This document provides an overview of case analysis and how to prepare for case discussions in strategic management courses. It explains that the goal of case analysis is to practice strategic thinking and gain real-world management experience, rather than simply finding the "right answer." The document outlines a nine-step process for carefully preparing a case, which includes identifying issues, analyzing data, applying concepts, developing recommendations, and supporting opinions with evidence. It emphasizes that the objective is to enhance analytical skills rather than find out what the company actually did.
A Guide to Case AnalysisI keep six honest serving men(.docxransayo
A Guide to
Case Analysis
I keep six honest serving men
(They taught me all I knew);
Their names are What and Why and When;
And How and Where and Who.
— Rudyard Kipling
A Guide to Case Analysis2
In most courses in strategic management, students use cases about actual companies to practice strategic
analysis and to gain some experience in the tasks of crafting and implementing strategy. A case sets forth, in
a factual manner, the events and organizational circumstances surrounding a particular managerial situation.
It puts readers at the scene of the action and familiarizes them with all the relevant circumstances. A case on
strategic management can concern a whole industry, a single organization, or some part of an organization;
the organization involved can be either profi t seeking or not-for-profi t. The essence of the student’s role
in case analysis is to diagnose and size up the situation described in the case and then to recommend
appropriate action steps.
Why Use Cases to Practice Strategic Management?
A student of business with tact
Absorbed many answers he lacked.
But acquiring a job,
He said with a sob,
“How does one fi t answer to fact?”
The foregoing limerick was used some years ago by Professor Charles Gragg to characterize the plight
of business students who had no exposure to cases.1 The facts are that the mere act of listening to lectures
and sound advice about managing does little for anyone’s management skills and that the accumulated
managerial wisdom cannot effectively be passed on by lectures and assigned readings alone. If anything had
been learned about the practice of management, it is that a storehouse of ready-made textbook answers does
not exist. Each managerial situation has unique aspects, requiring its own diagnosis, judgment, and tailor-
made actions. Cases provide would-be managers with a valuable way to practice wrestling with the actual
problems of actual managers in actual companies.
The case approach to strategic analysis is, fi rst and foremost, an exercise in learning by doing. Because cases
provide you with detailed information about conditions and problems of different industries and companies,
your task of analyzing company after company and situation after situation has the twin benefi t of boosting
your analytical skills and exposing you to the ways companies and mana gers actually do things. Most college
students have limited managerial backgrounds and only frag mented knowledge about companies and real-life
strategic situations. Cases help substitute for on-the-job experience by (1) giving you broader exposure to a
variety of industries, organizations, and strategic problems; (2) forcing you to assume a managerial role (as
opposed to that of just an onlooker); (3) providing a test of how to apply the tools and techniques of strategic
management; and (4) asking you to come up with pragmatic managerial action plans to deal with the issues
at hand.
Objectives of C.
Confirming Pages Guide to Case Analysis I keep six .docxdonnajames55
Confirming Pages
Guide to Case Analysis
I keep six honest serving men
(They taught me all I knew);
Their names are What and Why and When;
And How and Where and Who.
Rudyard Kipling
tho29503_case analysis_CA1-CA12.indd CA1tho29503_case analysis_CA1-CA12.indd CA1 29/11/12 11:00 AM29/11/12 11:00 AM
Confirming Pages
CA2 STRATEGY: Core Concepts and Analytical Approaches
exposure to a variety of industries, organizations, and
strategic problems; (2) forcing you to assume a mana-
gerial role (as opposed to that of just an onlooker);
(3) providing a test of how to apply the tools and tech-
niques of strategic management; and (4) asking you to
come up with pragmatic managerial action plans to
deal with the issues at hand.
Objectives of Case Analysis
Using cases to learn about the practice of strategic
management is a powerful way for you to accomplish
five things: 2
1. Increase your understanding of what managers
should and should not do in guiding a business to
success.
2. Build your skills in sizing up company resource
strengths and weaknesses and in conducting stra-
tegic analysis in a variety of industries and com-
petitive situations.
3. Get valuable practice in identifying strategic issues
that need to be addressed, evaluating strategic alter-
natives, and formulating workable plans of action.
4. Enhance your sense of business judgment, as
opposed to uncritically accepting the authorita-
tive crutch of the professor or “back-of-the-book”
answers.
5. Gaining in-depth exposure to different industries
and companies, thereby acquiring something close
to actual business experience.
If you understand that these are the objectives of
case analysis, you are less likely to be consumed with
curiosity about “the answer to the case.” Students who
have grown comfortable with and accustomed to text-
book statements of fact and definitive lecture notes
are often frustrated when discussions about a case
do not produce concrete answers. Usually, case dis-
cussions produce good arguments for more than one
course of action. Differences of opinion nearly always
exist. Thus, should a class discussion conclude with-
out a strong, unambiguous consensus on what to do,
don’t grumble too much when you are not told what
the answer is or what the company actually did. Just
remember that in the business world answers don’t
come in conclusive black-and-white terms. There
are nearly always several feasible courses of action
and approaches, each of which may work out satis-
factorily. Moreover, in the business world, when one
elects a particular course of action, there is no peek-
ing at the back of a book to see if you have chosen the
best thing to do and no one to turn to for a provably
I n most courses in strategic management, students use cases about actual companies to practice stra-tegic analysis and to gain some experience.
A Guide to Case Analysis
I keep six honest serving men (They taught me all I knew);
Their names are What and Why and When; And How and Where and Who.
Rudyard Kipling
(
I
)n most courses in strategic management, students use cases about actual companies to practice strategic analysis and to gain some experience in the tasks of crafting and implementing strategy. A case sets forth, in a factual manner, the events and organizational circumstances surrounding a particular managerial situation. It puts
readers at the scene of the action and familiarizes them with all the relevant circumstances. A case on strategic management can concern a whole industry, a single organization, or some part of an organization; the organization involved can be either profit seeking or not-for-profit. The essence of the student’s role in case analysis is to diagnose and size up the situation described in the case and then to recommend appropriate action steps.
Why Use Cases to Practice Strategic Management?
(
4
) (
STRATEGY:
Core
Concepts
and
Analytical
Approaches
)
(
5
) (
A
Guide
to
Case
Analysis
)
A student of business with tact Absorbed many answers he lacked. But acquiring a job,
He said with a sob,
“How does one fit answer to fact?”
The foregoing limerick was used some years ago by Professor Charles Gragg to characterize the plight of business students who had no exposure to cases.1 The facts are that the mere act of listening to lectures and sound advice about managing does little for anyone’s management skills and that the accumulated managerial wisdom cannot effectively be passed on by lectures and assigned readings alone. If anything had been learned about the practice of management,
it is that a storehouse of ready-made textbook answers does not exist. Each managerial situation has unique aspects, requiring its own diagnosis, judgment, and tailor-made actions. Cases provide would-be managers with a valuable way to practice wrestling with the actual problems of actual managers in actual companies.
The case approach to strategic analysis is, first and foremost, an exercise in learning by doing. Because cases provide you with detailed information about conditions and problems of different industries and companies, your task of analyzing company after company and situation after situation has the twin benefit of boosting your analytical skills and exposing you to the ways companies and managers actually do things. Most college students have limited managerial backgrounds and only fragmented knowledge about companies and real-life strategic situations. Cases help substitute for on-the-job experience by (1) giving you broader exposure to a variety of industries, organizations, and strategic problems; (2) forcing you to assume a managerial role (as opposed to that of just an onlooker); (3) providing a test of how to apply the tools and techniques of strategic management; and
(4) asking you to come up with pragmatic managerial act.
Business Policy and StrategyOliver’s Market Case Analysis .docxhumphrieskalyn
Business Policy and Strategy
Oliver’s Market Case Analysis &
Discussion Questions
In preparing Oliver's Market case analysis, here are some discussion questions to consider.
· What are the key elements of the strategy at Oliver's Market?
· What competitive pressures must Oliver's Market be prepared to deal with?
· What are the key success factors for competing in the supermarket industry in Sonoma County?
· What is your assessment of Oliver's financial performance and financial condition? Is the company in good financial shape? Why or why not?
· How does their financial performance compare to Whole Foods. Are they strong enough to compete?
· Should they consider expansion, given your analysis?
A Guide to
Case Analysis
I keep six honest serving men
(They taught me all I knew);
Their names are What and Why and When;
And How and Where and Who.
— Rudyard Kipling
A Guide to Case Analysis2
In most courses in strategic management, students use cases about actual companies to practice strategic
analysis and to gain some experience in the tasks of crafting and implementing strategy. A case sets forth, in
a factual manner, the events and organizational circumstances surrounding a particular managerial situation.
It puts readers at the scene of the action and familiarizes them with all the relevant circumstances. A case on
strategic management can concern a whole industry, a single organization, or some part of an organization;
the organization involved can be either profi t seeking or not-for-profi t. The essence of the student’s role
in case analysis is to diagnose and size up the situation described in the case and then to recommend
appropriate action steps.
Why Use Cases to Practice Strategic Management?
A student of business with tact
Absorbed many answers he lacked.
But acquiring a job,
He said with a sob,
“How does one fi t answer to fact?”
The foregoing limerick was used some years ago by Professor Charles Gragg to characterize the plight
of business students who had no exposure to cases.1 The facts are that the mere act of listening to lectures
and sound advice about managing does little for anyone’s management skills and that the accumulated
managerial wisdom cannot effectively be passed on by lectures and assigned readings alone. If anything had
been learned about the practice of management, it is that a storehouse of ready-made textbook answers does
not exist. Each managerial situation has unique aspects, requiring its own diagnosis, judgment, and tailor-
made actions. Cases provide would-be managers with a valuable way to practice wrestling with the actual
problems of actual managers in actual companies.
The case approach to strategic analysis is, fi rst and foremost, an exercise in learning by doing. Because cases
provide you with detailed information about conditions and problems of different industries and companies,
your task ...
Part 1.· How can information technology support a company’s busi.docxherbertwilson5999
Part 1.
· How can information technology support a company’s business processes and decision making and give it a competitive advantage? Give examples to illustrate your answer.
· How does the use of the Internet, intranets, and extranets by companies today support their business processes and activities?
· How can a manager demonstrate that he or she is a responsible end user of information systems? Give several examples.
Part 2.
Disaster Recovery "How important are your data to you?" "What would happen if . . . ?" While business managers focus on solving business problems and determin- ing what their information systems should do, di- saster recovery consultants ask what would happen if things go wrong. With careful advanced planning, disaster recovery specialists help their clients prevent calamity. While this topic covers a wide variety of software issues, installation configuration issues, and security threats, examining common end-user mistakes may also prove enlightening. Common end-user mistakes include:
a. Failure to save work in progress frequently.
b. Failure to make a backup copy. c. Storing original and backup copies in the same location.
For each of the common end-user mistakes listed above, answer the following questions.
a. How might this mistake result in data loss?
b. What procedures could you follow to minimize this risk?
