IT.
- An example timeline outlines phases for content analysis, taxonomy development, and pilot implementations over 6-12 months.
- Case studies show how roadmapping aligned existing work with new SharePoint and OneDrive solutions at a national company, resulting in a successful intranet deployment.
- Takeaways include templates for content analysis, workshop presentations, and user experience surveys to aid in roadmapping.
The document discusses the Project Management Essentials Certified (PMEC) certification provided by the Management and Strategy Institute (MSI). It is available for free on their website and can enhance resumes. The document provides information on downloading resources for the certification, what the course will cover, definitions of projects and how they can fail, the stages of managing projects, and qualities of effective project managers.
Successful writing at work copyright 2017 cengage learnmayank272369
This document is the table of contents for a book about successful writing at work. It outlines the contents of the book, which covers topics such as identifying audiences, establishing purpose, adapting style and tone for different audiences, characteristics of job-related writing, writing ethically, the writing process of researching, planning, drafting, revising and editing, collaborative writing, and conducting effective meetings. The table of contents provides an overview of the chapters and what will be discussed in each to help the reader understand what the book covers.
Successful writing at work copyright 2017 cengage learnssusere73ce3
This document is the table of contents for a book about successful writing at work. It outlines the contents of the book, which covers topics such as identifying audiences, establishing purpose, adapting style and tone for different audiences, characteristics of job-related writing, writing ethically, the writing process of researching, planning, drafting, revising and editing, collaborative writing, and conducting effective meetings. The table of contents provides an overview of what is covered in each chapter to help readers understand what content is included in the book.
This document provides information about a workshop facilitator and strategic management trainer named Muhamad Bustaman Bin Haji Abdul Manaf. It includes his biography, qualifications, experience in areas like strategic management and quality management, publications, training courses conducted, and areas of expertise. The document also discusses key aspects of strategic management like the strategic management process, levels of strategy, SWOT analysis, strategic planning tools like the BCG matrix, balanced scorecards, and developing KPIs.
DISCUSSION POINTS:
1. UNDERSTANDING PROJECT BASICS
2. IMPORTANCE OF PROJECT MANAGEMENT
3. PROJECT MANAGEMENT KNOWLEDGE AREAS
4. PROJECT CONSTRAINTS
5. MAJOR CHALLENGES AND THE WAY FORWARD
Free Webinar on "Major Project Management Challenges and the Way Forward"
https://www.facebook.com/events/1240889433429450
Microsoft x 2toLead Webinar Session 2 - How Employee Learning and Development...2toLead Limited
This document discusses how employee learning and development is changing with the use of AI tools like Copilot. It finds that most employees wish they had more time for professional learning and development. Copilot and AI can help by providing personalized learning recommendations, automatically curating relevant content, and helping measure the impact of learning on productivity. The document outlines how Microsoft Viva apps like Learning, Connections, Insights can help drive Copilot adoption, measure its effectiveness, and support learning in the flow of work.
ContemporaryProject ManagementTimothy J. Kloppenborg Th i.docxaidaclewer
Contemporary
Project Management
Timothy J. Kloppenborg Th ird Edition
Contemporary Project M
anagem
ent
K
loppenborg
Th ird Edition
To learn more about Cengage Learning, visit www.cengage.com
Purchase any of our products at your local college store or at our
preferred online store www.cengagebrain.com
Contemporary Project Management, 3e includes both time-tested and cutting-edge
project management techniques that are invaluable to you as a student or practitioner.
Check out some of the features of this text:
• Agile Approach to Project Planning and Management. The text fully integrates the
agile approach and uses a margin icon and alternate font color to emphasize the
difference between agile and traditional project management methods.
• PMBOK ® Guide Approach. This edition covers all knowledge areas and processes
from the fi fth edition of the PMBOK® Guide and now includes ten PMBOK® Guide-type
questions at the end of each chapter. All glossary defi nitions also refl ect the fi fth edition
of the PMBOK® Guide.
• Real Project Management Examples. Each chapter contains examples from practitioners
at actual companies in the U.S. and abroad.
• Actual Projects as Learning Vehicles. At the end of each chapter, there is an example
project with a list of deliverables. Microsoft® Word and Excel templates for many
project management techniques are also available on the textbook companion site.
• Full Integration of Microsoft® Project Professional 2013. Using screen captures, the
text shows step-by-step instructions for automating project management techniques
and processes in Microsoft® Project 2013.
Contemporary
Project Management
Timothy J. Kloppenborg
Need a study break? Get a break on the study materials designed for your course!
Find Flashcards, Study Guides,
Solution
s Manuals and more . . .
Visit www.cengagebrain.com/studytools today to find discounted study tools!
MS Project 2013 Instructions in Contemporary Project Management 3e
Chapter MS Project
4 Introduction to MS Project 2013
Toolbars, ribbons, and window panes
Initialize MS Project for Use
Auto schedule, start date, identifying information, summary row
Create Milestone Schedule
Key milestones, projected finish dates, information
6 Set up Work Breakdown Structure (WBS)
Understand WBS definitions and displays, enter summaries, create the outline,
Insert row number column, Hide/show desired amount of detail
7 Set up Schedule in MS Project
Define organization’s holidays, turn off change highlighting, understand types
of project data
Build Logical Network Diagram
Enter tasks and milestones, define dependencies, understand network
diagram presentation, verify accuracy
Understand Critical Path
Assign duration estimates, identify critical path
Display and Print Schedules
8 Define Resources
Resource views, max units, resource calendars
Assigning Resources
In split view enter work, select resource, modify assignments
Identify Ove.
ContemporaryProject ManagementTimothy J. Kloppenborg Th i.docxdonnajames55
Contemporary
Project Management
Timothy J. Kloppenborg Th ird Edition
Contemporary Project M
anagem
ent
K
loppenborg
Th ird Edition
To learn more about Cengage Learning, visit www.cengage.com
Purchase any of our products at your local college store or at our
preferred online store www.cengagebrain.com
Contemporary Project Management, 3e includes both time-tested and cutting-edge
project management techniques that are invaluable to you as a student or practitioner.
Check out some of the features of this text:
• Agile Approach to Project Planning and Management. The text fully integrates the
agile approach and uses a margin icon and alternate font color to emphasize the
difference between agile and traditional project management methods.
• PMBOK ® Guide Approach. This edition covers all knowledge areas and processes
from the fi fth edition of the PMBOK® Guide and now includes ten PMBOK® Guide-type
questions at the end of each chapter. All glossary defi nitions also refl ect the fi fth edition
of the PMBOK® Guide.
• Real Project Management Examples. Each chapter contains examples from practitioners
at actual companies in the U.S. and abroad.
• Actual Projects as Learning Vehicles. At the end of each chapter, there is an example
project with a list of deliverables. Microsoft® Word and Excel templates for many
project management techniques are also available on the textbook companion site.
• Full Integration of Microsoft® Project Professional 2013. Using screen captures, the
text shows step-by-step instructions for automating project management techniques
and processes in Microsoft® Project 2013.
Contemporary
Project Management
Timothy J. Kloppenborg
Need a study break? Get a break on the study materials designed for your course!
Find Flashcards, Study Guides,
Solution
s Manuals and more . . .
Visit www.cengagebrain.com/studytools today to find discounted study tools!
MS Project 2013 Instructions in Contemporary Project Management 3e
Chapter MS Project
4 Introduction to MS Project 2013
Toolbars, ribbons, and window panes
Initialize MS Project for Use
Auto schedule, start date, identifying information, summary row
Create Milestone Schedule
Key milestones, projected finish dates, information
6 Set up Work Breakdown Structure (WBS)
Understand WBS definitions and displays, enter summaries, create the outline,
Insert row number column, Hide/show desired amount of detail
7 Set up Schedule in MS Project
Define organization’s holidays, turn off change highlighting, understand types
of project data
Build Logical Network Diagram
Enter tasks and milestones, define dependencies, understand network
diagram presentation, verify accuracy
Understand Critical Path
Assign duration estimates, identify critical path
Display and Print Schedules
8 Define Resources
Resource views, max units, resource calendars
Assigning Resources
In split view enter work, select resource, modify assignments
Identify Ove.
ContemporaryProject ManagementTimothy J. Kloppenborg Th i.docxmaxinesmith73660
Contemporary
Project Management
Timothy J. Kloppenborg Th ird Edition
Contemporary Project M
anagem
ent
K
loppenborg
Th ird Edition
To learn more about Cengage Learning, visit www.cengage.com
Purchase any of our products at your local college store or at our
preferred online store www.cengagebrain.com
Contemporary Project Management, 3e includes both time-tested and cutting-edge
project management techniques that are invaluable to you as a student or practitioner.
Check out some of the features of this text:
• Agile Approach to Project Planning and Management. The text fully integrates the
agile approach and uses a margin icon and alternate font color to emphasize the
difference between agile and traditional project management methods.
• PMBOK ® Guide Approach. This edition covers all knowledge areas and processes
from the fi fth edition of the PMBOK® Guide and now includes ten PMBOK® Guide-type
questions at the end of each chapter. All glossary defi nitions also refl ect the fi fth edition
of the PMBOK® Guide.
• Real Project Management Examples. Each chapter contains examples from practitioners
at actual companies in the U.S. and abroad.
• Actual Projects as Learning Vehicles. At the end of each chapter, there is an example
project with a list of deliverables. Microsoft® Word and Excel templates for many
project management techniques are also available on the textbook companion site.
• Full Integration of Microsoft® Project Professional 2013. Using screen captures, the
text shows step-by-step instructions for automating project management techniques
and processes in Microsoft® Project 2013.
Contemporary
Project Management
Timothy J. Kloppenborg
Need a study break? Get a break on the study materials designed for your course!
Find Flashcards, Study Guides,
Solution
s Manuals and more . . .
Visit www.cengagebrain.com/studytools today to find discounted study tools!
MS Project 2013 Instructions in Contemporary Project Management 3e
Chapter MS Project
4 Introduction to MS Project 2013
Toolbars, ribbons, and window panes
Initialize MS Project for Use
Auto schedule, start date, identifying information, summary row
Create Milestone Schedule
Key milestones, projected finish dates, information
6 Set up Work Breakdown Structure (WBS)
Understand WBS definitions and displays, enter summaries, create the outline,
Insert row number column, Hide/show desired amount of detail
7 Set up Schedule in MS Project
Define organization’s holidays, turn off change highlighting, understand types
of project data
Build Logical Network Diagram
Enter tasks and milestones, define dependencies, understand network
diagram presentation, verify accuracy
Understand Critical Path
Assign duration estimates, identify critical path
Display and Print Schedules
8 Define Resources
Resource views, max units, resource calendars
Assigning Resources
In split view enter work, select resource, modify assignments
Identify Ove.
HR517-B02 Managerial Accounting
Assignment #2
1
ASSIGNMENT #2: COST SUMMARY FOR TRAINING SESSION & ONGOING
EDUCATION
Miller Clinic is a privately owned Naturopathic Clinic in Winnipeg, Manitoba that specializes in
classic Traditional Chinese Medicine (TCM) treatment. As part of a five-year plan, Miller has
recently completed its expansion into four major areas of Winnipeg. It now offers treatment at
locations in Fort Gary, St. Boniface, Tuxedo and North End. In order to maintain consistency in
its services across all four of its locations and offer high-quality treatment, Dr. Miller has
decided to offer training and ongoing education for its team of 87 staff and practitioners.
Management is trying to decide between two methods of Knowledge-Based training and has
asked for your help.
Self-Directed Computer-
Based Distance Training
Classroom Training
Development time*
Initial: five months
Yearly updates: one week
Initial: one month
Yearly updates: one week
Internal developers
Three subject matter experts
(Dr. Miller, his wife and
assistant)
Three subject matter experts
(Dr. Miller, his wife and
assistant)
External developers
Web-based training developer
at $200,000
None
Training population
All primary participants
Maximum fifty participants
per session
Frequency
One time per participant
Presented quarterly;
participants attend as needed
Length
Administrative staff: one day
in total; at leisure
Practitioners: four days in
total; at leisure
Administrative staff: one day
Practitioners: four days
Location
In office or at other location
Rental space at $2,500 per
day all expenses included
* The development time estimated here is based on the fact that the owners have subject matter experts with
experience in developing training curricula and that basic modules will be used in each of the population-specific
training packages. If development time exceeds our estimate, training costs will increase.
If the company decides to offer the classroom training, the staff and practitioners will be paid to
attend the training and will be exempt from performing regular duties. The company estimates
that revenue for four days of normal business practices is approximately $40,000 among the four
locations. At each location, Miller employs two full-time administrative staff who make $200 a
HR517-B02 Managerial Accounting
Assignment #2
2
day and two part-time administrative staff that make approximately $80 a day and work 20 hours
per week (exactly half the hours of the full-time staff). The remainder of Miller’s employees are
practitioners. The practitioners’ average salary is $500 per day. The Millers will be providing
lunch if they decide to implement the classroom training which they budgeted $1000 per day.
Write a report to Dr. Miller explaining which training method you recommend he implement for
his employees ...
This document provides an overview of using agile concepts for organizational transformation in the digital age. It discusses foundational topics like defining an organization and typical organizational structures. It then covers developing business-level strategy, including analyzing an organization's value proposition, business model, and competitive advantages. The document also discusses strategy development processes like mission and vision statements. Finally, it touches on strategy execution methods like agile delivery approaches, minimum viable products, and development roadmaps.
Keys to Successful Cohabitation: Governance and Autonomous TeamsDevOps.com
Our release management processes and teams are there to try to protect us from failure and disaster, but when we want to accelerate our velocity, they can seem to get in the way. Current best practices that optimize value streams move toward smaller, autonomous teams who are responsible for every aspect of delivery and risk management. But how can we do that without compromising our governance and introducing risk?
Join Helen Beal, a self-described ‘DevOpsologist’ at Ranger4 and Jeff Keyes, VP of Product at Plutora, to learn about:
Why autonomous teams and centralized governance can live together;
How organizations evolve to release frequently and safely on demand;
What happens to release managers in a decentralized model;
The technology that supports us in making risk-informed decisions.
1 Evidence-Based Practices to Guide ClinicaSilvaGraf83
1
Evidence-Based Practices to Guide Clinical Practices
Marilaura Mieres
Miami Regional University
Dr.Mercedes
03/28/2021
Evidence-Based Practices to Guide Clinical Practices
2
Introduction
Evidence best practices is an approach that translates excellent scientific research
evidence to enhanced practical decisions aiming at improving health. EBP involves using
research findings obtained from systematic data collection that is achieved through observations
and analyzed experiments. The connection of research, theory, and EBP are interlinked in that
the delivery of one results in another aspect's discovery. Through research findings, a theory is
discovered, and through various experiments and observations, evidence-based practices are
identified.
Interrelationship Between the Theory, Research, and EBP.
According to Cannon & Boswell (2016), health professionals require standards to analyze
behavioral treatments in the behavioral sciences. Through complete incorporation and
implementation processes, health professionals must value EBP processes, health theories, and
research. Through experience, health practitioners must learn to integrate research results to
determine the best treatment plans suitable for patients. Through this research results,
experiments, and evidence, health practitioners with academicians ally to discover a theory. The
treatments are offered according to patients' values, interests, and preferences (Cannon &
Boswell 2016). The values increase practitioners' skills and knowledge to analyze research
outcomes effectively. Nurses are expected to think critically after being taught and encouraged,
which corresponds with evidence-based practices. Nurses' critical thinking skills require a
foundation on which proven research and tested data can be based. The proven research,
evidence-based practices, and a good foundation all connect to form a theory that research can
rely on and nurses can use to prove their practices.
3
Additionally, health professionals at all levels must identify challenges and arising
questions to address patients' needs and offer quality practices to discover appropriate
interventions suitable for every challenge. Health professionals are directly involved in research
projects that allow them to understand the best methods to publish for evidence-based practices.
Through different researches and publications, health professionals like advanced practice nurses
use research to solve health dilemmas. Nurses find platforms centered on tested clarifications
through nursing practices and methodical examinations from research to build a base for
procedures and care.
Moreover, research is a scientific procedure that anticipates outcomes through the use of
fundamental expertise. Research processes enhance the capacity of discipline through clarity and
visualized aspects. The discipline's ability to put i ...
1 Green Book Film Analysis Sugiarto MuljSilvaGraf83
1
Green Book Film Analysis
Sugiarto Muljadi
CSUN
COMS 321
Prof. Darla Anderson
12th May 2021
2
Green Book Analysis
Social stratification exists in almost every place that human’s dwell. Nonetheless, race
remains one of the most controversial elements of social stratification. The film Green Book
wants the audience to learn that there are no differences between humans regardless of their
race. While watching it, I was concerned that the script might have glossed over Shirley and
other African-Americans face. The newfound abundance of clean, inexpensive cars in the
1930s was more than a matter of convenience for middle-class Americans (IMDb, 2020). It
opened up new opportunities, giving them the freedom to fly across the world at their own
pace without having to rely on anyone. Also, in a constitutionally segregated world in some
areas and functionally segregated almost everywhere else, this was so for African Americans
(Lemire, 2018). However, while white travelers could travel with relative ease, stopping at
restaurants, bars, entertainment venues, and places to stay as they wished, African Americans
faced greater challenges. Staying in the wrong hotel or attempting to eat at the wrong
restaurant could result in you being ejected or worse.
The Negro Motorist Green Book was not the only travel guide for African-Americans,
but it was the most popular. Victor Hugo Green, an African-American mail carrier from
Harlem who served in Hackensack, New Jersey, designed it. Green worked on the effort for
almost three decades, from 1936 to 1966, soon after the Civil Rights Act was signed into law,
including a four-year pause during WWII (Diamond, 2018). The Green Book quickly
established itself as the most important document for black travelers in America, outlining
where they could eat, drink, and sleep without being abused or worse. Green Book depicts
various discriminatory prejudices that permeated American life in the early and mid-
twentieth centuries, ranging from snide remarks and racial epithets to outright hatred.
3
References
Diamond, A. (2018, November 20). The true story of the 'Green book' movie. Smithsonian
Magazine. https://www.smithsonianmag.com/arts-culture/true-story-green-book-
movie-180970728/
IMDb. (2020). Green book (2018). https://www.imdb.com/title/tt6966692/plotsummary
Lemire, C. (2018). Green book movie review & film summary (2018). Movie Reviews and
Ratings by Film Critic Roger Ebert | Roger Ebert.
https://www.rogerebert.com/reviews/green-book-2018
Week # 3 Case Study: Late and Later Documentation
Case Study: Late and Later Documentation
Based on the case study, critique the documentation presented by the healthcare provider and provide examples of whether the nurse follows or did not follow documentation requisites.
State what errors you found in the documentation and if you think the nurse followed the appropriate procedure ...
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ContemporaryProject ManagementTimothy J. Kloppenborg Th i.docxaidaclewer
Contemporary
Project Management
Timothy J. Kloppenborg Th ird Edition
Contemporary Project M
anagem
ent
K
loppenborg
Th ird Edition
To learn more about Cengage Learning, visit www.cengage.com
Purchase any of our products at your local college store or at our
preferred online store www.cengagebrain.com
Contemporary Project Management, 3e includes both time-tested and cutting-edge
project management techniques that are invaluable to you as a student or practitioner.
Check out some of the features of this text:
• Agile Approach to Project Planning and Management. The text fully integrates the
agile approach and uses a margin icon and alternate font color to emphasize the
difference between agile and traditional project management methods.
• PMBOK ® Guide Approach. This edition covers all knowledge areas and processes
from the fi fth edition of the PMBOK® Guide and now includes ten PMBOK® Guide-type
questions at the end of each chapter. All glossary defi nitions also refl ect the fi fth edition
of the PMBOK® Guide.
• Real Project Management Examples. Each chapter contains examples from practitioners
at actual companies in the U.S. and abroad.
• Actual Projects as Learning Vehicles. At the end of each chapter, there is an example
project with a list of deliverables. Microsoft® Word and Excel templates for many
project management techniques are also available on the textbook companion site.
• Full Integration of Microsoft® Project Professional 2013. Using screen captures, the
text shows step-by-step instructions for automating project management techniques
and processes in Microsoft® Project 2013.
Contemporary
Project Management
Timothy J. Kloppenborg
Need a study break? Get a break on the study materials designed for your course!
Find Flashcards, Study Guides,
Solution
s Manuals and more . . .
Visit www.cengagebrain.com/studytools today to find discounted study tools!
MS Project 2013 Instructions in Contemporary Project Management 3e
Chapter MS Project
4 Introduction to MS Project 2013
Toolbars, ribbons, and window panes
Initialize MS Project for Use
Auto schedule, start date, identifying information, summary row
Create Milestone Schedule
Key milestones, projected finish dates, information
6 Set up Work Breakdown Structure (WBS)
Understand WBS definitions and displays, enter summaries, create the outline,
Insert row number column, Hide/show desired amount of detail
7 Set up Schedule in MS Project
Define organization’s holidays, turn off change highlighting, understand types
of project data
Build Logical Network Diagram
Enter tasks and milestones, define dependencies, understand network
diagram presentation, verify accuracy
Understand Critical Path
Assign duration estimates, identify critical path
Display and Print Schedules
8 Define Resources
Resource views, max units, resource calendars
Assigning Resources
In split view enter work, select resource, modify assignments
Identify Ove.
ContemporaryProject ManagementTimothy J. Kloppenborg Th i.docxdonnajames55
Contemporary
Project Management
Timothy J. Kloppenborg Th ird Edition
Contemporary Project M
anagem
ent
K
loppenborg
Th ird Edition
To learn more about Cengage Learning, visit www.cengage.com
Purchase any of our products at your local college store or at our
preferred online store www.cengagebrain.com
Contemporary Project Management, 3e includes both time-tested and cutting-edge
project management techniques that are invaluable to you as a student or practitioner.
Check out some of the features of this text:
• Agile Approach to Project Planning and Management. The text fully integrates the
agile approach and uses a margin icon and alternate font color to emphasize the
difference between agile and traditional project management methods.
• PMBOK ® Guide Approach. This edition covers all knowledge areas and processes
from the fi fth edition of the PMBOK® Guide and now includes ten PMBOK® Guide-type
questions at the end of each chapter. All glossary defi nitions also refl ect the fi fth edition
of the PMBOK® Guide.
• Real Project Management Examples. Each chapter contains examples from practitioners
at actual companies in the U.S. and abroad.
• Actual Projects as Learning Vehicles. At the end of each chapter, there is an example
project with a list of deliverables. Microsoft® Word and Excel templates for many
project management techniques are also available on the textbook companion site.
• Full Integration of Microsoft® Project Professional 2013. Using screen captures, the
text shows step-by-step instructions for automating project management techniques
and processes in Microsoft® Project 2013.
Contemporary
Project Management
Timothy J. Kloppenborg
Need a study break? Get a break on the study materials designed for your course!
Find Flashcards, Study Guides,
Solution
s Manuals and more . . .
Visit www.cengagebrain.com/studytools today to find discounted study tools!
MS Project 2013 Instructions in Contemporary Project Management 3e
Chapter MS Project
4 Introduction to MS Project 2013
Toolbars, ribbons, and window panes
Initialize MS Project for Use
Auto schedule, start date, identifying information, summary row
Create Milestone Schedule
Key milestones, projected finish dates, information
6 Set up Work Breakdown Structure (WBS)
Understand WBS definitions and displays, enter summaries, create the outline,
Insert row number column, Hide/show desired amount of detail
7 Set up Schedule in MS Project
Define organization’s holidays, turn off change highlighting, understand types
of project data
Build Logical Network Diagram
Enter tasks and milestones, define dependencies, understand network
diagram presentation, verify accuracy
Understand Critical Path
Assign duration estimates, identify critical path
Display and Print Schedules
8 Define Resources
Resource views, max units, resource calendars
Assigning Resources
In split view enter work, select resource, modify assignments
Identify Ove.
ContemporaryProject ManagementTimothy J. Kloppenborg Th i.docxmaxinesmith73660
Contemporary
Project Management
Timothy J. Kloppenborg Th ird Edition
Contemporary Project M
anagem
ent
K
loppenborg
Th ird Edition
To learn more about Cengage Learning, visit www.cengage.com
Purchase any of our products at your local college store or at our
preferred online store www.cengagebrain.com
Contemporary Project Management, 3e includes both time-tested and cutting-edge
project management techniques that are invaluable to you as a student or practitioner.
Check out some of the features of this text:
• Agile Approach to Project Planning and Management. The text fully integrates the
agile approach and uses a margin icon and alternate font color to emphasize the
difference between agile and traditional project management methods.
• PMBOK ® Guide Approach. This edition covers all knowledge areas and processes
from the fi fth edition of the PMBOK® Guide and now includes ten PMBOK® Guide-type
questions at the end of each chapter. All glossary defi nitions also refl ect the fi fth edition
of the PMBOK® Guide.
• Real Project Management Examples. Each chapter contains examples from practitioners
at actual companies in the U.S. and abroad.
• Actual Projects as Learning Vehicles. At the end of each chapter, there is an example
project with a list of deliverables. Microsoft® Word and Excel templates for many
project management techniques are also available on the textbook companion site.
• Full Integration of Microsoft® Project Professional 2013. Using screen captures, the
text shows step-by-step instructions for automating project management techniques
and processes in Microsoft® Project 2013.
Contemporary
Project Management
Timothy J. Kloppenborg
Need a study break? Get a break on the study materials designed for your course!
Find Flashcards, Study Guides,
Solution
s Manuals and more . . .
Visit www.cengagebrain.com/studytools today to find discounted study tools!
MS Project 2013 Instructions in Contemporary Project Management 3e
Chapter MS Project
4 Introduction to MS Project 2013
Toolbars, ribbons, and window panes
Initialize MS Project for Use
Auto schedule, start date, identifying information, summary row
Create Milestone Schedule
Key milestones, projected finish dates, information
6 Set up Work Breakdown Structure (WBS)
Understand WBS definitions and displays, enter summaries, create the outline,
Insert row number column, Hide/show desired amount of detail
7 Set up Schedule in MS Project
Define organization’s holidays, turn off change highlighting, understand types
of project data
Build Logical Network Diagram
Enter tasks and milestones, define dependencies, understand network
diagram presentation, verify accuracy
Understand Critical Path
Assign duration estimates, identify critical path
Display and Print Schedules
8 Define Resources
Resource views, max units, resource calendars
Assigning Resources
In split view enter work, select resource, modify assignments
Identify Ove.
HR517-B02 Managerial Accounting
Assignment #2
1
ASSIGNMENT #2: COST SUMMARY FOR TRAINING SESSION & ONGOING
EDUCATION
Miller Clinic is a privately owned Naturopathic Clinic in Winnipeg, Manitoba that specializes in
classic Traditional Chinese Medicine (TCM) treatment. As part of a five-year plan, Miller has
recently completed its expansion into four major areas of Winnipeg. It now offers treatment at
locations in Fort Gary, St. Boniface, Tuxedo and North End. In order to maintain consistency in
its services across all four of its locations and offer high-quality treatment, Dr. Miller has
decided to offer training and ongoing education for its team of 87 staff and practitioners.
Management is trying to decide between two methods of Knowledge-Based training and has
asked for your help.
Self-Directed Computer-
Based Distance Training
Classroom Training
Development time*
Initial: five months
Yearly updates: one week
Initial: one month
Yearly updates: one week
Internal developers
Three subject matter experts
(Dr. Miller, his wife and
assistant)
Three subject matter experts
(Dr. Miller, his wife and
assistant)
External developers
Web-based training developer
at $200,000
None
Training population
All primary participants
Maximum fifty participants
per session
Frequency
One time per participant
Presented quarterly;
participants attend as needed
Length
Administrative staff: one day
in total; at leisure
Practitioners: four days in
total; at leisure
Administrative staff: one day
Practitioners: four days
Location
In office or at other location
Rental space at $2,500 per
day all expenses included
* The development time estimated here is based on the fact that the owners have subject matter experts with
experience in developing training curricula and that basic modules will be used in each of the population-specific
training packages. If development time exceeds our estimate, training costs will increase.
If the company decides to offer the classroom training, the staff and practitioners will be paid to
attend the training and will be exempt from performing regular duties. The company estimates
that revenue for four days of normal business practices is approximately $40,000 among the four
locations. At each location, Miller employs two full-time administrative staff who make $200 a
HR517-B02 Managerial Accounting
Assignment #2
2
day and two part-time administrative staff that make approximately $80 a day and work 20 hours
per week (exactly half the hours of the full-time staff). The remainder of Miller’s employees are
practitioners. The practitioners’ average salary is $500 per day. The Millers will be providing
lunch if they decide to implement the classroom training which they budgeted $1000 per day.
Write a report to Dr. Miller explaining which training method you recommend he implement for
his employees ...
This document provides an overview of using agile concepts for organizational transformation in the digital age. It discusses foundational topics like defining an organization and typical organizational structures. It then covers developing business-level strategy, including analyzing an organization's value proposition, business model, and competitive advantages. The document also discusses strategy development processes like mission and vision statements. Finally, it touches on strategy execution methods like agile delivery approaches, minimum viable products, and development roadmaps.
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Our release management processes and teams are there to try to protect us from failure and disaster, but when we want to accelerate our velocity, they can seem to get in the way. Current best practices that optimize value streams move toward smaller, autonomous teams who are responsible for every aspect of delivery and risk management. But how can we do that without compromising our governance and introducing risk?
Join Helen Beal, a self-described ‘DevOpsologist’ at Ranger4 and Jeff Keyes, VP of Product at Plutora, to learn about:
Why autonomous teams and centralized governance can live together;
How organizations evolve to release frequently and safely on demand;
What happens to release managers in a decentralized model;
The technology that supports us in making risk-informed decisions.
Similar to 02277_ind_ptg01.indd 25 281115 221 PMWant to tu (20)
1 Evidence-Based Practices to Guide ClinicaSilvaGraf83
1
Evidence-Based Practices to Guide Clinical Practices
Marilaura Mieres
Miami Regional University
Dr.Mercedes
03/28/2021
Evidence-Based Practices to Guide Clinical Practices
2
Introduction
Evidence best practices is an approach that translates excellent scientific research
evidence to enhanced practical decisions aiming at improving health. EBP involves using
research findings obtained from systematic data collection that is achieved through observations
and analyzed experiments. The connection of research, theory, and EBP are interlinked in that
the delivery of one results in another aspect's discovery. Through research findings, a theory is
discovered, and through various experiments and observations, evidence-based practices are
identified.
Interrelationship Between the Theory, Research, and EBP.
According to Cannon & Boswell (2016), health professionals require standards to analyze
behavioral treatments in the behavioral sciences. Through complete incorporation and
implementation processes, health professionals must value EBP processes, health theories, and
research. Through experience, health practitioners must learn to integrate research results to
determine the best treatment plans suitable for patients. Through this research results,
experiments, and evidence, health practitioners with academicians ally to discover a theory. The
treatments are offered according to patients' values, interests, and preferences (Cannon &
Boswell 2016). The values increase practitioners' skills and knowledge to analyze research
outcomes effectively. Nurses are expected to think critically after being taught and encouraged,
which corresponds with evidence-based practices. Nurses' critical thinking skills require a
foundation on which proven research and tested data can be based. The proven research,
evidence-based practices, and a good foundation all connect to form a theory that research can
rely on and nurses can use to prove their practices.
3
Additionally, health professionals at all levels must identify challenges and arising
questions to address patients' needs and offer quality practices to discover appropriate
interventions suitable for every challenge. Health professionals are directly involved in research
projects that allow them to understand the best methods to publish for evidence-based practices.
Through different researches and publications, health professionals like advanced practice nurses
use research to solve health dilemmas. Nurses find platforms centered on tested clarifications
through nursing practices and methodical examinations from research to build a base for
procedures and care.
Moreover, research is a scientific procedure that anticipates outcomes through the use of
fundamental expertise. Research processes enhance the capacity of discipline through clarity and
visualized aspects. The discipline's ability to put i ...
1 Green Book Film Analysis Sugiarto MuljSilvaGraf83
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Green Book Film Analysis
Sugiarto Muljadi
CSUN
COMS 321
Prof. Darla Anderson
12th May 2021
2
Green Book Analysis
Social stratification exists in almost every place that human’s dwell. Nonetheless, race
remains one of the most controversial elements of social stratification. The film Green Book
wants the audience to learn that there are no differences between humans regardless of their
race. While watching it, I was concerned that the script might have glossed over Shirley and
other African-Americans face. The newfound abundance of clean, inexpensive cars in the
1930s was more than a matter of convenience for middle-class Americans (IMDb, 2020). It
opened up new opportunities, giving them the freedom to fly across the world at their own
pace without having to rely on anyone. Also, in a constitutionally segregated world in some
areas and functionally segregated almost everywhere else, this was so for African Americans
(Lemire, 2018). However, while white travelers could travel with relative ease, stopping at
restaurants, bars, entertainment venues, and places to stay as they wished, African Americans
faced greater challenges. Staying in the wrong hotel or attempting to eat at the wrong
restaurant could result in you being ejected or worse.
The Negro Motorist Green Book was not the only travel guide for African-Americans,
but it was the most popular. Victor Hugo Green, an African-American mail carrier from
Harlem who served in Hackensack, New Jersey, designed it. Green worked on the effort for
almost three decades, from 1936 to 1966, soon after the Civil Rights Act was signed into law,
including a four-year pause during WWII (Diamond, 2018). The Green Book quickly
established itself as the most important document for black travelers in America, outlining
where they could eat, drink, and sleep without being abused or worse. Green Book depicts
various discriminatory prejudices that permeated American life in the early and mid-
twentieth centuries, ranging from snide remarks and racial epithets to outright hatred.
3
References
Diamond, A. (2018, November 20). The true story of the 'Green book' movie. Smithsonian
Magazine. https://www.smithsonianmag.com/arts-culture/true-story-green-book-
movie-180970728/
IMDb. (2020). Green book (2018). https://www.imdb.com/title/tt6966692/plotsummary
Lemire, C. (2018). Green book movie review & film summary (2018). Movie Reviews and
Ratings by Film Critic Roger Ebert | Roger Ebert.
https://www.rogerebert.com/reviews/green-book-2018
Week # 3 Case Study: Late and Later Documentation
Case Study: Late and Later Documentation
Based on the case study, critique the documentation presented by the healthcare provider and provide examples of whether the nurse follows or did not follow documentation requisites.
State what errors you found in the documentation and if you think the nurse followed the appropriate procedure ...
1
Film Essay 1
Film from 1940-1970
Garrett Lollis
ARTH 334
Professor Tom Fallows
April 04, 2021
2
Part 1
The film I chose was Ben-Hur (1959), which is an adventure/historical film by director
William Wyler. The film is a work of fiction based on the 1880 book Ben-Hur: A Tale of the
Christ by author Lee Wallace and is the third film adaption of multiple films based upon the
story of the fictional character Ben-Hur (Brayson, 2016). I personally enjoyed this 3 hour and
42-minute film due to the directors’ masterful work even though the film was made in 1959.
William Wyler utilized different cinematography and editing tools such as D.W.
Griffiths intercutting, panning, close-up, and dissolve techniques throughout the film to depict
each scene and enhance the quality of the film (Gutmann, 2010). With the use of D.W. Griffiths
cinematography/editing techniques, William Wyler managed to show different angles of a scene
better and pan for more use of the space because of newer technology unlike the straight on view
that had to be used in George Melies’s A Trip To The Moon (1902) due to the technology at
that time. Sound syncing really came a long way from the early 1900’s and this film perfectly
synced the sounds with what was happening in each scene (The History of Sound at the Movies,
2014). There is a scene about an ancient Roman naval battle taking place and I believe all parts
from sound, to editing, and cinematography come together during this battle scene. Before the
battle takes place the Admiral of the ship tests the boat rowers which were slaves by having them
run through different battle speeds of the ship. There is a drummer that helps keep the rowers in
sync, so as the Admiral yelled out “attack speed” the drummer started drumming and you can
hear the multitude of sounds from the music intensifying, the drummer drumming faster to the
changing ship speeds, to the exhaustion of the men as they row throughout this particular scene.