SOLAR FEEDER ASSIGNMENT QUESTIONS
· What problems do you see at SDI? What issues does management need to address? What do you see as the central problem/issue?
· Is SDI close to achieving a breakeven volume of sales?
· What is SDI’s present strategy? Is the strategy working? Are fundamental changes needed?
· What strategic plan would you suggest SDI pursue to make a success out of its Solar Feeder product? Your recommended plan should include a strategic vision for SDI, a set of strategic and financial objectives, a detailed strategy, and a set of action recommendations to implement and execute the strategy.
A Guide to
Case Analysis
I keep six honest serving men
(They taught me all I knew);
Their names are What and Why and When;
And How and Where and Who.
— Rudyard Kipling
A Guide to Case Analysis2
In most courses in strategic management, students use cases about actual companies to practice strategic
analysis and to gain some experience in the tasks of crafting and implementing strategy. A case sets forth, in
a factual manner, the events and organizational circumstances surrounding a particular managerial situation.
It puts readers at the scene of the action and familiarizes them with all the relevant circumstances. A case on
strategic management can concern a whole industry, a single organization, or some part of an organization;
the organization involved can be either profi t seeking or not-for-profi t. The essence of the student’s role
in case analysis is to diagnose and size up the situation described in the case and then to recommend
appropriate action steps.
Why Use Ca.
WHOLE FOODS CASE QUESTIONS1. What are the chief elements.docxalanfhall8953
WHOLE FOODS CASE QUESTIONS
1. What are the chief elements of the strategy that Whole Foods Market is pursuing?
2. Is Whole Foods’ strategy well matched to recent developments and conditions in the natural and organic foods segment of the food retailing industry?
3. Do you think John Mackey has a good strategic vision for Whole Foods? Why or why not? What do you like/dislike about the company’s “Whole Foods, Whole People, Whole Planet” motto? Do the motto and the principles underlying the motto really matter at this company or are they just nice words and window dressing? Explain.
4. Do WFM’s core values as presented in the case really matter? Have they contributed to the company’s success? Why or why not?
5. How well is Whole Foods Market performing from a financial perspective?
6. How well is Whole Foods Market performing from a strategic perspective? Is the strategy working? Does the company have a winning strategy?
7. What recommendations would you make to John Mackey regarding the actions that management needs to take to sustain the company’s growth and financial performance?
A Guide to
Case Analysis
I keep six honest serving men
(They taught me all I knew);
Their names are What and Why and When;
And How and Where and Who.
— Rudyard Kipling
A Guide to Case Analysis2
In most courses in strategic management, students use cases about actual companies to practice strategic
analysis and to gain some experience in the tasks of crafting and implementing strategy. A case sets forth, in
a factual manner, the events and organizational circumstances surrounding a particular managerial situation.
It puts readers at the scene of the action and familiarizes them with all the relevant circumstances. A case on
strategic management can concern a whole industry, a single organization, or some part of an organization;
the organization involved can be either profi t seeking or not-for-profi t. The essence of the student’s role
in case analysis is to diagnose and size up the situation described in the case and then to recommend
appropriate action steps.
Why Use Cases to Practice Strategic Management?
A student of business with tact
Absorbed many answers he lacked.
But acquiring a job,
He said with a sob,
“How does one fi t answer to fact?”
The foregoing limerick was used some years ago by Professor Charles Gragg to characterize the plight
of business students who had no exposure to cases.1 The facts are that the mere act of listening to lectures
and sound advice about managing does little for anyone’s management skills and that the accumulated
managerial wisdom cannot effectively be passed on by lectures and assigned readings alone. If anything had
been learned about the practice of management, it is that a storehouse of ready-made textbook answers does
not exist. Each managerial situation has unique aspects, requiring its own diagnosis, judgment, and tailor-
made actions. Cases provide would-be managers with a va.
Transforming Singapore’s Public Libraries .docxturveycharlyn
Transforming Singapore’s Public Libraries Case Questions
· Why did Singapore decide to change its libraries? How significant was the change, and how would you characterize it from a strategic perspective? What is the equivalent to this change for a typical for-profit company?
· Who was the Singapore library system’s “customer”? What was the “product”?
· How did the type of service delivered and the service levels change?
· What important elements of the library system didn’t change? Why? Was this a failure in change management or was it intentional?
· What were the key components of the change effort? Why were they important? Do they relate to one another?
· Was the order in which things happened important? Why or why not?
· Reengineering often fails. Did this reengineering succeed? If so/if not, why?
Week ________________ Name: ________________________________________
Weekly CMA Study Session
(Attendance of live or recorded session each week is mandatory - weeks 1-5)
Based on the Live Classroom study session this week, answer the following questions in depth. (20 points)
1. What information did you find to be the most beneficial information during this presentation?
1. As you participated in the session, what area(s) did you find most confusing and need to focus more on to ensure success with the CMA Exam?
3. What additional resources are you using to assist in preparing you for the CMA Exam? Provide specific resources.
Created December 2014
A Guide to Case Analysis
I keep six honest serving men (They taught me all I knew);
Their names are What and Why and When; And How and Where and Who.
Rudyard Kipling
(
I
)n most courses in strategic management, students use cases about actual companies to practice strategic analysis and to gain some experience in the tasks of crafting and implementing strategy. A case sets forth, in a factual manner, the events and organizational circumstances surrounding a particular managerial situation. It puts
readers at the scene of the action and familiarizes them with all the relevant circumstances. A case on strategic management can concern a whole industry, a single organization, or some part of an organization; the organization involved can be either profit seeking or not-for-profit. The essence of the student’s role in case analysis is to diagnose and size up the situation described in the case and then to recommend appropriate action steps.
Why Use Cases to Practice Strategic Management?
(
4
) (
STRATEGY:
Core
Concepts
and
Analytical
Approaches
)
(
5
) (
A
Guide
to
Case
Analysis
)
A student of business with tact Absorbed many answers he lacked. But acquiring a job,
He said with a sob,
“How does one fit answer to fact?”
The foregoing limerick was used some years ago by Professor Charles Gragg to characterize the plight of business students wh ...
Assignment Questions1. Has Father Daniel Mary established .docxrock73
Assignment Questions
1. Has Father Daniel Mary established a future direction for the Carmelite Monks of Wyoming? What is his
vision for the monastery? What is his vision for Mystic Monk Coffee? What is the mission of the Carmelite
Monks of Wyoming?
2. Does it appear that Father Daniel Mary has set defi nite objectives and performance targets for achieving his
vision?
3. What is Father Prior’s strategy for achieving his vision? What competitive advantage might Mystic Monk
Coffee’s strategy produce?
4. Is Mystic Monk Coffee’s strategy a money-maker? What is MMC’s business model? What is your assessment
of Mystic Monk Coffee’s customer value proposition? its profi t formula?
5. Does the strategy qualify as a winning strategy? Why or why not?
6. What recommendations would you make to Father Daniel Mary in terms of crafting and executing strategy
for the monastery’s coffee operations? Are changed needed in its long-term direction? its objectives? its
strategy? its approach to strategy execution? Explain.
C
A
S
E
1
Mystic Monk Coffee
A Guide to Case Analysis
I keep six honest serving men (They taught me all I knew);
Their names are What and Why and When; And How and Where and Who.
Rudyard Kipling
(
I
)n most courses in strategic management, students use cases about actual companies to practice strategic analysis and to gain some experience in the tasks of crafting and implementing strategy. A case sets forth, in a factual manner, the events and organizational circumstances surrounding a particular managerial situation. It puts
readers at the scene of the action and familiarizes them with all the relevant circumstances. A case on strategic management can concern a whole industry, a single organization, or some part of an organization; the organization involved can be either profit seeking or not-for-profit. The essence of the student’s role in case analysis is to diagnose and size up the situation described in the case and then to recommend appropriate action steps.
Why Use Cases to Practice Strategic Management?
(
4
) (
STRATEGY:
Core
Concepts
and
Analytical
Approaches
)
(
5
) (
A
Guide
to
Case
Analysis
)
A student of business with tact Absorbed many answers he lacked. But acquiring a job,
He said with a sob,
“How does one fit answer to fact?”
The foregoing limerick was used some years ago by Professor Charles Gragg to characterize the plight of business students who had no exposure to cases.1 The facts are that the mere act of listening to lectures and sound advice about managing does little for anyone’s management skills and that the accumulated managerial wisdom cannot effectively be passed on by lectures and assigned readings alone. If anything had been learned about the practice of management,
it is that a storehouse of ready-made textbook answers does not exist. Each managerial situation has unique aspects, requiring its own diagnosis, judgment, and tailor-made actions. Cases p ...
Describe how the shifts societal forces have impacted marketing ov.docxtheodorelove43763
Describe how the shifts societal forces have impacted marketing over the years.
Make your initial post and comment on of student post.
Stunden1
I am a plus size woman. I have noticed now that more stores are offering plus sizes. Being a size 2 is not the norm any more. More plus sizw women are more into fashions and they are buying more fashionable clothes. Society has become more exceptive of the larger women, becaue they are becoming comfortable with wearing the latest styles. Old Navy, Nordtroms, and a lot more other stores are carrying the plus sizes now. Even Victoria Secrets is stepping up to the plate, for plus size women. The market is changing for us for the better. A shift has arrived in the way people look at plus size women.
Student 2
Shifts in societal forces have impacted marketing in different ways over the years. The different impacts are determined by the societal forces that are prevalent in the contemporary marketplace. Such societal forces include cultural diversity, culture identity, demographic changes, people’s consumerism, as well as rising awareness about environmentally friendly products. Shifts in societal forces lead to pressure on political aspects, which in turn lead to legal regulations being changed to govern the market (Kotler & Keller, 2011). As a result of the increasing complexity in societal forces within today’s globalized marketplace, marketers experience more strict regulations that mainly impact the quantity and quality of information that they offer to the marketplace and the customers thereof (Kotler & Keller, 2011). Additionally, the increasing globalization of the marketplace has led to a diversified culture identity, which has led to a situation where consumers have a variety of cultural values and attitudes. As consumers across the globe gain more knowledge on other cultures, their tastes and preferences in the products offered become more complex. As a result, marketers have to shift their marketing strategies and ensure that their products attain the increasing diversity in consumer needs. The marketing operations adopted by firms must thus, change to adopt the shifts in societal forces
A Guide to
Case Analysis
I keep six honest serving men
(They taught me all I knew);
Their names are What and Why and When;
And How and Where and Who.
— Rudyard Kipling
A Guide to Case Analysis2
In most courses in strategic management, students use cases about actual companies to practice strategic
analysis and to gain some experience in the tasks of crafting and implementing strategy. A case sets forth, in
a factual manner, the events and organizational circumstances surrounding a particular managerial situation.
It puts readers at the scene of the action and familiarizes them with all the relevant circumstances. A case on
strategic management can concern a whole industry, a single organization, or some part of an organization;
the organization involved can be either profi t seeking .