Once the battle begins, the battle music intensifies, and the director used cross-cutting to go
between the battle taking place outside the ship and back to the men under the deck rowing the
3
boat as the battle draws on. The director also used close-up shots to show the different
expressions on a few characters faces during the battle and finishes with the dissolve effect after
the battle is over to transition to Ben-Hur and the Admiral being stranded in the ocean. William
Wyler used the dissolve feature multiple time throughout the film to transition between locations
and nighttime and daytime, I really enjoy this feature because it makes the scenes flow smoothly
instead of just abruptly cutting off. Another interesting thing added into the film is an
intermission because the length of the film, this gives time to get a drink or more popcorn and
something I have only seen down in very few films. The dir ...
1 FIN 2063 INSURANCE FINANCIAL PLANNING Case AsSilvaGraf83
1
FIN 2063
INSURANCE FINANCIAL PLANNING
Case Assignment
Due Dates: Part I - Week 10 Part II - Week 12
Value: Part 1 – 10% Part II – 10% Total - 20% of final grade
1. This assignment represents a real client scenario. Create a report.
a. Read the case, the requirements and the marking rubric.
2. Your report must be typed, double-spaced in Times New Roman 12 or Arial/Calibri 11.
On the title page, include your name and student number.
3. As this is project is very similar in nature to a real life insurance planning scenario, present
your report just as you feel you would present a real life insurance planning
recommendation to a real life client.
4. The requirements at the end of the case indicate the expectations for your report, as does
the marking rubric.
Marks will be lost if your recommendations do not adequately meet or are not clearly
aligned with the clients’ goals. If due to lack of clarity or insufficient information you feel it
necessary to make an assumption, state the assumption in your report. That said, do not
assume the case away.
5. Although you may discuss this with other individual in the class, your report must be
unique. Any copying will result in a grade of zero.
2
Client Situation
You are a financial planner with a specialty in risk management. You’ve completed the LLQP and
are licensed to sell insurance products. You love your career and have built a successful practice
based mainly on referrals from your satisfied clients.
Jack, age 49, and Jill, age 48, are one of those referrals. Jack is Vice-President of Marketing at a
mid-sized systems firm. His salary is $190,000 + bonus. Last year his bonus was $40,000. Jill is
an accountant in private practice. She works from home and typically bills $150,000 a year
(roughly $100,000 after expenses). They feel pretty comfortable financially but have asked you to
flag any gaps that you can see in their risk management strategy. They also have specific questions
that they’d like you to address.
Jack and Jill are married with two children who live at home: Tracey, age 22 and Travis, age 17.
Jill’s mother, Lauren age 75, is widowed. Although she is financially independent, she moved in
with Jill and her family after the recent death of her husband. She contributes to the family’s
expenses and is especially devoted to her granddaughter, Tracey.
Tracey, a happy and outgoing woman, was born with Down Syndrome, a common genetic
disorder. Otherwise, Tracey is in good health and could easily live to age 60. Jack and Jill would
like to keep Tracey at home as long as possible but they are concerned about her ability to adapt if
one or both of them dies unexpectedly. As a result, they’re considering moving her into a group
home in their city. The group home provides full support to residents. The fee for this year is
$58,250. Tracey has seen the place and likes it, in no small part b ...
1 Faculty of Science, Engineering and ComputiSilvaGraf83
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Faculty of Science, Engineering and Computing
CE7011 Management of Project, Risk, Quality and Safety
Reassessment Pack
April 2021
Content
Page No
Teaching Team 2
Assessment Summary 2
Health and Safety and Quality On line Test 3
Project Risk Management (PRM) Coursework 6
Assessment Submission and Feedback Form 12
Group Coursework Grade and Feedback Form 13
Individual Coursework Grade and Feedback Form 14
2
Faculty of Science, Engineering and Computing
Module Assessment Pack 2019/20
CE7011 Management of Project, Risk, Quality and Safety
Teaching Team
Staff Name Room Extension Contact: Email/Office hours
Module
Leader
Lecturer
Behrouz Zafari (BZ)
Diyana Binti Abd Razak (DR)
Illona Kusuma (IK)
Cliff Dansoh (CD)
Hasan Haroglu (HH)
PRMB1044
PRMB1057
PRMB1026
RV MB 212
PRMB1045
64820
[email protected]
Term-time office hours:
Tuesday: 16:00 – 17:30
Thursday: 16:00 – 17:30
[email protected]
[email protected][email protected][email protected]
Assessment Summary
Type Weight Set date Due date
Mark
by
Mark/work
return date
In-course
assessment
Examination
On-line test
(In-class)
30% 19 April
21
19 April
21
BZ 20 working
days after
submission
Written
assignment
70% 9 April 21
26 April
21
BZ 20 working
days after
submission
Examination No examination
mailto:[email protected]
mailto:[email protected]
mailto:[email protected]
mailto:[email protected]
mailto:[email protected]
3
Faculty of Science, Engineering & Computing
School of Natural and Built Environments
Department of Civil Engineering
CE7011 Management of Project, Risk, Quality and Safety
Assessments
Health and Safety and Quality On line Test
The online H&S and Quality test – will be available on Study Space under
assessments.
Date and Time of Test: Monday 19 April 2021, 9.00 am
Learning outcomes covered:
• Understand and contract toe roles of various parties in the successful
collaborative management of health and safety during both design and
construction phases of construction.
• Evaluate likelihood and impact of risk occurrence and procedures to manage
those risks, including health and safety risk.
• Appraise quality management techniques.
Instructions for taking the online test
The test is to be taken individually on-line, as per the timetable in the module
assessment pack. It will be available via Canvas/VLE. Once started, the test has to
be finished at one sitting. The maximum duration of the test is 80 minutes.
The test will be an open book test i.e. you can refer to notes books etc.
If your access to the University computer system is blocked or suspended for any
reason (e.g. financial) during the test tim ...
1
EARLY CHILDHOOD AND
CHILD DEVELOPMENT
Lesson Plan Handbook
Developed by Kristina Bodamer and Jennifer Zaur
September 2014
2
TABLE OF CONTENTS
About This Handbook 3
Lesson Plan Template 4
Goals 5
Objectives 6
Standards 7
Materials 11
Introduction 12
Lesson Development 14
Differentiation 16
Assessment 18
Closing 20
Sample Academic Lesson 21
Sample Developmental Lesson 23
Lesson Planning Resources 25
References 27
3
ABOUT THIS HANDBOOK
Purpose of the Handbook
This handbook was developed to provide Ashford University Early Childhood Education and
Child Development students with a resource to utilize when creating effective lesson plans.
Educators must be able to create an effective lesson plan so they can successfully teach
children the developmental and academic skills they need to grow, develop, and learn. As
Kostelnik, Rupiper, Soderman, & Whiren (2014) explain, “Planning is a mental process, and a
lesson plan is the written record of that process” (p. 81).
Design of the Handbook
“A lesson plan is the instructor’s road map of what students need to learn and how it will be
done effectively” (Milkova, 2014, para. 1). This handbook is your “road map” to creating
effective lesson plans. Each section of the handbook will serve as a different stop along your
journey. With each stop you make, you will gain important information about a component
of a lesson plan: what it is, its purpose, how to effectively develop each section of the lesson
plan, and concrete examples that model the individual sections. By the end of your trip, you
will be able to create effective lesson plans that will allow your students to learn the
developmental and academic skills they need to master. So, pack your bags and come along
for a fun and informative ride.
4
LESSON PLAN TEMPLATE
Content Area or Developmental Focus:
Age/Grade of Children:
Length of Lesson:
Goal
Objective
Standards Included
Materials
Introduction
Lesson Development
Differentiation
Assessment
(Practice/Check for
Understanding)
Closing
5
GOALS
What is a lesson goal?
A lesson goal guides the direction of the lesson. “Goals come from an outside source [such
as] a text, program goals, or state standards”(Kostelnik et al., 2014, p. 85 ). The goal is a
broad, general statement that tells you what you want your students to do when the lesson
is complete. Think of the goal of the lesson as a target that you are trying to reach. The goal
of the lesson should provide the framework for you to create a more detailed and
measurable learning objective.
Why are lesson goals important?
Lesson goals are important for s ...
1 Case Grading Procedure Your grade from each case SilvaGraf83
1
Case Grading Procedure
Your grade from each case analysis is determined using the following assessment rubrics:
Ethical Decision-Making Rubric - EDR
School of Business Writing Assessment Rubric – WAR
Review each of the rubrics below to see what is expected of you.
Your grade will be calculated as follows:
𝑃𝑒𝑟𝑐𝑒𝑛𝑡 𝐺𝑟𝑎𝑑𝑒 = 0.85 (
𝑃𝑜𝑖𝑛𝑡𝑠 𝑒𝑎𝑟𝑛𝑒𝑑 𝑜𝑛 𝑡ℎ𝑒 𝐸𝐷𝑅
50
) + 0.15 (
𝑃𝑜𝑖𝑛𝑡𝑠 𝑒𝑎𝑟𝑛𝑒𝑑 𝑜𝑛 𝑡ℎ𝑒 𝑊𝐴𝑅
70
)
The total case grade will be out of 50 points.
𝑇𝑜𝑡𝑎𝑙 𝑃𝑜𝑖𝑛𝑡𝑠 𝑜𝑛 𝐴𝑠𝑠𝑖𝑔𝑛𝑚𝑒𝑛𝑡 = 𝑃𝑒𝑟𝑐𝑒𝑛𝑡 𝐺𝑟𝑎𝑑𝑒 × 50
2
Ethical Decision-Making Rubric
Evaluators are encouraged to assign a zero to any work sample or collection of work that does not meet minimum performance levels.
Case Analysis Steps Standards Points
Ethical Issues:
Issue Identification All ethical issues are
properly identified (4
points)
Most ethical issues are
properly identified (3
points)
Some ethical issues are
properly identified (2 – 1
points)
No ethical issue is
properly identified (0
points)
Issue Definitions/Descriptions
and Factual Support
Of those ethical issues
identified, all are
adequately defined/
described and supported
by case facts (6 points)
Of those ethical issues
identified, most issues
identified are adequately
defined/ described and
supported by case facts (5
– 4 points)
Of those ethical issues
identified, some issues
identified are adequately
defined/ described and
supported by case facts (3
– 1 points)
No issue identified is
adequately
defined/described and
supported by case facts (0
points)
Stakeholder Analysis:
Stakeholder Identification All key stakeholders are
properly identified (6
points)
Most key stakeholders are
properly identified (5 – 4
points)
Some key stakeholders are
properly identified (3 – 1
points)
No key stakeholder is
properly identified (0
points)
Identification of Stakes Of those stakeholders
identified, all important
stakes are properly listed
(4 points)
Of those stakeholders
identified, most important
stakes are properly listed
(3 points)
Of those stakeholders
identified, some important
stakes are properly listed
(2 – 1 points)
Of those stakeholders
identified, no important
stakes are properly listed
(0 point)
Ethical Decisions
All short- and long-term
ethical issues are resolved
through the use of ethical
decisions (10 points)
Most short- and/or long-
term ethical issues are
resolved through the use
of ethical decisions (9 – 6
points)
Some short- and/or long-
term ethical issues are
resolved through the use
of ethical decisions (5 – 1
points)
Alternate decisions or
unethical decisions are
used to attempt to resolve
the ethical issues
identified (0 points)
Nonconsequentialist Analysis:
Subcharacteristic Identification
and Definition
Four of t
1 Kilimanjaro is a snow-covered mountain 19,710 feet hiSilvaGraf83
1
Kilimanjaro is a snow-covered mountain 19,710 feet high, and is said to be the highest mountain in Africa.
Its western summit is called the Masai "Ngaje Ngai," the House of God. Close to the western summit there
is the dried and frozen carcass of a leopard. No one has explained what the leopard was seeking at that
altitude.
The Snows of Kilimanjaro
By Ernest Hemingway, 1938
THE MARVELLOUS THING IS THAT IT S painless," he said. "Tha 's ho o kno
when it starts."
"Is it really?"
"Absolutely. I'm awfully sorry about the odor though. That must bother you."
"Don't! Please don't."
"Look at them," he said. "Now is it sight or is it scent that brings them like that?"
The cot the man lay on was in the wide shade of a mimosa tree and as he looked out past
the shade onto the glare of the plain there were three of the big birds squatted obscenely,
while in the sky a dozen more sailed, making quick-moving shadows as they passed.
"They've been there since the day the truck broke down," he said. "Today's the first time
any have lit on the ground. I watched the way they sailed very carefully at first in case I
ever wanted to use them in a story. That's funny now.""I wish you wouldn't," she said.
"I'm only talking," he said. "It's much easier if I talk. But I don't want to bother you."
"You know it doesn't bother me," she said. "It's that I've gotten so very nervous not being
able to do anything. I think we might make it as easy as we can until the plane comes."
"Or until the plane doesn't come."
"Please tell me what I can do. There must be something I can do.
"You can take the leg off and that might stop it, though I doubt it. Or you can shoot me.
You're a good shot now. I taught you to shoot, didn't I?"
"Please don't talk that way. Couldn't I read to you?"
2
"Read what?"
"Anything in the book that we haven't read."
"I can't listen to it," he said." Talking is the easiest. We quarrel and that makes the time
pass."
"I don't quarrel. I never want to quarrel. Let's not quarrel any more. No matter how
nervous we get. Maybe they will be back with another truck today. Maybe the plane will
come."
"I don't want to move," the man said. "There is no sense in moving now except to make it
easier for you."
"That's cowardly."
"Can't you let a man die as comfortably as he can without calling him names? What's the
use of clanging me?"
"You're not going to die."
"Don't be silly. I'm dying now. Ask those bastards." He looked over to where the huge,
filthy birds sat, their naked heads sunk in the hunched feathers. A fourth planed down, to
run quick-legged and then waddle slowly toward the others.
"They are around every camp. You never notice them. You can't die if you don't give up."
"Where did you read that? You're such a bloody fool."
"You might think about some one else."
"For Christ's sake," he said, "that's been my trade."
He lay then and was quiet for a while and looked across the ...
1
Assignment 2 Winter 2022
Problem 1
Assume you have the option to buy one of three bonds. All have the same degree of default risk
and mature in 15 years. The first is a zero-coupon bond that pays $1,000 at maturity. The
second has a 7 percent coupon rate and pays the $70 coupon once per year. The third has a 9
percent coupon rate and pays the $90 coupon once per year.
a. If all three bonds are now priced to yield 8 percent to maturity, what are their prices?
b. If you expect their yields to maturity to be 8 percent at the beginning of next year, what will
their prices be then? What is your before-tax holding period return on each bond? If your tax
bracket is 30 percent on ordinary income and 20 percent on capital gains income, what will
your after-tax rate of return be on each? Assume you do not sell the bonds.
c. Recalculate your answer to (b) under the assumption that you expect the yields to maturity on
each bond to be 7 percent at the beginning of next year.
d. Re-do the calculations in parts b and c above, assuming you will sell the bonds at the end of the
year.
Problem 2
A University endowment fund has sought your advice on its fixed-income portfolio strategy.
The characteristics of the portfolios current holdings are listed below:
Market
Credit Maturity Coupon Modified Value of
Bond Rating (yrs.) Rate (%) Duration Convexity Position
A Cnd. Govt. 3 0 2.727 9.9 $30,000
B A1 10 8 6.404 56.1 $30,000
C Aa2 5 12 3.704 18.7 $30,000
D Agency 7 10 4.868 32.1 $30,000
E Aa3 12 0 10.909 128.9 $30,000
$150,000
a) Calculate the modified duration for this portfolio.
b) Suppose you learn that the modified duration of the endowment’s liabilities is 6.5 years.
Identify whether the bond portfolio is: i) immunized against interest rate risk, ii) exposed to net
price risk, or iii) exposed to net re-investment risk. Briefly explain what will happen to the net
position of the endowment fund if in the future there is a significant parallel upward shift in the
yield curve.
c) Your current active view for the fixed income market over the coming months is that Treasury
yields will decline and corporate credit spreads will also decrease. Briefly discuss how you
could restructure the existing portfolio to take advantage of this view.
2
Problem 3
A 20-year maturity bond with a 10% coupon rate (paid annually) currently sells at a yield to
maturity of 9%. A portfolio manager with a 2-year horizon needs to forecast the total return on
the bond over the coming 2 years. In 2 years, the bond will have an 18-year maturity. The analyst
forecasts that 2 years from now, 18-year bonds will sell at yield to maturity of 8%, and that
coupon payments can be reinvested in short-term securities over the coming 2 years at a rate of
7%.
a) What is the 2-year return on the bond
b) What will be the rate of return the manager forecasts that in 2 years the yiel ...
1
COU 680 Adult Psychosocial Assessment Sabrina
Date of appointment: Today Time of appointment: 5:00 pm
Client Name: Sabrina Hinajosa Age: 29 DOB: 3/23/89
Gender: Male Female Transgender Preferred Name/Nickname: N/A
Ethnicity: Hispanic Non‐Hispanic Race: Caucasian
Current Marital/Relationship Status: Single Married Divorced Widowed Domestic Partnership
Name of Person completing form: Sabrina Relationship to client: Self
PRESENTING PROBLEM (Briefly describe the issues/problems which led to your decision to seek therapy services):
I recently lost my mother-in-law to a sudden heart attack immediately prior to the recent hurricane. Within a matter
of a single day I lost the mother figure in my life, was evacuated from my home, and had a hurricane destroy parts
of my house. I’m completely overwhelmed, sad, and angry at the world.
How severe, on a scale of 1‐10 (with 1 being the most severe), do you rate your presenting problems?
MOST SEVERE 1 2 3 4 5 6 7 8 9 10 LEAST SEVERE
PRESENTING PROBLEM CATEGORIZATION: (Please check all the apply and circle the description of symptom)
Symptoms causing concern, distress or impairment:
Change in sleep patterns (please circle): sleeping more sleeping less difficulty falling asleep
difficulty staying asleep difficulty waking up difficulty staying awake
Concentration: Decreased concentration Increased or excessive concentration
Change in appetite: Increased appetite Decreased appetite
Increased Anxiety (describe): I have a lot of fear of the unknown. Everything feels out of my control.