How to Analyze a Case StudyIncluded in these cases are questions.docxpooleavelina
How to Analyze a Case Study
Included in these cases are questions to help you understand and analyze the case. You may, however, be assigned other case studies that do not have questions. This Hands-on Guide presents a structured framework to help you analyze such cases as well as the case studies in this text. Knowing how to analyze a case will help you attack virtually any business problem.
A case study helps students learn by immersing them in a real-world business scenario where they can act as problem-solvers and decision-makers. The case presents facts about a particular organization. Students are asked to analyze the case by focusing on the most important facts and using this information to determine the opportunities and problems facing that organization. Students are then asked to identify alternative courses of action to deal with the problems they identify.
A case study analysis must not merely summarize the case. It should identify key issues and problems, outline and assess alternative courses of action, and draw appropriate conclusions. The case study analysis can be broken down into the following steps:
1. Identify the most important facts surrounding the case.
2. Identify the key issue or issues.
3. Specify alternative courses of action.
4. Evaluate each course of action.
5. Recommend the best course of action.
Let's look at what each step involves.
1. Identify the most important facts surrounding the case.
Read the case several times to become familiar with the information it contains. Pay attention to the information in any accompanying exhibits, tables, or figures. Many case scenarios, as in real life, present a great deal of detailed information. Some of these facts are more relevant than others for problem identification. One can assume the facts and figures in the case are true, but statements, judgments, or decisions made by individuals should be questioned. Underline and then list the most important facts and figures that would help you define the central problem or issue. If key facts and numbers are not available, you can make assumptions, but these assumptions should be reasonable given the situation. The "correctness" of your conclusions may depend on the assumptions you make.
2. Identify the key issue or issues.
Use the facts provided by the case to identify the key issue or issues facing the company you are studying. Many cases present multiple issues or problems. Identify the most important and separate them from more trivial issues. State the major problem or challenge facing the company. You should be able to describe the problem or challenge in one or two sentences. You should be able to explain how this problem affects the strategy or performance of the organization.
You will need to explain why the problem occurred. Does the problem or challenge facing the company comes from a changing environment, new opportunities, a declining market share, or inefficient internal or external business processes? In the ...
Assignment Budget Planning and ControlBefore approaching this a.docxrock73
Assignment: Budget Planning and Control
Before approaching this assignment, be sure that you have watched the following video.
· Budgetary Planning featuring Babycakes *FULL VIDEO*. (2016). YouTube.
Babycakes, a specialty bakery, is the company that will be considered for all parts of your budget planning and control report. For this assignment, you will develop a three to four (3 – 4) page paper in which you address the following.
1. Briefly discuss the ways a realistic budget will benefit the owner of Babycakes versus having no budget at all. Be sure to use Babycakes as the company and any specific product details in your explanation.
2. Prepare a sales budget for the LA Babycakes store for the 4th quarter of 2016. Present the number of units, sales price, and total sales for each month; include October, November, and December, and a total for the quarter. Use one-half of the Valentine’s Day sales as the basis for a usual day in the new quarter. Use 30 days for each month. Calculate the total sales for each month for October, November, and December.
3. Create three (3) new products, one (1) for each of the three (3) holiday seasons in the 4th quarter. Estimate the sales units, sales price, and total sales for each month. Describe the assumptions used to make these estimates. Include an overview of the budget in the report, presenting the actual budget as an appendix with all data and calculations. Add these amounts to your sales budget.
4. The owner of Babycakes is interested in preparing a flexible budget rather than the static budget she currently uses. She does not understand why, when sales increase, her static budget often shows an unfavorable variance. Explain how a flexible budget will overcome this problem. Use the details of your newly prepared budget for the 4th quarter of 2016 to address her concern.
5. Imagine that Babycakes is facing a financial challenge that is causing the actual amount of money that it spends to become significantly more than its budgeted amount. Include a discussion of your own unique cause of the overspending. Explain the corrective actions needed to address these challenges.
6. Integrate relevant information from at least three (3) quality academic resources in this assignment. Note: Please do not use your textbook as an academic resource. Also, Wikipedia and other Websites that are unreliable do not qualify as academic resources.
Your assignment must follow these formatting requirements.
· Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; references must follow APA or school-specific format. Check with your professor for any additional instructions.
· Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required page length.
· An abstract is not required.
The specific course learning outcomes associated with this ...
MGT 4670 Management PracticesHOW TO CONDUCT A CASE ANALYSIS(By.docxannandleola
MGT 4670 Management Practices
HOW TO CONDUCT A CASE ANALYSIS
(By Dess, Lumpkin and Eisner, Strategic Management: text and cases, 4th edition, 2008. McGraw Hill.)
How to Conduct a Case Analysis
The process of analyzing strategic management cases involves several steps. In this section, we review five steps to follow in preparing a case analysis.
Before beginning, point out that there are two prerequisites for effective case analysis. First, unless students prepare for a case discussion, there is little they can gain from the discussion and even less that they can offer.
Second, to get the most out of case analysis, students need to place themselves “inside” the case in order to think like an actual participant in the case situation. Before beginning the analysis, it may be helpful to envision assuming one of these roles:
1. Strategic Decision-MakerThe position of the senior executive responsible for resolving the situation that the case describes. It may be the CEO, the business owner, or a strategic manager in a key executive position.
2. Board of DirectorsThe Board of Directors has a responsibility to step in when a management crisis threatens the company. A board member may be in a unique position to solve problems.
3. Outside ConsultantConsultants often have an advantage because they can look at a situation objectively. But they may also be at a disadvantage since they have no power to enforce changes.
A. Become Familiar with the Material
Written cases often include a lot of material. The following technique can enhance comprehension:
1.Read through the case once quickly to get an overall sense of the material.
2.Use the initial read-through to assess possible links to strategic concepts.
3.Read through the case again, in depth. Make written notes as you read.
4.Evaluate how strategic concepts might inform key decisions or suggest alternative solutions.
5.After formulating an initial recommendation, thumb through the case again to assess the consequences of the actions you propose.
B.Identify Problems
One of the main reasons to conduct case analysis is to find solutions. Unless you know the problem, however, it is meaningless to attempt to find an answer. Some cases have more than one problem. Even so, emphasize that the problems are usually related.
When trying to determine the problem, it is easy to get hung up on symptoms. Emphasize the importance of seeing beyond the immediate symptoms to the more fundamental problems.
Another tip when preparing a case analysis is to articulate the problem. Point out that writing down a problem statement provides a reference point to turn to as the case analysis proceeds.
Sometimes, problems are not apparent until after the case has been analyzed.
C.Conduct Strategic Analyses
This textbook has presented numerous analytical tools (such as five forces analysis and value chain analysis), contingency frameworks (such as when to use related rather than unrelated diversification ...
Framework for Case Analysis (Adapted from the original document .docxshericehewat
Framework for Case Analysis (Adapted from the original document published by the UMass College of Management)
Part I – Analyzing a Case
What is this document?
You will be asked throughout your Graduate experience to analyze cases. Because there are many ways to approach cases, the CM faculty has agreed upon a framework for case analysis that you will be asked to learn in MGT 650. This framework will help you throughout your Graduate experience in thinking about cases as well as in preparing written reports.
UC Note: The SL and DEL curricula are not “case-based.” This document is intended to illustrate and explain my two-step case study assignment. My notes appear in bold blue font throughout.
What is a case?
A case is a story---usually a true story, but not always---that illustrates business and management theories and concepts you are studying in a course and/or presents a problem or series of problems for you to solve. A case usually ends with a dilemma or critical issue faced by a particular character or organization depicted in the case. Sometimes a case will be accompanied by a set of questions, usually theory-based, that your instructor expects you to answer. Some questions will be devoted to figuring out the problems imbedded in the case and the causes of those problems; others will ask you to determine a course of action to take in the future. These questions will be provided between steps one and two. More complex cases usually contain a variety of types of information, e.g. industry and economic data, financial reports, policies and procedures, market share and pricing data, descriptions of personnel and other resources, job descriptions, individual perceptions, and dialogue. Due to their complex nature, these cases demand your careful, sustained attention; indeed, each case contains subtleties that are likely to be discerned only by several re-readings and discussions with other students.
Why do professors ask students in the Graduate Programs to analyze cases?
Through the process of analyzing cases, professors believe that Graduate students can learn the value of: [1] responding actively and constructively to the conflicts of organizational life by: suspending judgment about personalities as well as about courses of action; differentiating between facts and opinions; graciously giving up an opinion if it is shown to be inadequate; integrating what one learns through discussions with others in order to progress in one’s own thinking; examining the total situation rather than focusing on the most obvious or pressing elements of that situation; gaining multiple perspectives on a situation by using theory, concepts and research findings; understanding the continually evolving interrelationships among the factors in a situation; acknowledging what is not known or understood by the student analyst about a situation; explicitly assessing and acknowledging the degree of confidence the student analyst is able to have in what ...
Framework for Case Analysis (Adapted from the original document SusanaFurman449
Framework for Case Analysis (Adapted from the original document published by the UMass College of Management)
Part I – Analyzing a Case
What is this document?
You will be asked throughout your Graduate experience to analyze cases. Because there are many ways to approach cases, the CM faculty has agreed upon a framework for case analysis that you will be asked to learn in MGT 650. This framework will help you throughout your Graduate experience in thinking about cases as well as in preparing written reports.
UC Note: The SL and DEL curricula are not “case-based.” This document is intended to illustrate and explain my two-step case study assignment. My notes appear in bold blue font throughout.
What is a case?
A case is a story---usually a true story, but not always---that illustrates business and management theories and concepts you are studying in a course and/or presents a problem or series of problems for you to solve. A case usually ends with a dilemma or critical issue faced by a particular character or organization depicted in the case. Sometimes a case will be accompanied by a set of questions, usually theory-based, that your instructor expects you to answer. Some questions will be devoted to figuring out the problems imbedded in the case and the causes of those problems; others will ask you to determine a course of action to take in the future. These questions will be provided between steps one and two. More complex cases usually contain a variety of types of information, e.g. industry and economic data, financial reports, policies and procedures, market share and pricing data, descriptions of personnel and other resources, job descriptions, individual perceptions, and dialogue. Due to their complex nature, these cases demand your careful, sustained attention; indeed, each case contains subtleties that are likely to be discerned only by several re-readings and discussions with other students.
Why do professors ask students in the Graduate Programs to analyze cases?
Through the process of analyzing cases, professors believe that Graduate students can learn the value of: [1] responding actively and constructively to the conflicts of organizational life by: suspending judgment about personalities as well as about courses of action; differentiating between facts and opinions; graciously giving up an opinion if it is shown to be inadequate; integrating what one learns through discussions with others in order to progress in one’s own thinking; examining the total situation rather than focusing on the most obvious or pressing elements of that situation; gaining multiple perspectives on a situation by using theory, concepts and research findings; understanding the continually evolving interrelationships among the factors in a situation; acknowledging what is not known or understood by the student analyst about a situation; explicitly assessing and acknowledging the degree of confidence the student analyst is able to have in what ...