Mood Swings (describe): I’m irritable all of the time. I go back and forth between extreme bouts of sadness
and complete anger and rage at the situation. The only place I feel calm is with my kids
and only because I really focus on making sure they are ok.
Behavioral Problems/Changes (describe): I struggle to stay focused on anything other than taking care of
my kids. I feel aimless and purposeless and have stopped putting forth much effort at work or in our home.
Everything just seems both overwhelming and pointless.
Victimization (please circle): Physical abuse Sexual abuse Elder abuse Adult molested as child
Robbery victim Assault victim Dating violence Domestic Violence
Human trafficking DUI/DWI crash Survivors of homicide victims
Other:
2
Other (Please describe other concerns):
How long has this problem been causing you distress? (please circle)
One week One month 1 – 6 Months 6 Months – 1 Year Longer than one year
How do you rate your current level of coping on a scale of 1 – 10 (with 1 being unable to cope)?
UNABLE TO COPE 1 2 3 4 5 6 7 8 9 10 ABLE TO COPE
EMPLOYMENT:
Currently Employed? Yes No If employed, what is your occupation? Bank teller
Where are you working? XYZ Bank
How long? 3 Days/Months/Years
Do you enjoy your current job? Yes No What do you like/ ...
1 Literature Review on How Biofilm Affect theSilvaGraf83
1
Literature Review on How Biofilm Affect the Patient Recovery at the Hospital
Student’s Name
Professor’s Name
Course Name
Date
2
Introduction
Regulating biofilms for injury and insertion can have a variety of adverse effects on
patient well-being, including delayed recovery and implant evacuation. Biofilm drugs currently
do not completely destroy or prevent microbial colonization, indicating the need for further
research. The final review of drugs for biofilms focuses on components of nanotechnology-based
drug delivery, combination therapy, and coupling repair. Ultrasonic cleaning and hydrogels, as
well as recent improvements in incorporation, have great potential for use in discrete trauma and
medicine applications. This study reviews various literatures on the development of
microorganisms in biofilms and how it affects patient recovery at the hospital.
Patients with biofilms wounds excrete various microbes from their own skin and current
state, and if they receive hospitalization for treatment, they are likely to receive MRE and HAI
from surfaces, patients, staff, and emergency department equipment (Wu et al., 2018). This
literature states that such patients have high levels of biofilm contamination for biofilm reduction
applications in consuming patients include silver and various metals. Other elements indicating
this condition include disinfectants, hydrogels, light and sonic treatments to initiate atomic
sensitization to deliver dynamic oxygen (Wu et al., 2018). Small particles of these contaminants
allow penetration into the dividing layer of cells, glycans, lactobacilli and treatment with phages.
Other scholars such as Muhammad et al. (2020) and Barzegari et al. (2020) assert that the
accumulation of microorganisms can be immobile and live and attached to the surface. The
regimen of this group of people is not the same as that of planktonic development, where
microorganisms are isolated and flexible in environment (Muhammad et al., 2020). Cecillus cells
differ from planktonic cells in their morphology, physiology and qualitative articulation. The
ability to adhere to and thrive on surfaces such as biofilms is a gradual survival process that
3
allows microorganisms to colonize the zone (Muhammad et al., 2020). Microbes are constantly
changing from planktonic aggregates to sedentary ones. This variety of conditions is key for cells
as they allow rapid changes in their natural state.
Wound swelling can be characterized as the ability of microorganisms to thrive when
antimicrobial compounds are present in the climate. The obstructive component is hereditary and
prevents the antitoxin from working for its purpose (Barzegari et al., 2020). This literature
indicates that the term resistance should be used for microbes that may be caused by high-class
antibiotics but whose development is delayed. This element, which explicitly describes the life ...
1
Canterbury Tales
(c. 12th century)
What do I need to read?
“The Canterbury Tales General Prologue”
“The Miller’s Prologue and Tale”
“The Wife of Bath’s Prologue and Tale”
“The Pardoner’s Prologue and Tale”
Who is the author?
Geoffrey Chaucer (1343 – 1400). Called the Father of the English Language as well
as the Morning Star of Song, Geoffrey Chaucer, after six centuries, has retained
his status as one of the three or four greatest English poets. He was first to
commit to lines of universal and enduring appeal a vivid interest in nature, books,
and people.
As many-sided as Shakespeare, he did for English narrative what Shakespeare did
for drama. If he lacks the profundity of Shakespeare, he excels in playfulness of
2
mood and simplicity of expression. Though his language often seems quaint, he was
essentially modern. Familiarity with the language and with the literature of his
contemporaries persuades the most skeptical that he is nearer to the present than
many writers born long after he died.
---Courtesy of Compton’s Learning Company
Background Lecture
Chaucer’s father, an influential wine merchant, was able to secure Geoffrey a
position as a page in a household connected to King Edward III. Chaucer’s duties as
a page were humble, but they allowed him the opportunity to view the ruling
aristocracy, thus broadening his knowledge of the various classes of society. While
serving in the English army, Chaucer was captured and held prisoner in France.
After his release, he held a number of government positions.
While in his twenties, Chaucer began writing poetry, and he continued to write
throughout his life. Over the years, his writing showed increasing sophistication
and depth, and it is recognized as presenting penetrating insights into human
character. In The Canterbury Tales, critics say that the author shows an absolute
mastery of the art of storytelling.
The Canterbury Tales are also said to present “a cavalcade of fourteenth-century
English life” because on this pilgrimage to Canterbury the reader gets to meet a
cross-section of the people from Chaucer’s time.
Canterbury, located about fifty miles southeast of London, was a favorite
destination for pilgrims. In fact, Chaucer himself made a pilgrimage there. While
he did not set out on the pilgrimage looking for material to use in his writing, he
was so impressed by the mix of company that he had met at the Tabard Inn that
he was inspired to write what was to become his masterpiece.
3
Selected Canterbury Tales Terms and Definitions
Allegory - a story that represents abstract ideas or moral qualities. As such, an
allegory has both a literal level and a symbolic level of meaning. Example: Gulliver’s
Travels.
Allusion - a reference to a person, place, poem, book, or movie outside of the story
that the author expects the reader will recognize.
Fable - ...
1 Math 140 Exam 2 COC Spring 2022 150 Points SilvaGraf83
1
Math 140 Exam 2
COC Spring 2022
150 Points
Question 1 (30 points)
Match the following vocabulary words in the table below with the corresponding definitions.
Confidence Interval Hypothesis Test Standard Error Alternative Hypothesis
Randomized Simulation Random Sample Random Assignment Random Chance
Population Sampling Variability Significance Level Type II Error
One-Population Mean
T-Test Statistic
Quantitative Data One-Population
Proportion Z-Test
Statistic
Categorical Data
Critical Value Statistic Parameter Census
Type I Error Bootstrap Distribution Margin of Error Beta Level
Bootstrapping Null Hypothesis P-value Point Estimate
a. A number we compare our test statistic to in order to determine significance. In a sampling
distribution or a theoretical distribution approximating the sampling distribution, the critical
value shows us where the tail or tails are. The test statistic must fall in the tail to be significant.
b. Also called the Alpha Level. If the P-value is lower than this number, then the sample data
significantly disagrees with the null hypothesis and is unlikely to have happened by random
chance. This is also the probability of making a type 1 error.
c. A statement about the population that does not involve equality. It is often a statement about a
“significant difference”, “significant change”, “relationship” or “effect”.
d. The collection of all people or objects you want to study.
e. A number calculated from sample data in order to understand the characteristics of the data.
f. When biased sample data leads you to support the alternative hypothesis when the alternative
hypothesis is actually wrong in the population.
g. Another word for sampling variability. The principle that random samples from the same
population will usually be different and give very different statistics.
h. Data in the form of numbers that measure or count something. They usually have units and
taking an average makes sense.
i. Taking many random samples values from one original real random sample with replacement.
j. Collecting data from everyone in a population.
2
k. Collecting data from a population in such a way that every person in the population has an
approximately equal chance of being chosen. This technique tends to give us data with less
sampling bias.
l. The probability of getting the sample data or more extreme because of sampling variability (by
random chance) if the null hypothesis is true.
m. The sample proportion is this many standard errors above or below the population proportion in
the null hypothesis.
n. Take a group of people or objects and randomly put them into two or more groups. This is a
technique used in experiments to create similar groups. Similar groups help to control
confounding variables so that the scientist can prove cause and effect.
o. Data in the form of labels that tell us something about the people ...
1 Lessons from the past How the deadly second waveSilvaGraf83
1
Lessons from the past: How the deadly
second wave of the 1918 ‘Spanish flu’
caught Dallas and the U.S. by surprise
Health concerns about the 2020 coronavirus pandemic are rooted in the
catastrophic second wave of the 1918 pandemic, which hit between
September and November of that year.
By David Tarrant
9:00 AM on Jul 3, 2020
https://www.dallasnews.com/news/2020/07/03/lessons-from-the-past-how-the-deadly-second-
wave-of-the-1918-spanish-flu-caught-dallas-and-the-us-by-surprise/
Illustration by staff artist Michael Hogue.(Michael Hogue / Michael Hogue illustration)
As August gave way to September of 1918, few people were thinking about the
influenza that would soon sweep across Texas and the rest of the country with the speed and
deadly ferocity of a firestorm.
There had been a relatively mild version of the virus in the spring of that year, mostly
affecting troops mobilizing to go off to World War I over in Europe. But by summer the disease
known at the time as the Spanish flu had been largely forgotten.
The front pages of The Dallas Morning News were dominated by news of American troops
pouring into Europe for what would come to be known as World War I.
But that would quickly change. By the end of September, a second wave of the flu, far
deadlier, would sweep across the country, hitting Dallas and other large cities hard.
When health experts worry about the course of the 2020 coronavirus pandemic, they
often look back at the second wave of the 1918 pandemic, between September and November,
https://www.dallasnews.com/author/david-tarrant
2
when influenza cases overwhelmed hospitals and medical staffs across the country and the dead
piled up faster than they could be buried.
In Dallas that year, the city’s chief health officer, A.W. Carnes, waved off the fast-
approaching pandemic as not much more than the common cold. In a major blunder, he permitted
a patriotic parade in late September that attracted a cheering crowd of thousands jammed
together downtown.
Cases of influenza promptly spiked.
The second wave would produce most of the deaths of the pandemic, which experts now
estimate at 50 million to 100 million worldwide. In the United States, 675,000 people died from
the virus.
The Dallas Morning News on Sept. 27, 1918, reported the rapid spread of the Spanish flu. Despite the worsening
conditions, Dallas medical officials hesitated to impose restrictions on public gatherings for more than two weeks.
As it did then, the world is struggling with a virus for which there is no vaccine. COVID-19,
the sickness caused by the new coronavirus, has advanced unabated around the world since it first
appeared in China late last year. By the end of June, the number of deaths worldwide exceeded
500,000.
Like the Spanish flu in 1918, the new coronavirus isn’t showing signs of fading away
anytime soon. Texas ended June with alarm lights flashing as new COVID-19 cases set records
daily ...
1 Lockheed Martin Corporation Abdussamet Akca SilvaGraf83
1
Lockheed Martin Corporation
Abdussamet Akca
Lockheed Martin Corporation
To: Jack Harris
From: vice president governmental affairs
Date:15 February 2021
Sub: under Lockheed Martin Corporation (overview)
2
I am here to state that this is the overview of Lockheed Martin Corporation and Jack
Harris is the CEO of the consulting firm consulted by the CEO of Lockheed Martin Corporation,
crisis consulting.
Business profile
In the contemporary world, there are many challenges facing companies in different
industries in both developed countries and undeveloped countries. There is a great need to
understand the potential risks that may face the business to take care of the shareholder interests,
meet the legitimate consistency, and secure the required resources such as human resources
scholarly and reputational resources. Customers are helped with data by the shareholder value-
added. It also helps in another backup and preparation so that people in the organization are
ready to distinguish risk and so that they can quickly react to crisis consulting (Dove et al.,
2018). The SVAs problem consulting can work with customer administration to identify the
potential turmoil that Lockheed martin corporation is likely to face. The understanding of using
fitting systems and methodologies and the advancement of the same make it possible to oversee
and relieve emergencies through computerized systems. It is possible to utilize and outline
recreations by testing setups and arrangements. Through the operational reviews and the
preparation of potential crises in the Lockheed Martin Corporation, one’s status is also protected.
If the problem exceeds, then the SVAs group can react to the expansive scope of the crisis to
develop the best action to solve these crises.
Crisis consulting international has supplied security and crisis administration to different
organizations such as the Christian evangelist. The concern consulting international has been
helping these groups evaluate risk, improve policy creations, site overviews, and arrange training
staff, crisis administration group, meetings management of occasions, among others. Other
3
activities include risk assessment, prioritization of risks, evaluation, and comprehension of
corporate risk profile. Crisis consulting international uses scientific procedures to prepare
customers in perceiving and measuring risks to understand the effect of these risks so that they
can use the available methodologies to oversee risk and avoid it (Davies, 2019). SVA is used in
the business impact assessment process to break down the business with the end goal in mind.
That builds up top to bottom comprehension of recognizing the primary regions primarily
dependent on the company. This audit aims to establish more extensive deterrent ways of risk
arrangements and prepare programs. SVA can also be incorporated with working wit ...
1 Lab 9 Comparison of Two Field Methods in a ScienSilvaGraf83
1
Lab 9: Comparison of Two Field Methods in a
Scientific Report/Paper Format
Minimum Content of the Scientific Report
Title
The title should be a brief summary statement about your paper. Your title will be what
is most commonly cited and will be the “target” of topical searches via the internet.
Choose your words carefully. As short and as concise a title as possible is best.
Each student will come up with the title! You might consider waiting until after
completing the report to finalize the title.
Abstract
Think of the abstract as a short summary of your paper that could stand-alone as a
publication. The abstract should include, in order: a summary of the introduction,
methods, results, and discussion. However, you may include only key results and key
discussion points in the abstract. Do not include reference to figures and tables, and
don’t use abbreviations. Don’t include references in the abstract. This is the hardest
section of the paper to write, and should be written after you complete the other
sections.
Minimum of 200 and maximum of 300 words in a single-paragraph format.
Introduction
The introduction should include a detailed explanation about why you are doing the
study, i.e., the basis for your study.
This section should include observations or results from previous studies that support
the basis for your study, but not the results or discussion or conclusions drawn from the
results of your project.
Follow these observations or results from previous studies with the questions or
hypotheses of your study.
The introduction should end with a brief paragraph that summarizes the setting, scope,
and justification or importance of the study. This is a lead-in paragraph to the rest of the
paper.
Minimum of 1/2 page of text in length with one or more paragraphs.
2
Methods
Write the methods in the past tense.
This should be a detailed, step-by-step, description of how you did the study.
Include details on the equipment and materials used (see list below).
Include the approach to data analysis and cite any statistical or other applications used
to input, manage, graph, or analyze the data.
Include citations for any standard or previously published methods used.
Write this section with enough detail that someone else could duplicate your study or
conduct a similar study with only your methods section available.
Include a map showing the location, sampling area, and plot and belt transect in the
sampling area.
Minimum of one page of text in length with multiple paragraphs.
Results
This the “what you got” section.
Write the results in the past tense.
This sections includes any data or results tables and graphs you have.
This is a summary of your key results from data, graphs, and/or results of statistical
analyses.
You are not required to include a statistical analysis(-es).
You ar ...
1 LAB MODULE 5 GLOBAL TEMPERATURE PATTERNS Note PSilvaGraf83
1
LAB MODULE 5: GLOBAL TEMPERATURE PATTERNS
Note: Please refer to the GETTING STARTED lab module to learn how to maneuver
through and answer the lab questions using the Google Earth ( ) component.
KEY TERMS
You should know and understand the following terms:
Air temperature Heat index Temperature anomalies
Altitude Kelvin (K) Temperature averages
Ambient temperature Latitude Thermopause
Axial Tilt Maritime effect Thermosphere
Celsius (C) Mesopause Tropopause
Continentality, or
Continental effect
Mesosphere Troposphere
Stratopause Urban heat island
Environmental Lapse Rate Stratosphere Urban heat island effect
Exosphere Structure of the atmosphere Wind chill
Fahrenheit (F) Surface temperature
LAB MODULE LEARNING OBJECTIVES
After successfully completing this module, you should be able to the following
tasks:
Describe the differences between air and surface temperature
Explain heat index and wind chill
Explain the urban heat island effect
Describe the structure of the atmosphere
Describe large scale factors influencing temperature
Describe local factors influencing temperature
2
INTRODUCTION
This lab module explores the global surface and air temperatures of Earth and
Earth’s atmosphere. Topics include the structure of the atmosphere, local and
global factors influencing temperature, and temperature anomalies. The modules
start with four opening topics, or vignettes, which are found in the accompanying
Google Earth file. These vignettes introduce basic concepts of the internal structure
of the Earth. Some of the vignettes have animations, videos, or short articles that
will provide another perspective or visual explanation for the topic at hand. After
reading the vignette and associated links, answer the following questions. Please
note that some links might take a while to download based on your Internet speed.
Expand the INTRODUCTION folder.
Read Topic 1: Surface and Air Temperature
Question 1: How do the surface temperatures of the countries in the
northern latitudes (for example, Canada, Iceland, Norway, and Russia)
compare to those of northern Africa (for example, Algeria, Egypt, Libya,
Morocco, and Sudan)?
A. The temperatures are higher in the northern latitudes during summer
months when net radiation is higher.
B. The temperatures are lower in north Africa during the summer months
when net radiation is higher in northern latitudes.
C. Temperatures are lower in northern latitudes year-round.
D. Temperatures are only lower in the northern latitudes during winter
months.
Read Topic 2: Measuring Temperature
Question 2: Considering water freezes (or alternatively, melts) at 0˚C,
determine from the map which countries or landmasses have an annual
mean temperature around 0˚C.
A. Canada and Norway
B. The United States and the United Kingdom
C. Greenland and Antarctica
D. Russia and Antarctica
3
...
1 Instructions for Coming of Age in Mississippi SilvaGraf83
1
Instructions for Coming of
Age in Mississippi
Due Sunday, April 25th, 2021
Late papers will be penalized. Failure to turn in this assignment will result in
the automatic failure of the class.
Anne Moody’s Coming of Age in Mississippi is an autobiographical presentation of
her life and experiences in the segregationist South during the middle third of the
20th Century. Although Moody was intensively involved in the civil rights
movement of the 1950’s and 1960’s, the real value of her autobiography is that she
describes what it was like to grow up in Mississippi long before she became a civil
rights activist.
Your book essay for Coming of Age in Mississippi should explore and discuss the
following topics and questions:
1. Begin with a brief overview of the book: in general, what is it about, who wrote
it, etc.
2. Moody’s decision to become engaged in the political activism central to the
Civil Rights Movement was a result of her experiences at both work and play
growing up in Mississippi. What kinds of incidents from her life led Moody to
become politically active in the movement? For example, what does she notice
about how she is treated as a black person in Southern white society?
3. Women played an important role in Moody’s life. Using examples from her
autobiography, discuss what Moody learned about race, class and sexual
orientation from the women around her. Who were the most important women in
her life? Discuss each and explain why that person was so important.
4. Moody was a participant and observer of some of the most important historical
events of the 1950’s and 1960’s. How did she view and describe these events – for
example, the murder of Emmitt Till, the sit-in protests, the voter registration drive
in Mississippi, Ku Klux Klan activities and the assassination of Medgar Evars and
2
others? In general, what do her descriptions tell you about the struggle for civil
rights?
5. What did you think of this book? Did you like it/ not like it? Explain why.
Writing Instructions:
1. Use the above questions/topics as your paper outline and answer them in the
order they are presented.
2. Use some common sense in how much you write on each topic. The general
overview of the book, for example, can be covered in one relatively brief
paragraph. Other topics may require more extensive coverage. The main body of
your paper should focus on topics 2-4. You should explore those thoroughly and
back up any general comments with specific details that illustrate and support
them. Topics 1 and 5 should be about a paragraph in length.
3. Although I don’t grade in terms of the length of the paper, under most
circumstances I would expect a paper somewhere within the range of 4-5 pages.
As a general rule, it’s better to write more than less.
4. The paper must be typed using a standard word processing program, double-
spaced using norm ...
1
Institutional Assessment Report
2012-13
The primary purpose for assessment is the assurance and improvement of student learning and
development; results are intended to inform decisions about course and program content, delivery,
and pedagogy. The Institutional Assessment Report summarizes annual assessment processes,
results and success indicators at the program, co-curricular, core and institutional levels.
I. Program assessment
A total of 117 degree and certificate programs and 13 co-curricular units assessed student learning
in 2012-13. Assessment reports reside in the Assessment Reporting Management System (ARMS).
Most programs measured multiple learning outcomes and used multiple measures. Direct measures
examine or observe student knowledge, skills, attitudes or behaviors. The most frequently used
direct measures in undergraduate programs are written assignments and locally developed exams,
tests or quizzes. Commonly used direct measures in graduate programs include oral presentations
or exhibition, research papers/projects, and locally-developed exams, tests or quizzes (Table 1).
Table 1: Percent of Academic Programs Reporting Direct Measures in ARMS
Undergraduate Graduate
N = 52 N = 65 (3 certificate)
Standardized instruments 29% 14%
Locally-developed
exam/test/quiz
40% 40%
Essay question on exam 29% 17%
Pre- and post-measures 10% 3%
Written assignment 42% 32%
Portfolio 4% 12%
In-class discussions 10% 11%
Oral presentation or
exhibition
23% 51%
Thesis / Dissertation 32%
Simulations 4% 2%
Formal evaluation of practical
skills
12% 22%
Research paper/project 25% 40%
Final Project 29% 14%
Other 17% 14%
2
Indirect measures evaluate perceived learning, and may be used to supplement direct measures.
Surveys are commonly used indirect measures; in graduate education, student self-assessments are
most frequently used (Table 2).
Table 2: Percent of Academic Programs Reporting Indirect Measures in ARMS
Undergraduate Graduate
Surveys 17% 11%
Interviews or focus groups 2% 2%
Data indicators (job
placement, admission to
graduate education)
4% 9%
Comparisons with peers 4% 3%
Student Self-Assessment 2% 15%
Other 4% 8%
Co-curricular programs, especially those in the Division of Student Affairs, are more likely to
assess student learning and development through self-report (surveys and student self-assessments)
than through direct measures (Tables 3 and 4).
Table 3: Percent of Co-curricular Units1 Reporting Direct Measures in ARMS
(N = 13)
Reflection 15%
Academic written assignment/Research
questions
23%
Exam 8%
Oral presentation 8%
Observations 23%
Supervisor ratings 15%
Performance reviews 8%
Other 31%
Table 4: Percent of Co-curricular Units1 Reporting Indirect Measures in ARMS
Surveys 69%
Student Self-Assessment 62%
Data Indicators 8%
Benchmarks/Compa ...
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
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General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
1. 02277_ind_ptg01.indd 25 28/11/15 2:21 PM
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02277_end02_se_ptg01_hires.indd 2 17/11/15 1:52 PM
Copyright 2017 Cengage Learning. All Rights Reserved. May
not be copied, scanned, or duplicated, in whole or in part. Due
to electronic rights, some third party content may be suppressed
from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does
not materially affect the overall learning experience. Cengage
Learning reserves the right to remove additional content at any
2. time if subsequent rights restrictions require it.
Australia ● Brazil ● Mexico ● Singapore ● United Kingdom ●
United States
Strategic
ManageMent
A n I n t e g r A t e d A p p r o A c h
t h e o r y & c A s e s
cHarLeS W. L. HiLL
University of Washington – Foster School of Business
MeLiSSa a. ScHiLLing
new York University – Stern School of Business
garetH r. JOneS
12e
02277_fm_ptg01.indd 1 28/11/15 2:18 PM
Copyright 2017 Cengage Learning. All Rights Reserved. May
not be copied, scanned, or duplicated, in whole or in part. Due
to electronic rights, some third party content may be suppressed
from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does
not materially affect the overall learning experience. Cengage
Learning reserves the right to remove additional content at any
time if subsequent rights restrictions require it.
5. To learn more about Cengage Learning
Solution
s, visit www.cengage.com
Purchase any of our products at your local college store or at
our preferred
online store www.cengagebrain.com
Strategic Management: An Integrated
Approach, Theory & Cases, 12e
Charles W. L. Hill
Melissa A. Schilling
Gareth R. Jones
Vice President, General Manager, Social
Science & Qualitative Business:
Erin Joyner
Product Director: Jason Fremder
Senior Product Manager: Scott Person
6. Content/Media Developer: Tara Singer
Product Assistant: Brian Pierce
Marketing Director: Kristen Hurd
Marketing Manager: Emily Horowitz
Marketing Coordinator:
Christopher Walz
Senior Content Project Manager:
Kim Kusnerak
Manufacturing Planner:
Ron Montgomery
Production Service: MPS Limited
Senior Art Director: Linda May
Cover/Internal Designer: Mike Stratton
Cover Image: mbbirdy/Getty Images
8. Copyright 2017 Cengage Learning. All Rights Reserved. May
not be copied, scanned, or duplicated, in whole or in part. Due
to electronic rights, some third party content may be suppressed
from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does
not materially affect the overall learning experience. Cengage
Learning reserves the right to remove additional content at any
time if subsequent rights restrictions require it.
WCN: 02-200-203
iii
PART ONE iNTROducTiON TO sTRATEgic mANAgEmENT
1 strategic Leadership: Managing the strategy-Making process
2
for competitive Advantage
2 external Analysis: the Identification of opportunities and
threats 42
PART TwO THE NATuRE OF cOmPETiTiVE AdVANTAgE
9. 3 Internal Analysis: resources and competitive Advantage 78
4 competitive Advantage through Functional-Level strategies
109
PART THREE sTRATEgiEs
5 Business-Level strategy 146
6 Business-Level strategy and the Industry environment 170
7 strategy and technology 202
8 strategy in the global environment 239
9 corporate-Level strategy: horizontal Integration, Vertical
279
Integration, and strategic outsourcing
10 corporate-Level strategy: related and Unrelated
diversification 308
PART FOuR imPLEmENTiNg sTRATEgY
11 corporate governance, social responsibility, and ethics 348
12 Implementing strategy through organization 384
PART FiVE cAsEs iN sTRATEgic mANAgEmENT c-1
10. glossary g-1
Index I-1
BrieF cOntentS
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iv
iv
cOntentS
preface xiv
11. Acknowledgments xviii
dedication xxi
PART ONE iNTROducTiON TO sTRATEgic mANAgEmENT
chapter 1 strategic Leadership: Managing the strategy-Making
process
for competitive Advantage 2
opening case: the rise of Lululemon 2
overview 4
strategic Leadership, competitive Advantage, and superior
performance 5
Superior Performance 5
Competitive Advantage and a Company’s Business Model 7
Industry Differences in Performance 8
Performance in Nonprofit Enterprises 9
strategic Managers 10
Corporate-Level Managers 11
Business-Level Managers 12
Functional-Level Managers 12
the strategy-Making process 13
A Model of the Strategic Planning Process 13
12. Mission Statement 15
Major goals 17
External Analysis 18
strategy in Action 1.1: strategic Analysis at time Inc. 19
Internal Analysis 20
SWOT Analysis and the Business Model 20
Strategy Implementation 21
The Feedback Loop 22
strategy as an emergent process 22
Strategy Making in an Unpredictable World 22
Autonomous Action: Strategy Making by Lower-Level
Managers 23
Serendipity and Strategy 24
Intended and Emergent Strategies 24
strategy in Action 1.2: A strategic shift at charles schwab 25
strategic planning in practice 27
Scenario Planning 27
Decentralized Planning 29
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Contents v
strategic decision Making 29
Cognitive Biases and Strategic Decision Making 30
Techniques for Improving Decision Making 31
strategic Leadership 31
Vision, Eloquence, and Consistency 32
Articulation of the Business Model 32
Commitment 33
Being Well Informed 33
Willingness to Delegate and Empower 33
The Astute Use of Power 34
14. Emotional Intelligence 34
chapter 2 external Analysis: the Identification of opportunities
and threats 42
opening case: competition in the U.s. Market for Wireless
telecommunications 42
overview 44
defining an Industry 44
porter’s competitive Forces Model 45
Risk of Entry by Potential Competitors 46
Rivalry Among Established Companies 48
strategy in Action 2.1: circumventing entry Barriers into the
soft drink
Industry 49
strategy in Action 2.2: price Wars in the Breakfast cereal
Industry 52
The Bargaining Power of Buyers 53
The Bargaining Power of Suppliers 54
Substitute Products 55
Complementors 55
Summary: Why Industry Analysis Matters 56
15. strategic groups Within Industries 57
Implications of Strategic Groups 59
The Role of Mobility Barriers 59
Industry Life-cycle Analysis 60
Embryonic Industries 60
Growth Industries 61
Industry Shakeout 62
Mature Industries 63
Declining Industries 63
Summary 64
Limitations of Models for Industry Analysis 64
Life-Cycle Issues 64
Innovation and Change 65
Company Differences 66
the Macroenvironment 67
Macroeconomic Forces 68
Global Forces 69
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vi Contents
Technological Forces 69
Demographic Forces 69
Social Forces 70
Political and Legal Forces 70
PART TwO THE NATuRE OF cOmPETiTiVE AdVANTAgE
chapter 3 Internal Analysis: resources and competitive
Advantage 78
opening case: southwest Airlines 78
overview 80
competitive Advantage 80
Distinctive Competencies 81
17. Resources 81
Resource Quality: The VRIO Framework 83
Resources and Sustained Competitive Advantage 84
Value creation and profitability 87
the Value chain 90
Primary Activities 91
Support Activities 92
strategy in Action 3.1: Value creation at Burberry 93
strategy in Action 3.2: competitive Advantage at Zara 94
Value-Chain Analysis: Implications 95
the Building Blocks of competitive Advantage 96
Efficiency 97
Quality as Excellence and Reliability 97
Innovation 99
Customer Responsiveness 99
Analyzing competitive Advantage and profitability 100
Comparing Wal-Mart and Target 102
chapter 4 competitive Advantage through Functional-Level
18. strategies 109
opening case: trouble at Mcdonald’s 109
overview 111
Achieving superior efficiency 111
Efficiency and Economies of Scale 112
Efficiency and Learning Effects 113
strategy in Action 4.1: Learning effects in cardiac surgery 114
Efficiency and the Experience Curve 115
Efficiency, Flexible Production Systems, and Mass
Customization 117
strategy in Action 4.2: pandora: Mass customizing Internet
radio 119
Marketing and Efficiency 120
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Contents viiContents
Materials Management, Just-in-time systems, and efficiency 121
Research and Development Strategy and Efficiency 122
Human Resource Strategy and Efficiency 123
Hiring Strategy 123
Employee Training 123
Pay for Performance 124
Information Systems and Efficiency 124
Infrastructure and Efficiency 125
Summary 125
Achieving superior Quality 126
Attaining Superior Reliability 127
Implementing Reliability Improvement Methodologies 127
strategy in Action 4.3: general electric’s six sigma Quality
Improvement process 128
Improving Quality as Excellence 130
20. Achieving superior Innovation 132
The High Failure Rate of Innovation 133
Reducing Innovation Failures 134
Achieving superior cUstoMer responsiveness 136
Focusing on the Customer 136
Demonstrating Leadership 136
Shaping Employee Attitudes 136
Knowing Customer Needs 137
Satisfying Customer Needs 137
Customization 137
Response Time 138
PART THREE sTRATEgiEs
chapter 5 Business-Level strategy 146
opening case: Virgin America 146
overview 148
Low cost and differentiation 148
Lowering Costs 148
Differentiation 149
The Differentiation–Low Cost Tradeoff 151
Value Innovation: Greater Differentiation at a Lower Cost 153
21. strategy in Action 5.1: IKeA: Value Innovation in Furniture
retailing 154
Who Are our customers? Market segmentation 155
Three Approaches to Market Segmentation 155
Market Segmentation, Costs and Revenues 156
Business-Level strategy choices 158
strategy in Action 5.2: Microsoft office Versus google Apps 160
Business-Level strategy, Industry, and competitive Advantage
161
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22. viii Contents
Implementing Business-Level strategy 162
Lowering Costs Through Functional Strategy and Organization
163
Differentiation Through Functional-Level Strategy and
Organization 163
competing differently: Blue ocean strategy 164
chapter 6 Business-Level strategy and the Industry environment
170
opening case: can Best Buy survive the rise of e-commerce? 170
overview 173
strategy in a Fragmented Industry 173
Reasons for Fragmentation 173
Consolidating a Fragmented Industry Through Value Innovation
174
Chaining and Franchising 175
Horizontal Mergers 176
strategies in embryonic and growth Industries 177
23. The Changing Nature of Market Demand 178
Strategic Implications: Crossing the Chasm 181
strategy in Action 6.1: crossing the chasm in the
smartphone Market 182
Strategic Implications of Differences in Market Growth Rates
183
strategy in Mature Industries 185
Strategies to Deter Entry 185
Strategies to Manage Rivalry 188
strategy in Action 6.2: toyota Uses Market development to
Become the
global Leader 192
strategies in declining Industries 194
The Severity of Decline 194
Choosing a Strategy 195
chapter 7 strategy and technology 202
opening case: Blu-ray Versus hd-dVd and streaming: standards
Battles in Video 202
overview 204
24. technical standards and Format Wars 205
strategy in Action 7.1: “segment Zero”—A serious threat to
Microsoft? 206
Examples of Standards 208
Benefits of Standards 209
Establishment of Standards 210
Network Effects, Positive Feedback, and Lockout 211
strategies for Winning a Format War 214
Ensure a Supply of Complements 214
Leverage Killer Applications 215
Aggressive Pricing and Marketing 215
Cooperate with Competitors 216
License the Format 216
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Contents ixContents
costs in high-technology Industries 217
Comparative Cost Economics 217
Strategic Significance 218
strategy in Action 7.2: Lowering the cost of Ultrasound
equipment
through digitalization 219
capturing First-Mover Advantages 220
First-Mover Advantages 221
First-Mover Disadvantages 222
Strategies for Exploiting First-Mover Advantages 223
technological paradigm shifts 226
Paradigm Shifts and the Decline of Established Companies 227
Strategic Implications for Established Companies 231
Strategic Implications for New Entrants 232
26. chapter 8 strategy in the global environment 239
opening case: the globalization of starbucks 239
overview 241
global and national environments 242
The Globalization of Production and Markets 242
National Competitive Advantage 243
global expansion, profitability, and profit growth 246
Expanding the Market: Leveraging Products 247
Realizing Cost Economies from Global Volume 247
Realizing Location Economies 248
Leveraging the Competencies of Global Subsidiaries 249
cost pressures and pressures for Local responsiveness 250
Pressures for Cost Reductions 251
Pressures for Local Responsiveness 252
strategy in Action 8.1: Local responsiveness at MtV networks
253
choosing a global strategy 255
Global Standardization Strategy 256
Localization Strategy 257
Transnational Strategy 258
27. International Strategy 259
Changes in Strategy over Time 259
strategy in Action 8.2: the evolving strategy of coca-cola 261
the choice of entry Mode 262
Exporting 262
Licensing 263
Franchising 264
Joint Ventures 265
Wholly Owned Subsidiaries 266
Choosing an Entry Strategy 267
global strategic Alliances 269
Advantages of Strategic Alliances 269
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x Contents
Disadvantages of Strategic Alliances 270
Making Strategic Alliances Work 271
chapter 9 corporate-Level strategy: horizontal Integration,
Vertical
Integration, and strategic outsourcing 279
opening case: the proposed Merger of comcast and time
Warner cable 279
overview 281
corporate-Level strategy and the Multibusiness Model 281
horizontal Integration: single- Industry corporate strategy 282
Benefits of Horizontal Integration 284
strategy in Action 9.1: Wal-Mart’s expansion into other
retail Formats 286
Problems with Horizontal Integration 287
Vertical Integration: entering new Industries to strengthen
29. the “core”
Business Model 288
Increasing Profitability Through Vertical Integration 290
Problems with Vertical Integration 293
Alternatives to Vertical Integration: cooperative relationships
294
Short-Term Contracts and Competitive Bidding 295
Strategic Alliances and Long-Term Contracting 295
Building Long-Term Cooperative Relationships 296
strategy in Action 9.2: eBay’s changing commitment to Its
sellers 298
strategic outsourcing 299
Benefits of Outsourcing 300
Risks of Outsourcing 302
chapter 10 corporate-Level strategy: related and Unrelated
diversification 308
opening case: LVMh: getting Big While staying Beautiful 308
overview 310
Increasing profitability through diversification 310
30. Transferring Competencies Across Businesses 311
Leveraging Competencies to Create a New Business 312
Sharing Resources and Capabilities 313
Using Product Bundling 314
Utilizing General Organizational Competencies 315
strategy in Action 10.1: United technologies has an “Ace” in
Its pocket 317
two types of diversification 319
Related Diversification 319
Unrelated Diversification 320
the Limits and disadvantages of diversification 321
Changes in the Industry or Company 322
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31. time if subsequent rights restrictions require it.