DUE DATE AND TIME: Thursday 30 August (week 7) by 5.00pm AEST
PERCENTAGE OF FINAL GRADE: 30%
MODE: Group of 2-3 students or individually
WORD LIMIT: 3000 Words
HURDLE DETAILS: N/A
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A Guide to Case AnalysisI keep six honest serving men(.docxransayo
A Guide to
Case Analysis
I keep six honest serving men
(They taught me all I knew);
Their names are What and Why and When;
And How and Where and Who.
— Rudyard Kipling
A Guide to Case Analysis2
In most courses in strategic management, students use cases about actual companies to practice strategic
analysis and to gain some experience in the tasks of crafting and implementing strategy. A case sets forth, in
a factual manner, the events and organizational circumstances surrounding a particular managerial situation.
It puts readers at the scene of the action and familiarizes them with all the relevant circumstances. A case on
strategic management can concern a whole industry, a single organization, or some part of an organization;
the organization involved can be either profi t seeking or not-for-profi t. The essence of the student’s role
in case analysis is to diagnose and size up the situation described in the case and then to recommend
appropriate action steps.
Why Use Cases to Practice Strategic Management?
A student of business with tact
Absorbed many answers he lacked.
But acquiring a job,
He said with a sob,
“How does one fi t answer to fact?”
The foregoing limerick was used some years ago by Professor Charles Gragg to characterize the plight
of business students who had no exposure to cases.1 The facts are that the mere act of listening to lectures
and sound advice about managing does little for anyone’s management skills and that the accumulated
managerial wisdom cannot effectively be passed on by lectures and assigned readings alone. If anything had
been learned about the practice of management, it is that a storehouse of ready-made textbook answers does
not exist. Each managerial situation has unique aspects, requiring its own diagnosis, judgment, and tailor-
made actions. Cases provide would-be managers with a valuable way to practice wrestling with the actual
problems of actual managers in actual companies.
The case approach to strategic analysis is, fi rst and foremost, an exercise in learning by doing. Because cases
provide you with detailed information about conditions and problems of different industries and companies,
your task of analyzing company after company and situation after situation has the twin benefi t of boosting
your analytical skills and exposing you to the ways companies and mana gers actually do things. Most college
students have limited managerial backgrounds and only frag mented knowledge about companies and real-life
strategic situations. Cases help substitute for on-the-job experience by (1) giving you broader exposure to a
variety of industries, organizations, and strategic problems; (2) forcing you to assume a managerial role (as
opposed to that of just an onlooker); (3) providing a test of how to apply the tools and techniques of strategic
management; and (4) asking you to come up with pragmatic managerial action plans to deal with the issues
at hand.
Objectives of C.
Confirming Pages Guide to Case Analysis I keep six .docxdonnajames55
Confirming Pages
Guide to Case Analysis
I keep six honest serving men
(They taught me all I knew);
Their names are What and Why and When;
And How and Where and Who.
Rudyard Kipling
tho29503_case analysis_CA1-CA12.indd CA1tho29503_case analysis_CA1-CA12.indd CA1 29/11/12 11:00 AM29/11/12 11:00 AM
Confirming Pages
CA2 STRATEGY: Core Concepts and Analytical Approaches
exposure to a variety of industries, organizations, and
strategic problems; (2) forcing you to assume a mana-
gerial role (as opposed to that of just an onlooker);
(3) providing a test of how to apply the tools and tech-
niques of strategic management; and (4) asking you to
come up with pragmatic managerial action plans to
deal with the issues at hand.
Objectives of Case Analysis
Using cases to learn about the practice of strategic
management is a powerful way for you to accomplish
five things: 2
1. Increase your understanding of what managers
should and should not do in guiding a business to
success.
2. Build your skills in sizing up company resource
strengths and weaknesses and in conducting stra-
tegic analysis in a variety of industries and com-
petitive situations.
3. Get valuable practice in identifying strategic issues
that need to be addressed, evaluating strategic alter-
natives, and formulating workable plans of action.
4. Enhance your sense of business judgment, as
opposed to uncritically accepting the authorita-
tive crutch of the professor or “back-of-the-book”
answers.
5. Gaining in-depth exposure to different industries
and companies, thereby acquiring something close
to actual business experience.
If you understand that these are the objectives of
case analysis, you are less likely to be consumed with
curiosity about “the answer to the case.” Students who
have grown comfortable with and accustomed to text-
book statements of fact and definitive lecture notes
are often frustrated when discussions about a case
do not produce concrete answers. Usually, case dis-
cussions produce good arguments for more than one
course of action. Differences of opinion nearly always
exist. Thus, should a class discussion conclude with-
out a strong, unambiguous consensus on what to do,
don’t grumble too much when you are not told what
the answer is or what the company actually did. Just
remember that in the business world answers don’t
come in conclusive black-and-white terms. There
are nearly always several feasible courses of action
and approaches, each of which may work out satis-
factorily. Moreover, in the business world, when one
elects a particular course of action, there is no peek-
ing at the back of a book to see if you have chosen the
best thing to do and no one to turn to for a provably
I n most courses in strategic management, students use cases about actual companies to practice stra-tegic analysis and to gain some experience.
A Guide to Case Analysis
I keep six honest serving men (They taught me all I knew);
Their names are What and Why and When; And How and Where and Who.
Rudyard Kipling
(
I
)n most courses in strategic management, students use cases about actual companies to practice strategic analysis and to gain some experience in the tasks of crafting and implementing strategy. A case sets forth, in a factual manner, the events and organizational circumstances surrounding a particular managerial situation. It puts
readers at the scene of the action and familiarizes them with all the relevant circumstances. A case on strategic management can concern a whole industry, a single organization, or some part of an organization; the organization involved can be either profit seeking or not-for-profit. The essence of the student’s role in case analysis is to diagnose and size up the situation described in the case and then to recommend appropriate action steps.
Why Use Cases to Practice Strategic Management?
(
4
) (
STRATEGY:
Core
Concepts
and
Analytical
Approaches
)
(
5
) (
A
Guide
to
Case
Analysis
)
A student of business with tact Absorbed many answers he lacked. But acquiring a job,
He said with a sob,
“How does one fit answer to fact?”
The foregoing limerick was used some years ago by Professor Charles Gragg to characterize the plight of business students who had no exposure to cases.1 The facts are that the mere act of listening to lectures and sound advice about managing does little for anyone’s management skills and that the accumulated managerial wisdom cannot effectively be passed on by lectures and assigned readings alone. If anything had been learned about the practice of management,
it is that a storehouse of ready-made textbook answers does not exist. Each managerial situation has unique aspects, requiring its own diagnosis, judgment, and tailor-made actions. Cases provide would-be managers with a valuable way to practice wrestling with the actual problems of actual managers in actual companies.
The case approach to strategic analysis is, first and foremost, an exercise in learning by doing. Because cases provide you with detailed information about conditions and problems of different industries and companies, your task of analyzing company after company and situation after situation has the twin benefit of boosting your analytical skills and exposing you to the ways companies and managers actually do things. Most college students have limited managerial backgrounds and only fragmented knowledge about companies and real-life strategic situations. Cases help substitute for on-the-job experience by (1) giving you broader exposure to a variety of industries, organizations, and strategic problems; (2) forcing you to assume a managerial role (as opposed to that of just an onlooker); (3) providing a test of how to apply the tools and techniques of strategic management; and
(4) asking you to come up with pragmatic managerial act.
Business Policy and StrategyOliver’s Market Case Analysis .docxhumphrieskalyn
Business Policy and Strategy
Oliver’s Market Case Analysis &
Discussion Questions
In preparing Oliver's Market case analysis, here are some discussion questions to consider.
· What are the key elements of the strategy at Oliver's Market?
· What competitive pressures must Oliver's Market be prepared to deal with?
· What are the key success factors for competing in the supermarket industry in Sonoma County?
· What is your assessment of Oliver's financial performance and financial condition? Is the company in good financial shape? Why or why not?
· How does their financial performance compare to Whole Foods. Are they strong enough to compete?
· Should they consider expansion, given your analysis?
A Guide to
Case Analysis
I keep six honest serving men
(They taught me all I knew);
Their names are What and Why and When;
And How and Where and Who.
— Rudyard Kipling
A Guide to Case Analysis2
In most courses in strategic management, students use cases about actual companies to practice strategic
analysis and to gain some experience in the tasks of crafting and implementing strategy. A case sets forth, in
a factual manner, the events and organizational circumstances surrounding a particular managerial situation.
It puts readers at the scene of the action and familiarizes them with all the relevant circumstances. A case on
strategic management can concern a whole industry, a single organization, or some part of an organization;
the organization involved can be either profi t seeking or not-for-profi t. The essence of the student’s role
in case analysis is to diagnose and size up the situation described in the case and then to recommend
appropriate action steps.
Why Use Cases to Practice Strategic Management?
A student of business with tact
Absorbed many answers he lacked.
But acquiring a job,
He said with a sob,
“How does one fi t answer to fact?”
The foregoing limerick was used some years ago by Professor Charles Gragg to characterize the plight
of business students who had no exposure to cases.1 The facts are that the mere act of listening to lectures
and sound advice about managing does little for anyone’s management skills and that the accumulated
managerial wisdom cannot effectively be passed on by lectures and assigned readings alone. If anything had
been learned about the practice of management, it is that a storehouse of ready-made textbook answers does
not exist. Each managerial situation has unique aspects, requiring its own diagnosis, judgment, and tailor-
made actions. Cases provide would-be managers with a valuable way to practice wrestling with the actual
problems of actual managers in actual companies.
The case approach to strategic analysis is, fi rst and foremost, an exercise in learning by doing. Because cases
provide you with detailed information about conditions and problems of different industries and companies,
your task ...
Part 1.· How can information technology support a company’s busi.docxherbertwilson5999
Part 1.
· How can information technology support a company’s business processes and decision making and give it a competitive advantage? Give examples to illustrate your answer.
· How does the use of the Internet, intranets, and extranets by companies today support their business processes and activities?
· How can a manager demonstrate that he or she is a responsible end user of information systems? Give several examples.
Part 2.
Disaster Recovery "How important are your data to you?" "What would happen if . . . ?" While business managers focus on solving business problems and determin- ing what their information systems should do, di- saster recovery consultants ask what would happen if things go wrong. With careful advanced planning, disaster recovery specialists help their clients prevent calamity. While this topic covers a wide variety of software issues, installation configuration issues, and security threats, examining common end-user mistakes may also prove enlightening. Common end-user mistakes include:
a. Failure to save work in progress frequently.
b. Failure to make a backup copy. c. Storing original and backup copies in the same location.
For each of the common end-user mistakes listed above, answer the following questions.
a. How might this mistake result in data loss?
b. What procedures could you follow to minimize this risk?