Contents xiContents
Diversification for the Wrong Reasons 322
The Bureaucratic Costs of Diversification 323
strategy in Action 10.2: how Bureaucratic costs rose then Fell
at pfizer 326
choosing a strategy 327
Related Versus Unrelated Diversification 327
The Web of Corporate-Level Strategy 327
entering new Industries: Internal new Ventures 329
The Attractions of Internal New Venturing 329
Pitfalls of New Ventures 329
Guidelines for Successful Internal New Venturing 331
entering new Industries: Acquisitions 332
The Attraction of Acquisitions 332
Acquisition Pitfalls 333
Guidelines for Successful Acquisition 336
32. entering new Industries: Joint Ventures 337
Restructuring 339
Why Restructure? 339
PART FOuR imPLEmENTiNg sTRATEgY
chapter 11 corporate governance, social responsibility,
and ethics 348
opening case: starbucks: taking a stand on social Issues 348
overview 350
stakeholders and corporate performance 350
Stakeholder Impact Analysis 352
The Unique Role of Stockholders 352
Profitability, Profit Growth, and Stakeholder Claims 353
strategy in Action 11.1: price Fixing at sotheby’s and christie’s
356
Agency theory 357
Principal–Agent Relationships 357
The Agency Problem 358
strategy in Action 11.2: self-dealing at hollinger International
33. Inc. 361
governance Mechanisms 362
The Board of Directors 362
Stock-Based Compensation 364
Financial Statements and Auditors 365
The Takeover Constraint 366
Governance Mechanisms Inside a Company 367
ethics and strategy 369
Ethical Issues in Strategy 370
The Roots of Unethical Behavior 373
Behaving Ethically 374
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34. xii Contents
chapter 12 Implementing strategy through organization 384
opening case: organization change at google 384
overview 385
organizational Architecture 386
organizational structure 388
Centralization and Decentralization 388
strategy in Action 12.1: FeMA and hurricane Katrina 391
Tall Versus Flat Hierarchies 391
Structural Forms 394
Formal Integrating Mechanisms 398
Informal Integrating Mechanisms 400
organization controls and Incentives 402
Control Systems 402
strategy in Action 12.2: goal setting and controls at nordstrom
404
Methods of Control 405
35. organizational culture 409
organization processes 411
strategy in Action 12.3: organizational culture at Lincoln
electric 412
Implementing strategy through organizational Architecture 413
Strategy and Organization in the Single-Business Enterprise 413
Strategy and Organization in the Multibusiness Enterprise 416
PART FiVE cAsEs iN sTRATEgic mANAgEmENT c-1
Introduction: Analyzing a case study and Writing a
case study Analysis c-4
What is case study Analysis? c-4
Analyzing a case study c-5
Writing a case study Analysis c-10
the role of Financial Analysis in case study Analysis c-11
Profit Ratios C-12
Liquidity Ratios C-13
Activity Ratios C-13
Leverage Ratios C-14
Shareholder-Return Ratios C-15
36. Cash Flow C-16
conclusion c-16
Endnote C-16
Cases
case 1: the U.s. Airline Industry c-17
case 2: Lean production at Virginia Mason c-19
case 3: consolidating dry cleaning c-21
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37. Contents xiiiContents
case 4: general electric’s ecomagination strategy c-23
case 5: Avon products c-25
case 6: organizational change at Unilever c-27
case 7: the evolution of strategy at procter & gamble c-29
case 8: VF corp. Acquires timberland to realize the Benefits
from related
diversification c-31
case 9: disaster in Bangladesh c-33
case 10: did goldman sachs commit Fraud? c-37
case 11: Boeing commercial Aircraft c-39
case 12: staples in 2015 c-55
case 13: trader Joe’s: A remarkably Quirky–and successful!–
grocery
retailer c-70
38. case 14: getting an Inside Look: given Imaging’s camera pill c-
75
case 15: skullcandy c-84
case 16: toyota: Lean production and the rise of the World’s
Largest
Automobile Manufacturer c-92
case 17: Uber: driving global disruption c-107
case 18: the home Videogame Industry: the First Four decades
c-118
case 19: google in 2015 c-136
case 20: Microsoft: From gates to satya nadella c-151
case 21: satellite radio (A): XM versus sirius c-169
case 22: satellite radio (B): the sirius XM Merger and Its
Aftermath c-179
case 23: ending hIV? sangamo Biosciences and gene editing c-
39. 185
case 24: genzyme’s Focus on orphan drugs c-195
case 25: starbucks, 2015 c-200
case 26: dell Inc.—going private c-210
case 27: 3M—the First 110 years c-220
case 28: the tata group, 2015 c-235
case 29: tesla Motors, 2015 c-243
case 30: the heinz and Kraft Merger c-252
glossary g-1
Index I-1
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xiv
xiv
PreFace
Consistent with our mission to provide students with the most
current and up-to-date
account of the changes taking place in the world of strategy
and management, there
have been some significant changes in the 12th edition of
Strategic Management: An
Integrated Approach.
First, our new co-author, Melissa Schilling has taken on a major
role in this edition.
Melissa is a Professor of Management and Organization at the
Leonard Stern School of Busi-
41. ness at New York University, where she teaches courses on
strategic management, corporate
strategy, and technology and innovation management. She has
published extensively in top-tier
academic journals and is recognized as one of the leading
experts on innovation and strategy
in high-technology industries. We are very pleased to again
have Melissa on the book team.
Melissa made substantial contributions to the prior edition, and
that continues with this edi-
tion. She has revised several chapters and written seven high-
caliber case studies. We believe her
input has significantly strengthened the book.
Second, a number of chapters have been extensively revised. In
the 11th edition, Chapter 5,
“Business-Level Strategy,” was rewritten from scratch. In
addition to the standard material on
Porter’s generic strategies, this chapter now includes discussion
of value innovation and blue
ocean strategy following the work of W. C. Kim and R.
Mauborgne. Chapter 6, “Business-
Level Strategy and the Industry Environment,” was also
extensively rewritten and updated to
clarify concepts and bring it into the 21st century. For the 12th
42. edition, we significantly revised
and updated Chapter 3, building discussion of resources and
competitive advantage around
Jay Barney’s popular VRIO model. We also combined Chapters
12 and 13 into a single chap-
ter on implementing strategy through organization. We think
this more streamlined approach
greatly strengthens the book and enhances readability,
particularly for students.
Third, the examples and cases contained in each chapter have
been revised. Every chapter
has a new Opening Case and a new Closing Case. There are also
many new Strategy in Action
features. In addition, there has been significant change in the
examples used in the text to
illustrate content. In making these changes, our goal has been to
make the book relevant
for students reading it in the second decade of the 21st century.
Fourth, we have a substantially revised selection of cases for
this edition. All of the cases
are either new to this edition or are updates of cases that
adopters have indicated they like to
see in the book. For this edition, we made the decision to use
43. only our own cases. Over the
years, it has been increasingly difficult to find high-quality,
third-party cases, while we have
received consistently positive feedback about the quality of
cases that we have written; so we
decided that from this point forward we would only use our own
cases. We have also received
feedback that many professors like to use shorter cases, instead
of or in addition to the longer
cases normally included in our book. Consequently, in this
edition of the book we have
included 30 cases, 20 of which are the traditional long-form
cases, and 10 of which are shorter
cases. Many of the cases are current as of 2015. We have made
an effort to include cases that
have high name recognition with students, and that they will
enjoy reading and working on.
These include cases on Boeing, Staples, Trader Joe’s, Tesla
Motors, Uber, Google, Microsoft,
and 3M.
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44. to electronic rights, some third party content may be suppressed
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not materially affect the overall learning experience. Cengage
Learning reserves the right to remove additional content at any
time if subsequent rights restrictions require it.
Preface xv
Practicing Strategic Management: An Interactive Approach
We have received a lot of positive feedback about the
usefulness of the end-of-chapter exercises
and assignments in the Practicing Strategic Management
sections of our book. They offer a
wide range of hands-on and digital learning experiences for
students. We are thrilled to
announce that we have moved some of these elements into the
MindTap digital learning solution
to provide a seamless learning experience for students and
instructors. We have enhanced these
features to give students engaging, multimedia learning
experiences that teach them the case
analysis framework and provide them multiple opportunities to
45. step into the shoes of a
manager and solve real-world strategic challenges. For
instructors, MindTap offers a fully
customizable, all-in-one learning suite including a digital
gradebook, real-time data analytics,
and full integration into your LMS. Select from assignments
including:
●● Cornerstone to Capstone Diagnostic assesses students’
functional area knowledge and pro-
vides feedback and remediation so that students are up to speed
and prepared for the stra-
tegic management course material.
●● Multimedia Quizzes assess students’ basic comprehension of
the reading material to help
you gauge their level of engagement and understanding of the
content.
●● Directed Cases engage students by presenting businesses
facing strategic challenges, placing
concepts in real-world context, and making for great points of
discussion. As they complete
these activities, students receive instruction and feedback that
teaches them the case analy-
46. sis methodology and helps them build critical thinking and
problem-solving skills.
●● Experiential Exercises are based on the “Practicing Strategic
Management” assignments in
the end-of-chapter materials in previous editions. They have
been updated for the MindTap
and challenge students to work in teams using the YouSeeU app
in our one-of-a-kind col-
laborative environment to solve real-world managerial problems
and begin to experience
firsthand what it’s like to work in management.
●● Branching Activities present challenging problems that
cannot be solved with one specific,
correct answer. Students are presented with a series of
decisions to be made based upon
information they are given about a company and are scored
according to the quality of
their decisions.
●● Case Analysis Projects are delivered in our online
collaborative environment via the You-
SeeU app so that students can work together synchronously to
complete their compre-
47. hensive case analysis projects, papers, and presentations.
Offered in conjunction with
robust cases written exclusively by Charles Hill and Melissa
Schilling, these activities
challenge students to think and act like tomorrow’s strategic
leaders. Use our default
activity, written by seasoned strategic management instructors,
or customize the project
to suit your class.
●● Strategy Sign-On projects are back by popular demand. They
are designed to provide
students the opportunity to explore the latest data through
digital research activities.
Students first research a company that is facing a strategic
management problem, and
students then follow the company throughout the semester and
complete various case
analysis assignments.
It is not our intention to suggest that all of these exercises
should be used for every chapter.
Strategic management is taught at both undergraduate and
graduate levels, and therefore we offer
a variety of pedagogically designed activities with numerous
48. challenge levels so that instructors can
customize MindTap to best suit their teaching style and the
objectives of the course.
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to electronic rights, some third party content may be suppressed
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Editorial review has deemed that any suppressed content does
not materially affect the overall learning experience. Cengage
Learning reserves the right to remove additional content at any
time if subsequent rights restrictions require it.
xvi Preface
We have found that our interactive approach to teaching
strategic management appeals to
students. It also greatly improves the quality of their learning
experience. Our approach is more
fully discussed in the Instructor’s Resource Manual.
49. Strategic Management Cases
The 30 cases that we have selected for this edition will appeal,
we are certain, to students and
professors alike, both because these cases are intrinsically
interesting and because of the num-
ber of strategic management issues they illuminate. The
organizations discussed in the cases
range from large, well-known companies, for which students
can do research to update the in-
formation, to small, entrepreneurial businesses that illustrate
the uncertainty and challenge of
the strategic management process. In addition, the selections
include many international cases,
and most of the other cases contain some element of global
strategy. Refer to the Contents for
a complete listing of the cases.
To help students learn how to effectively analyze and write a
case study, we continue to
include a special section on this subject. It has a checklist and
an explanation of areas to con-
sider, suggested research tools, and tips on financial analysis.
Additionally, the MindTap learn-
ing activities include Directed Cases that ask students to
complete the steps and offer in-depth
50. explanations to guide them through the process, as well as case-
based Branching Activities that
place students in the shoes of a manager and require them to
move through strategic decisions;
students are assessed on the quality of their analysis in making
their choices, and the activity
concludes with a discussion question for you to implement in
class.
We feel that our entire selection of cases is unrivaled in
breadth and depth.
Teaching and Learning Aids
Taken together, the teaching and learning features of Strategic
Management provide a pack-
age that is unsurpassed in its coverage and that supports the
integrated approach that we have
taken throughout the book.
●● Instructor Website. Access important teaching resources on
this companion website. For
your convenience, you can download electronic versions of the
instructor supplements
from the password-protected section of the site, including
Instructor’s Resource Manual,
51. Comprehensive Case Notes, Cognero Testing, Word Test Bank
files, PowerPoint® slides,
and Video Segments and Guide. To access these additional
course materials and compan-
ion resources, please visit www.cengagebrain.com.
●● The Instructor’s Resource Manual. For each chapter, we
provide a clearly focused synopsis,
a list of teaching objectives, a comprehensive lecture outline,
teaching notes for the Ethical
Dilemma feature, suggested answers to discussion questions,
and comments on the end-of-
chapter activities. Each Opening Case, Strategy in Action boxed
feature, and Closing Case
has a synopsis and a corresponding teaching note to help guide
class discussion.
●● Case Teaching Notes. These include a complete list of case
discussion questions, as well as
comprehensive teaching notes for each case, which give a
complete analysis of case issues.
●● Cognero Test Bank. A completely online test bank allows
the instructor the ability to cre-
ate comprehensive, true/false, multiple-choice, and essay
52. questions for each chapter in the
book. The mix of questions has been adjusted to provide fewer
fact-based or simple memo-
rization items and to provide more items that rely on synthesis
or application.
02277_fm_ptg01.indd 16 28/11/15 2:18 PM
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to electronic rights, some third party content may be suppressed
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Learning reserves the right to remove additional content at any
time if subsequent rights restrictions require it.
Preface xviiPreface
●● PowerPoint Presentation Slides. Each chapter comes
complete with a robust PowerPoint
presentation to aid with class lectures. These slides can be
downloaded from the text
53. website.
●● Cengage Learning Write Experience 3.0. This new
technology is the first in higher educa-
tion to offer students the opportunity to improve their writing
and analytical skills without
adding to your workload. Offered through an exclusive
agreement with Vantage Learning,
creator of the software used for GMAT essay grading, Write
Experience evaluates students’
answers to a select set of writing assignments for voice, style,
format, and originality.
●● Video Segments. A collection of 13 BBC videos have been
included in the MindTap Learn-
ing Path. These new videos are short, compelling, and timely
illustrations of today’s man-
agement world. Available on the DVD and Instructor website,
and detailed case write-ups
including questions and suggested answers appear in the
Instructor’s Resource Manual and
Video Guide.
●● MindTap. MindTap is the digital learning solution that helps
instructors engage students
54. and help them become tomorrow’s strategic leaders. All
activities are designed to teach
students to problem-solve and think like management leaders.
Through these activities and
real-time course analytics, and an accessible reader, MindTap
helps you turn cookie cutter
into cutting edge, apathy into engagement, and memorizers into
higher-level thinkers.
●● Micromatic Strategic Management Simulation (for bundles
only). The Micromatic Business
Simulation Game allows students to decide their company’s
mission, goals, policies, and
strategies. Student teams make their decisions on a quarter-by-
quarter basis, determining
price, sales and promotion budgets, operations decisions, and
financing requirements. Each
decision round requires students to make approximately 100
decisions. Students can play
in teams or play alone, compete against other players or the
computer, or use Micromatic
for practice, tournaments, or assessment. You can control any
business simulation element
you wish, leaving the rest alone if you desire. Because of the
number and type of decisions
55. the student users must make, Micromatic is classified as a
medium-to-complex business
simulation game. This helps students understand how the
functional areas of a business
fit together, without being bogged down in needless detail, and
provides students with an
excellent capstone experience in decision making.
●● Smartsims (for bundles only). MikesBikes Advanced is a
premier strategy simulation pro-
viding students with the unique opportunity to evaluate, plan,
and implement strategy as
they manage their own company while competing online against
other students within their
course. Students from the management team of a bicycle
manufacturing company make
all the key functional decisions involving price, marketing,
distribution, finance, opera-
tions, HR, and R&D. They formulate a comprehe nsive strategy,
starting with their existing
product, and then adapt the strategy as they develop new
products for emerging markets.
Through Smartsims’ easy-to-use interface, students are taught
the cross-functional dis-
ciplines of business and how the development and
56. implementation of strategy involves
these disciplines. The competitive nature of MikesBikes
encourages involvement and
learning in a way that no other teaching methodology can, and
your students will have
fun in the process!