SOLAR FEEDER ASSIGNMENT QUESTIONS
· What problems do you see at SDI? What issues does management need to address? What do you see as the central problem/issue?
· Is SDI close to achieving a breakeven volume of sales?
· What is SDI’s present strategy? Is the strategy working? Are fundamental changes needed?
· What strategic plan would you suggest SDI pursue to make a success out of its Solar Feeder product? Your recommended plan should include a strategic vision for SDI, a set of strategic and financial objectives, a detailed strategy, and a set of action recommendations to implement and execute the strategy.
A Guide to
Case Analysis
I keep six honest serving men
(They taught me all I knew);
Their names are What and Why and When;
And How and Where and Who.
— Rudyard Kipling
A Guide to Case Analysis2
In most courses in strategic management, students use cases about actual companies to practice strategic
analysis and to gain some experience in the tasks of crafting and implementing strategy. A case sets forth, in
a factual manner, the events and organizational circumstances surrounding a particular managerial situation.
It puts readers at the scene of the action and familiarizes them with all the relevant circumstances. A case on
strategic management can concern a whole industry, a single organization, or some part of an organization;
the organization involved can be either profi t seeking or not-for-profi t. The essence of the student’s role
in case analysis is to diagnose and size up the situation described in the case and then to recommend
appropriate action steps.
Why Use Ca.
WHOLE FOODS CASE QUESTIONS1. What are the chief elements.docxalanfhall8953
WHOLE FOODS CASE QUESTIONS
1. What are the chief elements of the strategy that Whole Foods Market is pursuing?
2. Is Whole Foods’ strategy well matched to recent developments and conditions in the natural and organic foods segment of the food retailing industry?
3. Do you think John Mackey has a good strategic vision for Whole Foods? Why or why not? What do you like/dislike about the company’s “Whole Foods, Whole People, Whole Planet” motto? Do the motto and the principles underlying the motto really matter at this company or are they just nice words and window dressing? Explain.
4. Do WFM’s core values as presented in the case really matter? Have they contributed to the company’s success? Why or why not?
5. How well is Whole Foods Market performing from a financial perspective?
6. How well is Whole Foods Market performing from a strategic perspective? Is the strategy working? Does the company have a winning strategy?
7. What recommendations would you make to John Mackey regarding the actions that management needs to take to sustain the company’s growth and financial performance?
A Guide to
Case Analysis
I keep six honest serving men
(They taught me all I knew);
Their names are What and Why and When;
And How and Where and Who.
— Rudyard Kipling
A Guide to Case Analysis2
In most courses in strategic management, students use cases about actual companies to practice strategic
analysis and to gain some experience in the tasks of crafting and implementing strategy. A case sets forth, in
a factual manner, the events and organizational circumstances surrounding a particular managerial situation.
It puts readers at the scene of the action and familiarizes them with all the relevant circumstances. A case on
strategic management can concern a whole industry, a single organization, or some part of an organization;
the organization involved can be either profi t seeking or not-for-profi t. The essence of the student’s role
in case analysis is to diagnose and size up the situation described in the case and then to recommend
appropriate action steps.
Why Use Cases to Practice Strategic Management?
A student of business with tact
Absorbed many answers he lacked.
But acquiring a job,
He said with a sob,
“How does one fi t answer to fact?”
The foregoing limerick was used some years ago by Professor Charles Gragg to characterize the plight
of business students who had no exposure to cases.1 The facts are that the mere act of listening to lectures
and sound advice about managing does little for anyone’s management skills and that the accumulated
managerial wisdom cannot effectively be passed on by lectures and assigned readings alone. If anything had
been learned about the practice of management, it is that a storehouse of ready-made textbook answers does
not exist. Each managerial situation has unique aspects, requiring its own diagnosis, judgment, and tailor-
made actions. Cases provide would-be managers with a va.
Transforming Singapore’s Public Libraries .docxturveycharlyn
Transforming Singapore’s Public Libraries Case Questions
· Why did Singapore decide to change its libraries? How significant was the change, and how would you characterize it from a strategic perspective? What is the equivalent to this change for a typical for-profit company?
· Who was the Singapore library system’s “customer”? What was the “product”?
· How did the type of service delivered and the service levels change?
· What important elements of the library system didn’t change? Why? Was this a failure in change management or was it intentional?
· What were the key components of the change effort? Why were they important? Do they relate to one another?
· Was the order in which things happened important? Why or why not?
· Reengineering often fails. Did this reengineering succeed? If so/if not, why?
Week ________________ Name: ________________________________________
Weekly CMA Study Session
(Attendance of live or recorded session each week is mandatory - weeks 1-5)
Based on the Live Classroom study session this week, answer the following questions in depth. (20 points)
1. What information did you find to be the most beneficial information during this presentation?
1. As you participated in the session, what area(s) did you find most confusing and need to focus more on to ensure success with the CMA Exam?
3. What additional resources are you using to assist in preparing you for the CMA Exam? Provide specific resources.
Created December 2014
A Guide to Case Analysis
I keep six honest serving men (They taught me all I knew);
Their names are What and Why and When; And How and Where and Who.
Rudyard Kipling
(
I
)n most courses in strategic management, students use cases about actual companies to practice strategic analysis and to gain some experience in the tasks of crafting and implementing strategy. A case sets forth, in a factual manner, the events and organizational circumstances surrounding a particular managerial situation. It puts
readers at the scene of the action and familiarizes them with all the relevant circumstances. A case on strategic management can concern a whole industry, a single organization, or some part of an organization; the organization involved can be either profit seeking or not-for-profit. The essence of the student’s role in case analysis is to diagnose and size up the situation described in the case and then to recommend appropriate action steps.
Why Use Cases to Practice Strategic Management?
(
4
) (
STRATEGY:
Core
Concepts
and
Analytical
Approaches
)
(
5
) (
A
Guide
to
Case
Analysis
)
A student of business with tact Absorbed many answers he lacked. But acquiring a job,
He said with a sob,
“How does one fit answer to fact?”
The foregoing limerick was used some years ago by Professor Charles Gragg to characterize the plight of business students wh ...
Assignment Questions1. Has Father Daniel Mary established .docxrock73
Assignment Questions
1. Has Father Daniel Mary established a future direction for the Carmelite Monks of Wyoming? What is his
vision for the monastery? What is his vision for Mystic Monk Coffee? What is the mission of the Carmelite
Monks of Wyoming?
2. Does it appear that Father Daniel Mary has set defi nite objectives and performance targets for achieving his
vision?
3. What is Father Prior’s strategy for achieving his vision? What competitive advantage might Mystic Monk
Coffee’s strategy produce?
4. Is Mystic Monk Coffee’s strategy a money-maker? What is MMC’s business model? What is your assessment
of Mystic Monk Coffee’s customer value proposition? its profi t formula?
5. Does the strategy qualify as a winning strategy? Why or why not?
6. What recommendations would you make to Father Daniel Mary in terms of crafting and executing strategy
for the monastery’s coffee operations? Are changed needed in its long-term direction? its objectives? its
strategy? its approach to strategy execution? Explain.
C
A
S
E
1
Mystic Monk Coffee
A Guide to Case Analysis
I keep six honest serving men (They taught me all I knew);
Their names are What and Why and When; And How and Where and Who.
Rudyard Kipling
(
I
)n most courses in strategic management, students use cases about actual companies to practice strategic analysis and to gain some experience in the tasks of crafting and implementing strategy. A case sets forth, in a factual manner, the events and organizational circumstances surrounding a particular managerial situation. It puts
readers at the scene of the action and familiarizes them with all the relevant circumstances. A case on strategic management can concern a whole industry, a single organization, or some part of an organization; the organization involved can be either profit seeking or not-for-profit. The essence of the student’s role in case analysis is to diagnose and size up the situation described in the case and then to recommend appropriate action steps.
Why Use Cases to Practice Strategic Management?
(
4
) (
STRATEGY:
Core
Concepts
and
Analytical
Approaches
)
(
5
) (
A
Guide
to
Case
Analysis
)
A student of business with tact Absorbed many answers he lacked. But acquiring a job,
He said with a sob,
“How does one fit answer to fact?”
The foregoing limerick was used some years ago by Professor Charles Gragg to characterize the plight of business students who had no exposure to cases.1 The facts are that the mere act of listening to lectures and sound advice about managing does little for anyone’s management skills and that the accumulated managerial wisdom cannot effectively be passed on by lectures and assigned readings alone. If anything had been learned about the practice of management,
it is that a storehouse of ready-made textbook answers does not exist. Each managerial situation has unique aspects, requiring its own diagnosis, judgment, and tailor-made actions. Cases p ...
Describe how the shifts societal forces have impacted marketing ov.docxtheodorelove43763
Describe how the shifts societal forces have impacted marketing over the years.
Make your initial post and comment on of student post.
Stunden1
I am a plus size woman. I have noticed now that more stores are offering plus sizes. Being a size 2 is not the norm any more. More plus sizw women are more into fashions and they are buying more fashionable clothes. Society has become more exceptive of the larger women, becaue they are becoming comfortable with wearing the latest styles. Old Navy, Nordtroms, and a lot more other stores are carrying the plus sizes now. Even Victoria Secrets is stepping up to the plate, for plus size women. The market is changing for us for the better. A shift has arrived in the way people look at plus size women.
Student 2
Shifts in societal forces have impacted marketing in different ways over the years. The different impacts are determined by the societal forces that are prevalent in the contemporary marketplace. Such societal forces include cultural diversity, culture identity, demographic changes, people’s consumerism, as well as rising awareness about environmentally friendly products. Shifts in societal forces lead to pressure on political aspects, which in turn lead to legal regulations being changed to govern the market (Kotler & Keller, 2011). As a result of the increasing complexity in societal forces within today’s globalized marketplace, marketers experience more strict regulations that mainly impact the quantity and quality of information that they offer to the marketplace and the customers thereof (Kotler & Keller, 2011). Additionally, the increasing globalization of the marketplace has led to a diversified culture identity, which has led to a situation where consumers have a variety of cultural values and attitudes. As consumers across the globe gain more knowledge on other cultures, their tastes and preferences in the products offered become more complex. As a result, marketers have to shift their marketing strategies and ensure that their products attain the increasing diversity in consumer needs. The marketing operations adopted by firms must thus, change to adopt the shifts in societal forces
A Guide to
Case Analysis
I keep six honest serving men
(They taught me all I knew);
Their names are What and Why and When;
And How and Where and Who.
— Rudyard Kipling
A Guide to Case Analysis2
In most courses in strategic management, students use cases about actual companies to practice strategic
analysis and to gain some experience in the tasks of crafting and implementing strategy. A case sets forth, in
a factual manner, the events and organizational circumstances surrounding a particular managerial situation.
It puts readers at the scene of the action and familiarizes them with all the relevant circumstances. A case on
strategic management can concern a whole industry, a single organization, or some part of an organization;
the organization involved can be either profi t seeking .