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to electronic rights, some third party content may be suppressed
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xviii
xviii
acknOWLedgMentS
57. This book is the product of far more than three authors. We are
grateful to our Senior Product
Manager, Scott Person; our Content Developer, Tara Singer; our
Content Project Manager,
Kim Kusnerak; and our Marketing Manager, Emily Horowitz,
for their help in developing and
promoting the book and for providing us with timely feedback
and information from profes-
sors and reviewers, which allowed us to shape the book to meet
the needs of its intended mar-
ket. We also want to thank the departments of management at
the University of Washington
and New York University for providing the setting and
atmosphere in which the book could be
written, and the students of these universities who react to and
provide input for many of our
ideas. In addition, the following reviewers of this and earlier
editions gave us valuable sugges-
tions for improving the manuscript from its original version to
its current form:
Andac Arikan, Florida Atlantic University
Ken Armstrong, Anderson University
58. Richard Babcock, University of San Francisco
Kunal Banerji, West Virginia University
Kevin Banning, Auburn University- Montgomery
Glenn Bassett, University of Bridgeport
Thomas H. Berliner, The University of Texas at Dallas
Bonnie Bollinger, Ivy Technical Community College
Richard G. Brandenburg, University of Vermont
Steven Braund, University of Hull
Philip Bromiley, University of Minnesota
Geoffrey Brooks, Western Oregon State College
Jill Brown, Lehigh University
Amanda Budde, University of Hawaii
59. Lowell Busenitz, University of Houston
Sam Cappel, Southeastern Louisiana University
Charles J. Capps III, Sam Houston State University
Don Caruth, Texas A&M Commerce
Gene R. Conaster, Golden State University
Steven W. Congden, University of Hartford
Catherine M. Daily, Ohio State University
Robert DeFillippi, Suffolk University Sawyer School of
Management
Helen Deresky, SUNY—Plattsburgh
Fred J. Dorn, University of Mississippi
Gerald E. Evans, The University of Montana
John Fahy, Trinity College, Dublin
60. Patricia Feltes, Southwest Missouri State University
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to electronic rights, some third party content may be suppressed
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Acknowledgments xix
Bruce Fern, New York University
Mark Fiegener, Oregon State University
Chuck Foley, Columbus State Community College
Isaac Fox, Washington State University
61. Craig Galbraith, University of North Carolina at Wilmington
Scott R. Gallagher, Rutgers University
Eliezer Geisler, Northeastern Illinois University
Gretchen Gemeinhardt, University of Houston
Lynn Godkin, Lamar University
Sanjay Goel, University of Minnesota—Duluth
Robert L. Goldberg, Northeastern University
James Grinnell, Merrimack College
Russ Hagberg, Northern Illinois University
Allen Harmon, University of Minnesota—Duluth
Ramon Henson, Rutgers University
David Hoopes, California State University—Dominguez Hills
Todd Hostager, University of Wisconsin—Eau Claire
62. David Hover, San Jose State University
Graham L. Hubbard, University of Minnesota
Miriam Huddleston, Harford Community College
Tammy G. Hunt, University of North Carolina at Wilmington
James Gaius Ibe, Morris College
W. Grahm Irwin, Miami University
Homer Johnson, Loyola University—Chicago
Jonathan L. Johnson, University of Arkansas Walton College of
Business Administration
Marios Katsioloudes, St. Joseph’s University
Robert Keating, University of North Carolina at Wilmington
Geoffrey King, California State University—Fullerton
Rico Lam, University of Oregon
63. Robert J. Litschert, Virginia Polytechnic Institute and State
University
Franz T. Lohrke, Louisiana State University
Paul Mallette, Colorado State University
Daniel Marrone, SUNY Farmingdale
Lance A. Masters, California State University—San Bernardino
Robert N. McGrath, Embry-Riddle Aeronautical University
Charles Mercer, Drury College
Van Miller, University of Dayton
Debi Mishra, Binghamton University
Tom Morris, University of San Diego
Joanna Mulholland, West Chester University of Pennsylvania
02277_fm_ptg01.indd 19 28/11/15 2:18 PM
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not be copied, scanned, or duplicated, in whole or in part. Due
to electronic rights, some third party content may be suppressed
from the eBook and/or eChapter(s).
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Learning reserves the right to remove additional content at any
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xx Acknowledgments
James Muraski, Marquette University
John Nebeck, Viterbo University
Jeryl L. Nelson, Wayne State College
Louise Nemanich, Arizona State University
Francine Newth, Providence College
Don Okhomina, Fayetteville State University
65. Phaedon P. Papadopoulos, Houston Baptist University
John Pappalardo, Keen State College
Paul R. Reed, Sam Houston State University
Rhonda K. Reger, Arizona State University
Malika Richards, Indiana University
Simon Rodan, San Jose State
Stuart Rosenberg, Dowling College
Douglas Ross, Towson University
Ronald Sanchez, University of Illinois
Joseph A. Schenk, University of Dayton
Brian Shaffer, University of Kentucky
Leonard Sholtis, Eastern Michigan University
66. Pradip K. Shukla, Chapman University
Mel Sillmon, University of Michigan—Dearborn
Dennis L. Smart, University of Nebraska at Omaha
Barbara Spencer, Clemson University
Lawrence Steenberg, University of Evansville
Kim A. Stewart, University of Denver
Ted Takamura, Warner Pacific College
Scott Taylor, Florida Metropolitan University
Thuhang Tran, Middle Tennessee University
Bobby Vaught, Southwest Missouri State
Robert P. Vichas, Florida Atlantic University
John Vitton, University of North Dakota
Edward Ward, St. Cloud State University
67. Kenneth Wendeln, Indiana University
Daniel L. White, Drexel University
Edgar L. Williams, Jr., Norfolk State University
Donald Wilson, Rochester Institute of Technology
Jun Zhao, Governors State University
Charles W. L. Hill
Melissa A. Schilling
Gareth R. Jones
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68. time if subsequent rights restrictions require it.
Acknowledgments
xxi
dedicatiOn
To my daughters Elizabeth, Charlotte, and Michelle
— Charles W. L. Hill
For my children, Julia and Conor
— Melissa A. Schilling
For Nicholas and Julia and Morgan and Nia
— Gareth R. Jones
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69. not be copied, scanned, or duplicated, in whole or in part. Due
to electronic rights, some third party content may be suppressed
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Editorial review has deemed that any suppressed content does
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time if subsequent rights restrictions require it.
02277_fm_ptg01.indd 22 28/11/15 2:18 PM
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Ph
ot
71. Chapter 2 External Analysis: The
Identification of Opportunities
and Threats
1
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2
Ph
ot
om
72. ax
x/
Sh
ut
te
rs
to
ck
.c
om
O P E N I N G C A S E
CHAPTER
Strategic LeaderShip: Managing
the Strategy-Making proceSS
for coMpetitive advantage
iS
73. to
ck
ph
ot
o/
M
le
nn
y
1.1 explain what is meant by
“competitive advantage”
1.2 discuss the strategic role of
managers at different levels
within an organization
1.3 identify the primary steps in
a strategic planning process
1.4 discuss the common pitfalls
74. of planning, and how those
pitfalls can be avoided
1.5 outline the cognitive biases
that might lead to poor
strategic decisions, and
explain how these biases
can be overcome
1.6 discuss the role strategic
leaders play in the
strategy-making process
In 1998, self-described snowboarder and surfer dude Chip
Wilson took
his first yoga class. The Vancouver native loved the exercises,
but hated
doing them in the cotton clothing that was standard yoga wear
at the
time. For Wilson, who had worked in the sportswear business
and had
a passion for technical athletic fabrics, wearing cotton clothes
to do
sweaty, stretchy, power yoga exercises seemed inappropriate.
Thus the
75. idea for Lululemon was born.
Wilson’s vision was to create high-quality, stylishly designed
clothing
for yoga and related sports activities using the very best
technical fab-
rics. He built a design team, but outsourced manufacturing to
low-cost
producers in South East Asia. Rather than selling clothing
through existing
1
the rise of Lululemon
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76. Chapter 1 Strategic Leadership: Managing the Strategy-Making
Process for Competitive Advantage 3
retailers, Wilson elected to open his own stores. The idea was to
staff the stores with
employees who were themselves passionate about exercise, and
could act as ambas-
sadors for healthy living through yoga and related sports such
as running and cycling.
The first store, opened in Vancouver, Canada, in 2000, quickly
became a runaway
success, and other stores followed. In 2007, the company went
public, using the capital
raised to accelerate its expansion plans. By late 2014,
Lululemon had over 290 stores,
mostly in North America, and sales in excess of $1.7 billion.
Sales per square foot were
estimated to be around $1,800—more than four times that of an
average specialty re-
tailer. Lululemon’s financial performance was stellar. Between
2007 and 2104, average
return on invested capital–an important measure of
77. profitability–was 31%, far outpacing
that of other well-known specialty retailers, while earnings per
share grew by a stagger-
ing 3,183% (see Table 1.1).
How did Lululemon achieve this? It started with a focus on an
unmet consumer
need: the latent desire among yoga enthusiasts for high-quality,
stylish, technical athletic
wear. Getting the product offering right was a central part of the
company’s strategy.
An equally important part of the strategy was to stock a limited
supply of an item. New
colors and seasonal items, for example, get a 3- to 12-week
lifecycle, which keeps the
product offerings feeling fresh. The goal is to sell gear at full
price, and to condition
customers to buy it when they see it, rather than wait, because if
they do it may soon
be “out of stock.” The company only allows product returns if
the clothes have not been
worn and still have the price tags attached. The scarcity strategy
has worked. Lululemon
never holds sales, and its clothing sells for a premium price. For
example, its yoga pants
78. are priced from $78 to $128 a pair, whereas low-priced
competitors like Gap Inc.’s
Athleta sell yoga pants on their websites for $25 to $50.
To create the right in-store service, Lululemon hires employees
who are passionate
about fitness. Part of the hiring process involves taking
prospective employees to a yoga
or spin class. Some 70% of store managers are internal hires;
most started on the sales
floor and grew up in the culture. Store managers are given funds
to repaint their stores,
any color, twice a year. The interior design of each store is
largely up to its manager.
Each store is also given $2,700 a year for employees to
contribute to a charity or local
event of their own choosing. One store manager in Washington,
D.C., used the funds
to create, with regional community leaders, a global yoga event
in 2010. The result,
Salutation Nation, is now an annual event in which over 70
Lululemon stores host a free,
all-level yoga practice at the same time.
Employees are trained to eavesdrop on customers, who are
79. called “guests.” Clothes-
folding tables are placed on the sales floor near the fitting
rooms rather than in a back
room so that employees can overhear complaints. Nearby, a
large chalkboard lets cus-
tomers write suggestions or complaints that are sent back to
headquarters. This feedback
is then incorporated into the product design process.
Lululemon gap Inc.
urban
outfitters
abercrombie
& Fitch
Average ROIC 2007–2014 31% 21% 19% 14%
EPS Growth 2007–2014 3183% 295% 274% 15%
table 1.1 Lululemon’s Financial Performance
02277_ch01_ptg01.indd 3 28/11/15 12:44 PM
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4 Part 1 Introduction to Strategic Management
Despite the company’s focus on providing a quality product, it
has not all been clear
sailing. In 2010, Wilson caused a stir when he emblazoned the
company’s tote bags
with the phrase “Who is John Galt?” the opening line from Ayn
Rand’s 1957 novel, Atlas
Shrugged. Atlas Shrugged has become a libertarian bible, and
the underlying message
that Lululemon supported Rand’s brand of unregulated
capitalism did not sit well with
many of the stores’ customers. After negative feedback, the
bags were quickly pulled
81. from stores. Wilson himself stepped down from day-to-day
involvement in the company
in January 2012 and resigned his chairman position in 2014.
In early 2013, Lululemon found itself dealing with another
controversy when it de-
cided to recall black yoga pants that were too sheer, and
effectively “see through,” when
stretched due to the lack of “rear-end coverage.” In addition to
the negative fallout from
the product itself, some customers report being mistreated by
employees who demanded
that customers put the pants on and bend over to determine
whether the clothing was
see-through enough to warrant a refund. One consequence of
this PR disaster was the
resignation of then CEO Christine Day. The company is also
facing increasing competi-
tion from rivals such as Gap’s Athleta Urban Outfitters’
Without Walls, and Nike Stores.
Notwithstanding these challenges, most observers in the media
and financial community
believe that the company can handle these issues and should be
able to continue on its
growth trajectory.
82. Sources: D. Mattoili, “Lululemon’s Secret Sauce,” The Wall
Street Journal, March 22, 2012; C. Leahey, “Lululemon
CEO: How to Build Trust Inside Your Company,” CNN Money,
March 16, 2012; T. Hsu, “‘Pantsgate’ to Hurt
Lululemon Profit: Customer Told to Bend Over,” latimes.com,
March 21, 2013; C. O’Commor, “Billionaire Founder
Chip Wilson Out at Yoga Giant Lululemon,” Forbes, January 9,
2012; B. Weishaar, “No-moat Lululemon faces
increasing competition but is regaining its customer base,”
Morningstar, December 17, 2014.
overvIew
Why do some companies succeed, whereas others fail? Why has
Lululemon been able
to persistently outperform most other specialty retailers? In the
airline industry, how
has Southwest Airlines managed to keep increasing its revenues
and profits through
both good times and bad, whereas rivals such as United Airlines
have had to seek
bankruptcy protection? What explains the persistent growth and
profitability of
Nucor Steel, now the largest steelmaker in the United States,
83. during a period when
many of its once-larger rivals disappeared into bankruptcy?
In this book, we argue that the strategies that a company’s
managers pursue have
a major impact on the company’s performance relative to that of
its competitors. A
strategy is a set of related actions that managers take to
increase their company’s per-
formance. For most, if not all, companies, achieving superior
performance relative
to rivals is the ultimate challenge. If a company’s strategies
result in superior perfor-
mance, it is said to have a competitive advantage.
Lululemon’s strategies produced superior performance from
2007 to 2014; as a re-
sult, Lululemon enjoyed a competitive advantage that was
translated into stellar finan-
cial performance. As described in the Opening Case,
Lululemon’s strategies included
strategy
A set of related actions
that managers take to
84. increase their company’s
performance.
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Chapter 1 Strategic Leadership: Managing the Strategy-Making
Process for Competitive Advantage 5
focusing on a market niche where there was an unmet need for
stylish, well-designed,
high-quality athletic wear, satisfying that need through
excellence in product design,
and managing product inventory to limit supply, spur impulse
purchases, and keep
85. prices high. Lululemon’s founder, Chip Wilson, clearly had a
compelling strategic vi-
sion, and that vision was well executed.
This book identifies and describes the strategies that managers
can pursue to
achieve superior performance and provide their companies with
a competitive advan-
tage. One of its central aims is to give you a thorough
understanding of the analyti-
cal techniques and skills necessary to formulate and implement
strategies successfully.
The first step toward achieving this objective is to describe in
more detail what supe-
rior performance and competitive advantage mean and to
explain the pivotal role that
managers play in leading the strategy-making process.
Strategic leadership is about how to most effectively manage a
company’s strategy-
making process to create competitive advantage. The strategy-
making process is the
process by which managers select and then implement a set of
strategies that aim to
achieve a competitive advantage. Strategy formulation is the
86. task of selecting strat-
egies. Strategy implementation is the task of putting strategies
into action, which
includes designing, delivering, and supporting products;
improving the efficiency
and effectiveness of operations; and designing a company’s
organizational structure,
control systems, and culture. Lululemon was successful not just
because managers
formulated a viable strategy, but because that strategy was for
the most part very well
implemented.
By the end of this chapter, you will understand how strategic
leaders can manage
the strategy-making process by formulating and implementing
strategies that enable a
company to achieve a competitive advantage and superi or
performance. Moreover, you
will learn how the strategy-making process can sometimes go
wrong, as it did at one
point for Lululemon, and what managers can do to make this
process more effective.
StrategIc LeaderShIP, coMPetItIve
87. advantage, and SuPerIor
PerForMance
Strategic leadership is concerned with managing the strategy-
making process to in-
crease the performance of a company, thereby increasing the
value of the enterprise
to its owners, its shareholders. As shown in Figure 1.1, to
increase shareholder value,
managers must pursue strategies that increase the profitability
of the company and
ensure that profits grow (for more details, see the Appendix to
this chapter). To do this,
a company must be able to outperform its rivals; it must have a
competitive advantage.
Superior performance
Maximizing shareholder value is the ultimate goal of profit-
making companies, for
two reasons. First, shareholders provide a company with the risk
capital that enables
managers to buy the resources needed to produce and sell goods
and services. Risk
capital is capital that cannot be recovered if a company fails
and goes bankrupt. For
88. strategic leadership
Creating competitive
advantage through
effective management
of the strategy-making
process.
strategy formulation
Selecting strategies
based on analysis of an
organization’s external
and internal environment.
strategy implementation
Putting strategies into
action.
risk capital
Equity capital invested
with no guarantee that
stockholders will recoup
their cash or earn a
decent return.
89. 02277_ch01_ptg01.indd 5 28/11/15 12:44 PM
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Editorial review has deemed that any suppressed content does
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6 Part 1 Introduction to Strategic Management
example, when Lululemon went public in 2007, shareholders
provided Chip Wil-
son’s company with capital it used to build out its network of
stores. Had Lulule-
mon failed to execute, its shareholders would have lost their
money—their shares
would have been worthless. Thus, shareholders will not provide
risk capital unless
they believe that managers are committed to pursuing strategies
that provide a good
90. return on their capital investment. Second, shareholders are the
legal owners of a
corporation, and their shares therefore represent a claim on the
profits generated by
a company. Thus, managers have an obligation to invest those
profits in ways that
maximize shareholder value.
That being said, as explained later in this book, managers must
behave in a legal,
ethical, and socially responsible manner while working to
maximize shareholder value.
Moreover, as we shall see, there is good evidence that the best
way to maximize the
long-run return to shareholders is to focus on customers and
employees. Satisfying cus-
tomer needs, and making sure that employees are fairly treated
and work productively,
typically translates into better financial performance and
superior long-run returns for
shareholders. Alternatively, ignoring customer needs, and
treating employees unfairly,
may boost short-run profits and returns to shareholders, but it
will also damage the
long-run viability of the enterprise and ultimately depress
91. shareholder value. This is
why many successful managers argue that if a company focuses
on its customers, and
creates incentives for its employees to work productivity,
shareholder returns will take
care of themselves.
By shareholder value, we mean the returns that shareholders
earn from purchasing
shares in a company. These returns come from two sources: (a)
capital appreciation in
the value of a company’s shares and (b) dividend payments. For
example, during 2014
a share of Microsoft increased in price from $37.35 to $46.73.
Each share of Microsoft
also paid a dividend of $1.15 to its owners during 2014. Thus,
in 2014, shareholders in
Microsoft earned a return of 28.2%, 25.1% of which came
from capital appreciation
in the value of the share and 3.1% of which came in the form
of a dividend payout.