How to Analyze a Case StudyIncluded in these cases are questions.docxpooleavelina
How to Analyze a Case Study
Included in these cases are questions to help you understand and analyze the case. You may, however, be assigned other case studies that do not have questions. This Hands-on Guide presents a structured framework to help you analyze such cases as well as the case studies in this text. Knowing how to analyze a case will help you attack virtually any business problem.
A case study helps students learn by immersing them in a real-world business scenario where they can act as problem-solvers and decision-makers. The case presents facts about a particular organization. Students are asked to analyze the case by focusing on the most important facts and using this information to determine the opportunities and problems facing that organization. Students are then asked to identify alternative courses of action to deal with the problems they identify.
A case study analysis must not merely summarize the case. It should identify key issues and problems, outline and assess alternative courses of action, and draw appropriate conclusions. The case study analysis can be broken down into the following steps:
1. Identify the most important facts surrounding the case.
2. Identify the key issue or issues.
3. Specify alternative courses of action.
4. Evaluate each course of action.
5. Recommend the best course of action.
Let's look at what each step involves.
1. Identify the most important facts surrounding the case.
Read the case several times to become familiar with the information it contains. Pay attention to the information in any accompanying exhibits, tables, or figures. Many case scenarios, as in real life, present a great deal of detailed information. Some of these facts are more relevant than others for problem identification. One can assume the facts and figures in the case are true, but statements, judgments, or decisions made by individuals should be questioned. Underline and then list the most important facts and figures that would help you define the central problem or issue. If key facts and numbers are not available, you can make assumptions, but these assumptions should be reasonable given the situation. The "correctness" of your conclusions may depend on the assumptions you make.
2. Identify the key issue or issues.
Use the facts provided by the case to identify the key issue or issues facing the company you are studying. Many cases present multiple issues or problems. Identify the most important and separate them from more trivial issues. State the major problem or challenge facing the company. You should be able to describe the problem or challenge in one or two sentences. You should be able to explain how this problem affects the strategy or performance of the organization.
You will need to explain why the problem occurred. Does the problem or challenge facing the company comes from a changing environment, new opportunities, a declining market share, or inefficient internal or external business processes? In the ...
Assignment Budget Planning and ControlBefore approaching this a.docxrock73
Assignment: Budget Planning and Control
Before approaching this assignment, be sure that you have watched the following video.
· Budgetary Planning featuring Babycakes *FULL VIDEO*. (2016). YouTube.
Babycakes, a specialty bakery, is the company that will be considered for all parts of your budget planning and control report. For this assignment, you will develop a three to four (3 – 4) page paper in which you address the following.
1. Briefly discuss the ways a realistic budget will benefit the owner of Babycakes versus having no budget at all. Be sure to use Babycakes as the company and any specific product details in your explanation.
2. Prepare a sales budget for the LA Babycakes store for the 4th quarter of 2016. Present the number of units, sales price, and total sales for each month; include October, November, and December, and a total for the quarter. Use one-half of the Valentine’s Day sales as the basis for a usual day in the new quarter. Use 30 days for each month. Calculate the total sales for each month for October, November, and December.
3. Create three (3) new products, one (1) for each of the three (3) holiday seasons in the 4th quarter. Estimate the sales units, sales price, and total sales for each month. Describe the assumptions used to make these estimates. Include an overview of the budget in the report, presenting the actual budget as an appendix with all data and calculations. Add these amounts to your sales budget.
4. The owner of Babycakes is interested in preparing a flexible budget rather than the static budget she currently uses. She does not understand why, when sales increase, her static budget often shows an unfavorable variance. Explain how a flexible budget will overcome this problem. Use the details of your newly prepared budget for the 4th quarter of 2016 to address her concern.
5. Imagine that Babycakes is facing a financial challenge that is causing the actual amount of money that it spends to become significantly more than its budgeted amount. Include a discussion of your own unique cause of the overspending. Explain the corrective actions needed to address these challenges.
6. Integrate relevant information from at least three (3) quality academic resources in this assignment. Note: Please do not use your textbook as an academic resource. Also, Wikipedia and other Websites that are unreliable do not qualify as academic resources.
Your assignment must follow these formatting requirements.
· Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; references must follow APA or school-specific format. Check with your professor for any additional instructions.
· Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required page length.
· An abstract is not required.
The specific course learning outcomes associated with this ...
MGT 4670 Management PracticesHOW TO CONDUCT A CASE ANALYSIS(By.docxannandleola
MGT 4670 Management Practices
HOW TO CONDUCT A CASE ANALYSIS
(By Dess, Lumpkin and Eisner, Strategic Management: text and cases, 4th edition, 2008. McGraw Hill.)
How to Conduct a Case Analysis
The process of analyzing strategic management cases involves several steps. In this section, we review five steps to follow in preparing a case analysis.
Before beginning, point out that there are two prerequisites for effective case analysis. First, unless students prepare for a case discussion, there is little they can gain from the discussion and even less that they can offer.
Second, to get the most out of case analysis, students need to place themselves “inside” the case in order to think like an actual participant in the case situation. Before beginning the analysis, it may be helpful to envision assuming one of these roles:
1. Strategic Decision-MakerThe position of the senior executive responsible for resolving the situation that the case describes. It may be the CEO, the business owner, or a strategic manager in a key executive position.
2. Board of DirectorsThe Board of Directors has a responsibility to step in when a management crisis threatens the company. A board member may be in a unique position to solve problems.
3. Outside ConsultantConsultants often have an advantage because they can look at a situation objectively. But they may also be at a disadvantage since they have no power to enforce changes.
A. Become Familiar with the Material
Written cases often include a lot of material. The following technique can enhance comprehension:
1.Read through the case once quickly to get an overall sense of the material.
2.Use the initial read-through to assess possible links to strategic concepts.
3.Read through the case again, in depth. Make written notes as you read.
4.Evaluate how strategic concepts might inform key decisions or suggest alternative solutions.
5.After formulating an initial recommendation, thumb through the case again to assess the consequences of the actions you propose.
B.Identify Problems
One of the main reasons to conduct case analysis is to find solutions. Unless you know the problem, however, it is meaningless to attempt to find an answer. Some cases have more than one problem. Even so, emphasize that the problems are usually related.
When trying to determine the problem, it is easy to get hung up on symptoms. Emphasize the importance of seeing beyond the immediate symptoms to the more fundamental problems.
Another tip when preparing a case analysis is to articulate the problem. Point out that writing down a problem statement provides a reference point to turn to as the case analysis proceeds.
Sometimes, problems are not apparent until after the case has been analyzed.
C.Conduct Strategic Analyses
This textbook has presented numerous analytical tools (such as five forces analysis and value chain analysis), contingency frameworks (such as when to use related rather than unrelated diversification ...
Framework for Case Analysis (Adapted from the original document .docxshericehewat
Framework for Case Analysis (Adapted from the original document published by the UMass College of Management)
Part I – Analyzing a Case
What is this document?
You will be asked throughout your Graduate experience to analyze cases. Because there are many ways to approach cases, the CM faculty has agreed upon a framework for case analysis that you will be asked to learn in MGT 650. This framework will help you throughout your Graduate experience in thinking about cases as well as in preparing written reports.
UC Note: The SL and DEL curricula are not “case-based.” This document is intended to illustrate and explain my two-step case study assignment. My notes appear in bold blue font throughout.
What is a case?
A case is a story---usually a true story, but not always---that illustrates business and management theories and concepts you are studying in a course and/or presents a problem or series of problems for you to solve. A case usually ends with a dilemma or critical issue faced by a particular character or organization depicted in the case. Sometimes a case will be accompanied by a set of questions, usually theory-based, that your instructor expects you to answer. Some questions will be devoted to figuring out the problems imbedded in the case and the causes of those problems; others will ask you to determine a course of action to take in the future. These questions will be provided between steps one and two. More complex cases usually contain a variety of types of information, e.g. industry and economic data, financial reports, policies and procedures, market share and pricing data, descriptions of personnel and other resources, job descriptions, individual perceptions, and dialogue. Due to their complex nature, these cases demand your careful, sustained attention; indeed, each case contains subtleties that are likely to be discerned only by several re-readings and discussions with other students.
Why do professors ask students in the Graduate Programs to analyze cases?
Through the process of analyzing cases, professors believe that Graduate students can learn the value of: [1] responding actively and constructively to the conflicts of organizational life by: suspending judgment about personalities as well as about courses of action; differentiating between facts and opinions; graciously giving up an opinion if it is shown to be inadequate; integrating what one learns through discussions with others in order to progress in one’s own thinking; examining the total situation rather than focusing on the most obvious or pressing elements of that situation; gaining multiple perspectives on a situation by using theory, concepts and research findings; understanding the continually evolving interrelationships among the factors in a situation; acknowledging what is not known or understood by the student analyst about a situation; explicitly assessing and acknowledging the degree of confidence the student analyst is able to have in what ...
Framework for Case Analysis (Adapted from the original document SusanaFurman449
Framework for Case Analysis (Adapted from the original document published by the UMass College of Management)
Part I – Analyzing a Case
What is this document?
You will be asked throughout your Graduate experience to analyze cases. Because there are many ways to approach cases, the CM faculty has agreed upon a framework for case analysis that you will be asked to learn in MGT 650. This framework will help you throughout your Graduate experience in thinking about cases as well as in preparing written reports.
UC Note: The SL and DEL curricula are not “case-based.” This document is intended to illustrate and explain my two-step case study assignment. My notes appear in bold blue font throughout.
What is a case?
A case is a story---usually a true story, but not always---that illustrates business and management theories and concepts you are studying in a course and/or presents a problem or series of problems for you to solve. A case usually ends with a dilemma or critical issue faced by a particular character or organization depicted in the case. Sometimes a case will be accompanied by a set of questions, usually theory-based, that your instructor expects you to answer. Some questions will be devoted to figuring out the problems imbedded in the case and the causes of those problems; others will ask you to determine a course of action to take in the future. These questions will be provided between steps one and two. More complex cases usually contain a variety of types of information, e.g. industry and economic data, financial reports, policies and procedures, market share and pricing data, descriptions of personnel and other resources, job descriptions, individual perceptions, and dialogue. Due to their complex nature, these cases demand your careful, sustained attention; indeed, each case contains subtleties that are likely to be discerned only by several re-readings and discussions with other students.
Why do professors ask students in the Graduate Programs to analyze cases?
Through the process of analyzing cases, professors believe that Graduate students can learn the value of: [1] responding actively and constructively to the conflicts of organizational life by: suspending judgment about personalities as well as about courses of action; differentiating between facts and opinions; graciously giving up an opinion if it is shown to be inadequate; integrating what one learns through discussions with others in order to progress in one’s own thinking; examining the total situation rather than focusing on the most obvious or pressing elements of that situation; gaining multiple perspectives on a situation by using theory, concepts and research findings; understanding the continually evolving interrelationships among the factors in a situation; acknowledging what is not known or understood by the student analyst about a situation; explicitly assessing and acknowledging the degree of confidence the student analyst is able to have in what ...
DUE DATE AND TIME: Thursday 30 August (week 7) by 5.00pm AEST
PERCENTAGE OF FINAL GRADE: 30%
MODE: Group of 2-3 students or individually
WORD LIMIT: 3000 Words
HURDLE DETAILS: N/A
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Constitutional Document: It serves as the company's constitutional document, defining its scope, powers, and limitations.
Protection of Members: It protects the interests of the company's members by clearly defining the objectives and limiting their liability.
External Communication: It provides clarity to external parties, such as investors, creditors, and regulatory authorities, regarding the company's objectives and powers.
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2. A Guide to Case Analysis
I keep six honest serving men
(They taught me all I knew);
Their names are What and Why and When;
And How and Where and Who.
—Rudyard Kipling
In most courses in strategic management, students use cases about actual companies to
practice strategic analysis and to gain some experience in the tasks of crafting and im-
plementing strategy. A case sets forth, in a factual manner, the events and organiza-
tional circumstances surrounding a particular managerial situation. It puts readers at
the scene of the action and familiarizes them with all the relevant circumstances. A
case on strategic management can concern a whole industry, a single organization, or
some part of an organization; the organization involved can be either profit-seeking or
not-for-profit. The essence of the student’s role in case analysis is to diagnose and size
up the situation described in the case and then to recommend appropriate action steps.
C-2
WHY USE CASES TO PRACTICE STRATEGIC
MANAGEMENT?
A student of business with tact
Absorbed many answers he lacked.
But acquiring a job,
He said with a sob,
“How does one fit answer to fact?”
The above limerick was used some years ago by Professor Charles Gragg to charac-
terize the plight of business students who had no exposure to cases.1
The truth is that
the mere act of listening to lectures and sound advice about managing does little for
anyone’s management skills. Accumulated managerial wisdom cannot effectively be
passed on by lectures and assigned readings alone. If anything had been learned about
the practice of management, it is that a storehouse of readymade textbook answers
does not exist. Each managerial situation has unique aspects, requiring its own diag-
nosis, judgment, and tailor-made actions. Cases provide would-be managers with a
valuable way to practice wrestling with the actual problems of actual managers in ac-
tual companies.
The case approach to strategic analysis is, first and foremost, an exercise in learn-
ing by doing. Because cases provide detailed information about conditions and prob-
lems of different industries and companies, your task of analyzing company after
company and situation after situation has the twin benefit of boosting your analytical
skills and exposing you to the ways companies and managers actually do things. Most
college students have limited managerial backgrounds and only fragmented knowledge
1
Charles I. Gragg, “Because Wisdom Can’t Be Told,” in The Case Method at the Harvard Business
School, ed. M. P. McNair (New York: McGraw-Hill, 1954), p. 11.
tho1978X_pt2.qxd 10/18/2000 11:26 AM Page C-2
3. A Guide to Case Analysis C-3
about companies and real-life strategic situations. Cases help substitute for on-the-job
experience by (1) giving you broader exposure to a variety of industries, organizations,
and strategic problems; (2) forcing you to assume a managerial role (as opposed to that
of just an onlooker); (3) providing a test of how to apply the tools and techniques of
strategic management; and (4) asking you to come up with pragmatic managerial ac-
tion plans to deal with the issues at hand.
OBJECTIVES OF CASE ANALYSIS
Using cases to learn about the practice of strategic management is a powerful way for
you to accomplish five things:2
1. Increase your understanding of what managers should and should not do in guid-
ing a business to success.
2. Build your skills in sizing up company resource strengths and weaknesses and in
conducting strategic analysis in a variety of industries and competitive situations.
3. Get valuable practice in identifying strategic issues that need to be addressed, eval-
uating strategic alternatives, and formulating workable plans of action.
4. Enhance your sense of business judgment, as opposed to uncritically accepting the
authoritative crutch of the professor or “back-of-the-book” answers.
5. Gaining in-depth exposure to different industries and companies, thereby acquir-
ing something close to actual business experience.
If you understand that these are the objectives of case analysis, you are less likely to be
consumed with curiosity about “the answer to the case.” Students who have grown
comfortable with and accustomed to textbook statements of fact and definitive lecture
notes are often frustrated when discussions about a case do not produce concrete an-
swers. Usually, case discussions produce good arguments for more than one course of
action. Differences of opinion nearly always exist. Thus, should a class discussion con-
clude without a strong, unambiguous consensus on what do to, don’t grumble too
much when you are not told what the answer is or what the company actually did. Just
remember that in the business world answers don’t come in conclusive black-and-
white terms. There are nearly always several feasible courses of action and approaches,
each of which may work out satisfactorily. Moreover, in the business world, when one
elects a particular course of action, there is no peeking at the back of a book to see if
you have chosen the best thing to do and no one to turn to for a provably correct an-
swer. The only valid test of management action is results. If the results of an action turn
out to be good, the decision to take it may be presumed right. If not, then the action
chosen was wrong in the sense that it didn’t work out.
Hence, the important thing for a student to understand in case analysis is that the
managerial exercise of identifying, diagnosing, and recommending builds your skills;
discovering the right answer or finding out what actually happened is no more than
frosting on the cake. Even if you learn what the company did, you can’t conclude that
it was necessarily right or best. All that can be said is “Here is what they did . . . ”
2
Ibid., pp. 12–14; and D. R. Schoen and Philip A. Sprague, “What Is the Case Method?” in The Case
Method at the Harvard Business School, ed. M. P. McNair, pp. 78–79.
tho1978X_pt2.qxd 10/18/2000 11:26 AM Page C-3
4. C-4 Cases in Strategic Management
The point is this: The purpose of giving you a case assignment is not to cause you
to run to the library or surf the Internet to discover what the company actually did but,
rather, to enhance your skills in sizing up situations and developing your managerial
judgment about what needs to be done and how to do it. The aim of case analysis is for
you to become actively engaged in diagnosing the business issues and managerial
problems posed in the case, to propose workable solutions, and to explain and defend
your assessments—this is how cases provide you with meaningful practice at being a
manager.
PREPARING A CASE FOR CLASS DISCUSSION
If this is your first experience with the case method, you may have to reorient your
study habits. Unlike lecture courses in which you can get by without preparing inten-
sively for each class and have latitude to work assigned readings and reviews of lec-
ture notes into your schedule, a case assignment requires conscientious preparation
before class. You will not get much out of hearing the class discuss a case you haven’t
read, and you certainly won’t be able to contribute anything yourself to the discussion.
To get ready for class discussion of a case, you must study the case, reflect care-
fully on the situation presented, and develop some reasoned thoughts. Your goal should
be to end up with a sound, well-supported analysis of the situation and a sound, defen-
sible set of recommendations. The Case-TUTOR software package that accompanies
this edition will assist you in preparing the cases—it contains a set of study questions
for each case and step-by-step tutorials to walk you through the process of analyzing
and developing reasonable recommendations.
To prepare a case for class discussion, we suggest the following approach:
1. Skim the case rather quickly to get an overview of the situation it presents. This
quick overview should give you the general flavor of the situation and indicate
the kinds of issues and problems you will need to wrestle with. If your instructor
has provided you with study questions for the case, now is the time to read them
carefully.
2. Read the case thoroughly to digest the facts and circumstances. On this reading,
try to gain full command of the situation presented in the case. Begin to develop
some tentative answers to the study questions from your instructor or in the Case-
TUTOR software package, which you can download at the Web site for the text. If
your instructor has elected not to give you assignment questions or has not rec-
ommended regular use of the Case-TUTOR, then start forming your own picture of
the overall situation being described.
3. Carefully review all the information presented in the exhibits. Often, there is an
important story in the numbers contained in the exhibits. Expect the information
in the case exhibits to be crucial enough to materially affect your diagnosis of the
situation.
4. Decide what the strategic issues are. Until you have identified the strategic issues
and problems in the case, you don’t know what to analyze, which tools and ana-
lytical techniques are called for, or otherwise how to proceed. At times the strate-
gic issues are clear—they are either stated directly in the case or easily inferred
from it. At other times you will have to dig out the issues from all the information
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5. A Guide to Case Analysis C-5
given; if so, the study questions and the case preparation exercises provided in the
Case-TUTOR software will guide you.
5. Start your analysis of the issues with some number crunching. A big majority of
strategy cases call for some kind of number crunching—calculating assorted fi-
nancial ratios to check out the company’s financial condition and recent perfor-
mance, calculating growth rates of sales or profits or unit volume, checking out
profit margins and the makeup of the cost structure, and understanding whatever
revenue-cost-profit relationships are present. See Table 1 on the next page for a
summary of key financial ratios, how they are calculated, and what they show. If
you are using Case-TUTOR, some of the number crunching has been computerized
and you’ll spend most of your time interpreting the growth rates, financial ratios,
and other calculations provided.
6. Apply the concepts and techniques of strategic analysis you have been studying.
Strategic analysis is not just a collection of opinions; rather, it entails applying the
concepts and analytical tools described in Chapters 1 through 13 to cut beneath the
surface and produce sharp insight and understanding. Every case assigned is strat-
egy related and presents you with an opportunity to usefully apply what you have
learned. Your instructor is looking for you to demonstrate that you know how and
when to use the material presented in the text chapters. The case preparation
guides on Case-TUTOR will point you toward the proper analytical tools needed to
analyze the case situation.
7. Check out conflicting opinions and make some judgments about the validity of all
the data and information provided. Many times cases report views and contradic-
tory opinions (after all, people don’t always agree on things, and different people
see the same things in different ways). Forcing you to evaluate the data and infor-
mation presented in the case helps you develop your powers of inference and judg-
ment. Resolving conflicting information comes with the territory because a great
many managerial situations entail opposing points of view, conflicting trends, and
sketchy information.
8. Support your diagnosis and opinions with reasons and evidence. Most important
is to prepare your answers to the question “Why?” For instance, if after studying
the case you are of the opinion that the company’s managers are doing a poor
job, then it is your answer to “Why do you think so?” that establishes just how
good your analysis of the situation is. If your instructor has provided you with
specific study questions for the case or if you are using the case preparation
guides on Case-TUTOR, by all means prepare answers that include all the reasons
and number-crunching evidence you can muster to support your diagnosis. Work
through the case preparation exercises on Case-TUTOR conscientiously, or, if you
are using study questions provided by the instructor, generate at least two pages
of notes!
9. Develop an appropriate action plan and set of recommendations. Diagnosis di-
vorced from corrective action is sterile. The test of a manager is always to convert
sound analysis into sound actions—actions that will produce the desired results.