One way to measure the profitability of a company is by its
return on the capi-
tal invested in the enterprise.1 The return on invested capital
92. (ROIC) that a company
earns is defined as its net profit over the capital invested in the
firm (profit/capital
invested). By net profit, we mean net income after tax. By
capital, we mean the sum
shareholder value
Returns that shareholders
earn from purchasing
shares in a company.
profitability
The return a company
makes on the capital
invested in the enterprise.
Shareholder
value
Ef fectiveness
of strategies
Prof it
growth
93. Prof itability
(ROIC)
Figure 1.1 determinants of Shareholder value
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Chapter 1 Strategic Leadership: Managing the Strategy-Making
Process for Competitive Advantage 7
of money invested in the company: that is, stockholders’ equity
plus debt owed to
creditors. So defined, profitability is the result of how
efficiently and effectively manag-
94. ers use the capital at their disposal to produce goods and
services that satisfy customer
needs. A company that uses its capital efficiently and
effectively makes a positive return
on invested capital. Between 2007 and 2014, Lululemon earned
an average return on
invested capital (ROIC) of 31%, far above that of most other
specialty retailers, which
indicated that its strategies resulted in the very efficient and
effective use of its capital.
A company’s profit growth can be measured by the increase in
net profit over time.
A company can grow its profits if it sells products in rapidly
growing markets, gains
market share from rivals, increases sales to existing customers,
expands overseas, or
diversifies profitably into new lines of business. For example,
between 2007 and 2012,
Lululemon increased its net profits from $8 million to $280
million by rapidly growing
the market for high-end, yoga-inspired clothing. Due to its
dramatic profit growth,
Lululemon’s earnings per share increased from $0.06 to $1.91
over this period, result-
95. ing in appreciation in the value of each share in Lululemon.
Together, profitability and profit growth are the principal
drivers of shareholder
value (see the Appendix to this chapter for details). To both
boost profitability and
grow profits over time, managers must formulate and implement
strategies that give their
company a competitive advantage over rivals. This is what
Lululemon achieved between
2007 and 2014. As a result, investors who purchased Lululemon
shares on July 27,
2007, when it went public, and held on to them until December
31, 2014, saw the value
of their shares increase from $14 to $55.79, a capital
appreciation of almost 400%. By
pursuing strategies that lead to high, sustained profitability and
profit growth, Lulule-
mon’s managers rewarded shareholders for their decision to
invest in the company.
One key challenge managers face is how best to simultaneously
generate high profit-
ability and increase profits. Companies that have high
profitability but no profit growth
96. will often be less valued by shareholders than companies that
have both high profitabil-
ity and rapid profit growth (see the Appendix for details). At
the same time, managers
need to be aware that if they grow profits but profitability
declines, that too will be less
highly valued by shareholders. What shareholders want to see,
and what managers must
try to deliver through strategic leadership, is profitable growth:
that is, high profitability
and sustainable profit growth. This is not easy, but some of the
most successful enter-
prises of our era have achieved it—companies such as Apple,
Google, and Lululemon.
competitive advantage and a company’s Business Model
Managers do not make strategic decisions in a competitive
vacuum. Their company
is competing against other companies for customers.
Competition is a rough-and-
tumble process in which only the most efficient, effective
companies win out. It is a
race without end. To maximize long-run shareholder value,
managers must formulate
and implement strategies that enable their company to
97. outperform rivals—that give
it a competitive advantage. A company is said to have a
competitive advantage over
its rivals when its profitability and profit growth are greater
than the average of other
companies competing for the same set of customers. The higher
its profitability and
profit growth relative to rivals, the greater its competitive
advantage will be. A com-
pany has a sustained competitive advantage when its strategies
enable it to maintain
above-average profitability and profit growth for a number of
years. This was the case
for Lululemon between 2007 and 2014.
profit growth
The increase in net profit
over time.
competitive advantage
The achieved advantage
over rivals when a
company’s profitability is
greater than the average
profitability of firms in its
98. industry.
sustained competitive
advantage
A company’s strategies
enable it to maintain
above-average profitability
for a number of years.
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8 Part 1 Introduction to Strategic Management
The key to understanding competitive advantage is appreciating
99. how the different
strategies managers pursue over time can create activities that
fit together to make a
company unique and able to consistently outperform them. A
business model is man-
agers’ conception of how the set of strategies their company
pursues work together
as a congruent whole, enabling the company to gain a
competitive advantage and
achieve superior profitability and profit growth. In essence, a
business model is a kind
of mental model, or gestalt, of how the various strategies and
capital investments a
company makes fit together to generate above-average
performance. A business model
encompasses the totality of how a company will:
●● Select its customers.
●● Define and differentiate its product offerings.
●● Create value for its customers.
●● Acquire and keep customers.
●● Produce goods or services.
●● Increase productivity and lower costs.
●● Deliver goods and services to the market.
●● Organize activities within the company.
100. ●● Configure its resources.
●● Achieve and sustain a high level of profitability.
●● Grow the business over time.
The business model at discount stores such as Wal-Mart, for
example, is based on
the idea that costs can be lowered by replacing a full-service
retail format for with a
self-service format and a wider selection of products sold in a
large-footprint store
that contains minimal fixtures and fittings. These savings are
passed on to consum-
ers in the form of lower prices, which in turn grow revenues
and help the company
achieve further cost reductions from economies of scale. Over
time, this business
model has proved superior to the business models adopted by
smaller, full-service,
“mom-and-pop” stores, and by traditional, high-service
department stores such as
Sears. The business model—known as the self-service
supermarket business model—
was first developed by grocery retailers in the 1950s and later
refined and improved on
by general merchandisers such as Wal-Mart in the 1960s and
101. 1970s. Subsequently, the
same basic business model was applied to toys (Toys “R” Us),
office supplies (Staples,
Office Depot), and home-improvement supplies (Home Depot
and Lowes).
industry differences in performance
It is important to recognize that in addition to its business
model and associated
strategies, a company’s performance is also determined by the
characteristics of the
industry in which it competes. Different industries are
characterized by different
competitive conditions. In some industries, demand is growing
rapidly, and in others
it is contracting. Some industries might be beset by excess
capacity and persistent
price wars, others by strong demand and rising prices. In some,
technological change
might be revolutionizing competition; others may be
characterized by stable tech-
nology. In some industries, high profitability among incumbent
companies might in-
duce new companies to enter the industry, and these new
entrants might subsequent-
102. ly depress prices and profits in the industry. In other industries,
new entry might
be difficult, and periods of high profitability might persist for a
considerable time.
business model
The conception of how
strategies should work
together as a whole to
enable the company
to achieve competitive
advantage.
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103. Chapter 1 Strategic Leadership: Managing the Strategy-Making
Process for Competitive Advantage 9
Thus, the different competitive conditions prevailing in
different industries may lead
to differences in profitability and profit growth. For example,
average profitability
might be higher in some industries and lower in other industries
because competitive
conditions vary from industry to industry.
Figure 1.2 shows the average profitability, measured by ROIC,
among companies
in several different industries between 2002 and 2011. The
computer software industry
had a favorable competitive environment: demand for software
was high and competi-
tion was generally not based on price. Just the opposite was the
case in the air trans-
port industry, which was extremely price competitive.
Exactly how industries differ is discussed in detail in Chapter 2.
For now, it is
important to remember that the profitability and profit growth
104. of a company are de-
termined by two main factors: its relative success in its industry
and the overall perfor-
mance of its industry relative to other industries.2
performance in nonprofit enterprises
A final point concerns the concept of superior performance in
the nonprofit sector.
By definition, nonprofit enterprises such as government
agencies, universities, and
charities are not in “business” to make profits. Nevertheless,
they are expected to use
their resources efficiently and operate effectively, and their
managers set goals to
measure their performance. The performance goal for a business
school might be to
Figure 1.2 return on Invested capital (roIc) in Selected
Industries, 2002–2011
0
5
10
105. 15
20
25
30
2002 2003 2004 2005 2006 2007 2008 2009 2010 2011
R
O
IC
(
%
)
Air Transport Computer Software Drug
Hotel/Gaming Retail
Source: Value Line Investment Survey.
106. 02277_ch01_ptg01.indd 9 28/11/15 12:44 PM
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10 Part 1 Introduction to Strategic Management
get its programs ranked among the best in the nation. The
performance goal for a
charity might be to prevent childhood illnesses in poor
countries. The performance
goal for a government agency might be to improve its services
while reducing its
need for taxpayer funds. The managers of nonprofits need to
map out strategies to
attain these goals. They also need to understand that nonprofits
107. compete with each
other for scarce resources, just as businesses do. For example,
charities compete for
scarce donations, and their managers must plan and develop
strategies that lead to
high performance and demonstrate a track record of meeting
performance goals.
A successful strategy gives potential donors a compelling
message about why they
should contribute additional donations. Thus, planning and
thinking strategically
are as important for managers in the nonprofit sector as they are
for managers in
profit-seeking firms.
StrategIc ManagerS
Managers are the linchpin in the strategy-making process.
Individual managers must
take responsibility for formulating strategies to attain a
competitive advantage and
for putting those strategies into effect through implementation.
They must lead the
strategy-making process. The strategies that made Lululemon so
successful were not
108. chosen by some abstract entity known as “the company”; they
were chosen by the
company’s founder, Chip Wilson, and the managers he hired.
Lululemon’s success was
largely based on how well the company’s managers performed
their strategic roles. In
this section, we look at the strategic roles of different
managers. Later in the chapter,
we discuss strategic leadership, which is how managers can
effectively lead the strategy-
making process.
In most companies, there are two primary types of managers:
general managers,
who bear responsibility for the overall performance of the
company or for one of its
major, self-contained subunits or divisions, and functional
managers, who are respon-
sible for supervising a particular function; that is, a task, an
activity, or an operation
such as accounting, marketing, research and development
(R&D), information tech-
nology, or logistics. Put differently, general managers have
profit-and-loss responsibil-
ity for a product, a business, or the company as a whole.
109. A company is a collection of functions or departments that
work together to
bring a particular good or service to the market. A company that
provides several
different goods or services often duplicates functions and
creates self-contained divi-
sions (each containing its own set of functions) to manage each
good or service. The
general managers of these divisions become responsible for
their particular product
line. The overriding concern of general managers is the success
of the whole com-
pany or the divisions under their direction; they are responsible
for deciding how
to create a competitive advantage and achieve high profitability
with the resourc-
es and capital they have at their disposal. Figure 1.3 shows the
organization of a
multidivisional company that competes in several different
businesses and has created
a separate, self-contained division to manage each. As you can
see, there are three
main levels of management: corporate, business, and
functional. General managers
110. are found at the first two of these levels, but their strategic
roles differ depending on
their sphere of responsibility.
general managers
Managers who bear
responsibility for the
overall performance of
the company or for one
of its major self-contained
subunits or divisions.
functional managers
Managers responsible for
supervising a particular
function, that is, a task,
activity, or operation,
such as accounting,
marketing, research and
development (R&D),
information technology,
or logistics.
multidivisional company
A company that
111. competes in several
different businesses and
has created a separate,
self-contained division to
manage each.
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Chapter 1 Strategic Leadership: Managing the Strategy-Making
Process for Competitive Advantage 11
corporate-Level Managers
The corporate level of management consists of the chi ef
executive officer (CEO),
112. other senior executives, and corporate staff. These individuals
occupy the apex of
decision making within the organization. The CEO is the
principal general manager.
In consultation with other senior executives, the role of
corporate-level managers
is to oversee the development of strategies for the whole
organization. This role in-
cludes defining the goals of the organization, determining what
businesses it should
be in, allocating resources among the different businesses,
formulating and imple-
menting strategies that span individual businesses, and
providing leadership for the
entire organization.
Consider General Electric (GE) as an example. GE is active in a
wide range of
businesses, including lighting equipment, motor and
transportation equipment, tur-
bine generators, construction and engineering services,
industrial electronics, medical
systems, aerospace, aircraft engines, and financial services. The
main strategic respon-
sibilities of its CEO, Jeffrey Immelt, are setting overall
113. strategic goals, allocating re-
sources among the different business areas, deciding whether
the firm should divest
itself of any of its businesses, and determining whether it
should acquire any new ones.
In other words, it is up to Immelt to develop strategies that span
individual businesses;
his concern is with building and managing the corporate
portfolio of businesses to
maximize corporate profitability.
It is not the CEO’s (in this example, Immelt’s) specific
responsibility to develop
strategies for competing in individual business areas such as
financial services. The
development of such strategies is the responsibility of the
general managers in these
different businesses, or business-level managers. However, it is
Immelt’s responsi-
bility to probe the strategic thinking of business-level
managers to make sure that
Corporate Level
CEO, Board of
115. Division B
Business
functions
Figure 1.3 Levels of Strategic Management
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12 Part 1 Introduction to Strategic Management
they are pursuing robust business models and strategies that will
contribute to the
maximization of GE’s long-run profitability, to coach and
116. motivate those managers,
to reward them for attaining or exceeding goals, and to hold
them accountable for
poor performance.
Corporate-level managers also provide a link between the
people who over-
see the strategic development of a firm and those who own it
(the shareholders).
Corporate-level managers, particularly the CEO, can be viewed
as the agents of
shareholders.3 It is their responsibility to ensure that the
corporate and business
strategies that the company pursues are consistent with superior
profitability and
profit growth. If they are not, then the CEO is likely to be
called to account by the
shareholders.
Business-Level Managers
A business unit is a self-contained division (with its own
functions—for example,
finance, purchasing, production, and marketing departments)
that provides a prod-
uct or service for a particular market. The principal gener al
117. manager at the business
level, or the business-level manager, is the head of the
division. The strategic role of
these managers is to translate the general statements of
direction and intent from the
corporate level into concrete strategies for individual
businesses. Whereas corporate-
level general managers are concerned with strategies that span
individual businesses,
business-level general managers are concerned with strategies
that are specific to a
particular business. At GE, a major corporate goal is to be a
market leader in every
business in which the corporation competes. The general
managers in each division
work out for their business the details of a business model that
is consistent with
this objective.
functional-Level Managers
Functional-level managers are responsible for the specific
business functions or op-
erations (human resources, purchasing, product development,
logistics, production,
customer service, and so on) found within a company or one of
118. its divisions. Thus, a
functional manager’s sphere of responsibility is generally
confined to one organiza-
tional activity, whereas general managers oversee the operation
of an entire company
or division. Although they are not responsible for the overall
performance of the or-
ganization, functional managers nevertheless have a major
strategic role: to develop
functional strategies in their areas that help fulfill the strategic
objectives set by busi-
ness- and corporate-level general managers.
In GE’s aerospace business, for instance, production managers
are responsible
for developing manufacturing strategies consistent with
corporate objectives. More-
over, functional managers provide most of the information that
makes it possible for
business- and corporate-level general managers to formulate
realistic and attainable
strategies. Indeed, because they are closer to the customer than
is the typical general
manager, functional managers may generate important ideas that
subsequently be-
119. come major strategies for the company. Thus, it is important for
general managers to
listen closely to the ideas of their functional managers. An
equally great responsibil-
ity for managers at the operational level is strategy
implementation: the execution of
corporate- and business-level plans.
business unit
A self-contained division
that provides a product
or service for a particular
market.
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120. Chapter 1 Strategic Leadership: Managing the Strategy-Making
Process for Competitive Advantage 13
the Strategy-MakIng ProceSS
We can now turn our attention to the process by which
managers formulate and imple-
ment strategies. Many writers have emphasized that strategy is
the outcome of a formal
planning process and that top management plays the most
important role in this pro-
cess.4 Although this view has some basis in reality, it is not the
whole story. As we shall
see later in the chapter, valuable strategies often emerge from
deep within the organiza-
tion without prior planning. Nevertheless, a consideration of
formal, rational planning
is a useful starting point for our journey into the world of
strategy. Accordingly, we
consider what might be described as a typical, formal strategic
planning model.
a Model of the Strategic planning process
121. The formal strategic planning process has five main steps:
1. Select the corporate mission and major corporate goals.
2. Analyze the organization’s external competitive environment
to identify opportu-
nities and threats.
3. Analyze the organization’s internal operating environment to
identify the organi-
zation’s strengths and weaknesses.
4. Select strategies that build on the organization’s strengths
and correct its weak-
nesses in order to take advantage of external opportunities and
counter external
threats. These strategies should be consistent with the mission
and major goals of
the organization. They should be congruent and constitute a
viable business model.
5. Implement the strategies.
The task of analyzing the organization’s external and internal
environments and
122. then selecting appropriate strategies constitutes strategy
formulation. In contrast, as
noted earlier, strategy implementation involves putting the
strategies (or plan) into ac-
tion. This includes taking actions consistent with the selected
strategies of the company
at the corporate, business, and functional levels; allocating roles
and responsibilities
among managers (typically through the design of organizational
structure); allocating
resources (including capital and money); setting short-term
objectives; and designing
the organization’s control and reward systems. These steps are
illustrated in Figure 1.4
(which can also serve as a roadmap for the rest of this book).
Each step in Figure 1.4 constitutes a sequential step in the
strategic planning pro-
cess. At step 1, each round, or cycle, of the planning process
begins with a statement
of the corporate mission and major corporate goals. The
mission statement is followed
by the foundation of strategic thinking: external analysis,
internal analysis, and stra-
tegic choice. The strategy-making process ends with the design
123. of the organizational
structure and the culture and control systems necessary to
implement the organiza-
tion’s chosen strategy. This chapter discusses how to select a
corporate mission and
choose major goals. Other aspects of strategic planning are
reserved for later chapters,
as indicated in Figure 1.4.
Some organizations go through a new cycle of the strategic
planning process every
year. This does not necessarily mean that managers choose a
new strategy each year.
In many instances, the result is simply to modify and reaffirm a
strategy and struc-
ture already in place. The strategic plans generated by the
planning process generally
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14 Part 1 Introduction to Strategic Management
Figure 1.4 Main components of the Strategic Planning Process
STRATEGY FORMULATION
External Analysis:
Opportunities
and Threats
Chapter 2
FE
ED
B
A
C