Hence, the final and most telling step in preparing a case is to develop an action
agenda for management that lays out a set of specific recommendations. Bear in
mind that proposing realistic, workable solutions is far preferable to casually tossing
out top-of-the-head suggestions. Be prepared to explain why your recommendations
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6. C-6 Cases in Strategic Management
table 1 Key Financial Ratios, How They Are Calculated, and What They Show
Ratio How Calculated What It Shows
Profitability ratios
1. Gross profit margin An indication of the total margin available to
cover operating expenses and yield a profit.
2. Operating profit margin An indication of the firm’s profitability from
(or return on sales) current operations without regard to the
interest charges accruing from the capital
structure.
3. Net profit margin (or net Shows after-tax profits per dollar of sales.
return on sales) Subpar profit margins indicate that the firm’s
sales prices are relatively low or that costs
are relatively high, or both.
4. Return on total assets A measure of the return on total investment in
the enterprise. It is sometimes desirable to
add interest to the after-tax profits to form
the numerator of the ratio since total assets
are financed by creditors as well as by
stockholders; hence, it is accurate to measure
the productivity of assets by the returns
provided to both classes of investors.
5. Return on stockholders’ A measure of the rate of return on stockholders’
equity (or return on net investment in the enterprise.
worth)
6. Return on capital A measure of the rate of return on the total
employed capital investment in the enterprise.
7. Earnings per share Shows the earnings available to the owners of
each share of common stock.
Liquidity ratios
1. Current ratio Indicates the extent to which the claims of
short-term creditors are covered by assets
that are expected to be converted to cash in
a period roughly corresponding to the
maturity of the liabilities.
2. Quick ratio (or acid-test A measure of the firm’s ability to pay off short-
ratio) term obligations without relying on the sale of
its inventories.
3. Inventory to net A measure of the extent to which the firm’s
working capital working capital is tied up in inventory.
Leverage ratios
1. Debt-to-assets ratio Measures the extent to which borrowed funds
have been used to finance the firm’s
operations. Debt includes both long-term debt
and short-term debt.
2. Debt-to-equity ratio Provides another measure of the funds
provided by creditors versus the funds
provided by owners.
Profits before taxes and
before interest
Sales
Profits after taxes
Sales
Profits after taxes
Total assets
or
Profit after taxes ϩ interest
Total assets
Profits after taxes
Total stockholders’ equity
Profits after taxes
Ϫ Preferred stock dividends
Total stockholders’ equity ϩ total debt
Ϫ Par value of preferred stock
Profits after taxes and after
preferred stock dividends
Number of shares of common
stock outstanding
Current assets
Current liabilities
Current assets Ϫ Inventory
Current liabilities
Inventory
Current assets Ϫ Current liabilities
Total debt
Total assets
Total debt
Total stockholders’ equity
Sales Ϫ Cost of goods sold
Sales
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7. A Guide to Case Analysis C-7
table 1 (concluded )
Ratio How Calculated What It Shows
Leverage ratios (cont.)
3. Long-term debt-to- A widely used measure of the balance
equity ratio between debt and equity in the firm’s long-
term capital structure.
4. Times-interest-earned Measures the extent to which earnings can
(or coverage) ratio decline without the firm becoming unable to
meet its annual interest costs.
5. Fixed-charge coverage A more inclusive indication of the firm’s ability
to meet all of its fixed-charge obligations.
Activity ratios
1. Inventory turnover When compared to industry averages, it
provides an indication of whether a company
has excessive or perhaps inadequate finished
goods inventory.
2. Fixed assets turnover A measure of the sales productivity and
utilization of plant and equipment.
3. Total assets turnover A measure of the utilization of all the firm’s
assets; a ratio below the industry average
indicates the company is not generating a
sufficient volume of business, given the size
of its asset investment.
4. Accounts receivable A measure of the average length of time it
turnover takes the firm to collect the sales made on
credit.
5. Average collection period Indicates the average length of time the firm
must wait after making a sale before it
receives payment.
Other ratios
1. Dividend yield on A measure of the return to owners received in
common stock the form of dividends.
2. Price-earnings ratio Faster-growing or less-risky firms tend to
have higher price-earnings ratios than
slower-growing or more-risky firms.
3. Dividend payout ratio Indicates the percentage of profits paid out as
dividends.
4. Cash flow per share A measure of the discretionary funds over and
above expenses that are available for use by
the firm.
Note: Industry-average ratios against which a particular company’s ratios may be judged are available in Modern Industry and Dun’s
Reviews published by Dun & Bradstreet (14 ratios for 125 lines of business activities), Robert Morris Associates’ Annual Statement
Studies (11 ratios for 156 lines of business), and the FTC-SEC’s Quarterly Financial Report for manufacturing corporations.
Long-term debt
Total stockholders’ equity
Profits before interest and taxes
Total interest charges
Profits before taxes and interest
ϩ Lease obligations
Total interest charges
ϩ Lease obligations
Sales
Inventory of finished goods
Sales
Fixed assets
Sales
Total assets
Annual credit sales
Accounts receivable
Accounts receivable
Total sales Ϭ 365
or
Accounts receivable
Average daily sales
Annual dividends per share
Current market price per share
Current market price per share
After-tax earnings per share
Annual dividends per share
After-tax earnings per share
After-tax profits ϩ Depreciation
Number of common shares
outstanding
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8. C-8 Cases in Strategic Management
are more attractive than other courses of action that are open. You’ll find Case-TU-
TOR’S case preparation guides helpful in performing this step, too.
As long as you are conscientious in preparing your analysis and recommendations,
and have ample reasons, evidence, and arguments to support your views, you shouldn’t
fret unduly about whether what you’ve prepared is “the right answer” to the case. In
case analysis there is rarely just one right approach or set of recommendations. Man-
aging a company and crafting and executing strategies are not such exact sciences that
there exists a single provably correct analysis and action plan for each strategic situa-
tion. Of course, some analyses and action plans are better than others; but, in truth,
there’s nearly always more than one good way to analyze a situation and more than one
good plan of action. So, if you have carefully prepared the case using either the Case-
TUTOR case preparation guides or your instructor’s assignment questions, don’t lose
confidence in the correctness of your work and judgment.
PARTICIPATING IN CLASS DISCUSSION OF A CASE
Classroom discussions of cases are sharply different from lecture classes. In a case
class students do most of the talking. The instructor’s role is to solicit student partici-
pation, keep the discussion on track, ask “Why?” often, offer alternative views, play
the devil’s advocate (if no students jump in to offer opposing views), and otherwise
lead the discussion. The students in the class carry the burden of analyzing the situa-
tion and of being prepared to present and defend their diagnoses and recommenda-
tions. Expect a classroom environment, therefore, that calls for your size-up of the
situation, your analysis, what actions you would take, and why you would take them.
Do not be dismayed if, as the class discussion unfolds, some insightful things are said
by your fellow classmates that you did not think of. It is normal for views and analy-
ses to differ and for the comments of others in the class to expand your own thinking
about the case. As the old adage goes, “Two heads are better than one.” So it is to be
expected that the class as a whole will do a more penetrating and searching job of case
analysis than will any one person working alone. This is the power of group effort, and
its virtues are that it will help you see more analytical applications, let you test your
analyses and judgments against those of your peers, and force you to wrestle with dif-
ferences of opinion and approaches.
To orient you to the classroom environment on the days a case discussion is sched-
uled, we compiled the following list of things to expect:
1. Expect the instructor to assume the role of extensive questioner and listener.
2. Expect students to do most of the talking. The case method enlists a maximum of
individual participation in class discussion. It is not enough to be present as a
silent observer; if every student took this approach, there would be no discussion.
(Thus, expect a portion of your grade to be based on your participation in case
discussions.)
3. Be prepared for the instructor to probe for reasons and supporting analysis.
4. Expect and tolerate challenges to the views expressed. All students have to be will-
ing to submit their conclusions for scrutiny and rebuttal. Each student needs to
learn to state his or her views without fear of disapproval and to overcome the hes-
itation of speaking out. Learning respect for the views and approaches of others is
an integral part of case analysis exercises. But there are times when it is OK to
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9. A Guide to Case Analysis C-9
swim against the tide of majority opinion. In the practice of management, there is
always room for originality and unorthodox approaches. So while discussion of a
case is a group process, there is no compulsion for you or anyone else to cave in
and conform to group opinions and group consensus.
5. Don’t be surprised if you change your mind about some things as the discussion
unfolds. Be alert to how these changes affect your analysis and recommendations
(in the event you get called on).
6. Expect to learn a lot in class as the discussion of a case progresses; furthermore,
you will find that the cases build on one another—what you learn in one case helps
prepare you for the next case discussion.
There are several things you can do on your own to be good and look good as a
participant in class discussions:
• Although you should do your own independent work and independent thinking,
don’t hesitate before (and after) class to discuss the case with other students. In
real life, managers often discuss the company’s problems and situation with other
people to refine their own thinking.
• In participating in the discussion, make a conscious effort to contribute, rather than
just talk. There is a big difference between saying something that builds the dis-
cussion and offering a long-winded off-the-cuff remark that leaves the class won-
dering what the point was.
• Avoid the use of “I think,” “I believe,” and “I feel”; instead, say, “My analysis
shows—” and “The company should do . . . because—” Always give supporting
reasons and evidence for your views; then your instructor won’t have to ask you
“Why?” every time you make a comment.
• In making your points, assume that everyone has read the case and knows what it
says; avoid reciting and rehashing information in the case—instead, use the data
and information to explain your assessment of the situation and to support your
position.
• Bring the printouts of the work you’ve done on Case-TUTOR or the notes you’ve
prepared (usually two or three pages’ worth) to class and rely on them extensively
when you speak. There’s no way you can remember everything—especially the re-
sults of your number crunching. To reel off the numbers or to present all five rea-
sons why, instead of one, you will need good notes. When you have prepared
thoughtful answers to the study questions and use them as the basis for your com-
ments, everybody in the room will know you are well prepared, and your contri-
bution to the case discussion will stand out.
PREPARING A WRITTEN CASE ANALYSIS
Preparing a written case analysis is much like preparing a case for class discussion, ex-
cept that your analysis must be more complete and put in report form. Unfortunately,
though, there is no ironclad procedure for doing a written case analysis. All we can of-
fer are some general guidelines and words of wisdom—this is because company situ-
ations and management problems are so diverse that no one mechanical way to
approach a written case assignment always works.
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10. C-10 Cases in Strategic Management
Your instructor may assign you a specific topic around which to prepare your writ-
ten report. Or, alternatively, you may be asked to do a comprehensive written case
analysis, where the expectation is that you will (1) identify all the pertinent issues that
management needs to address, (2) perform whatever analysis or evaluation is appro-
priate, and (3) propose an action plan and set of recommendations addressing the is-
sues you have identified. In going through the exercise of identify, evaluate, and
recommend, keep the following pointers in mind.3
Identification
It is essential early on in your paper that you provide a sharply focused diagnosis of
strategic issues and key problems and that you demonstrate a good grasp of the com-
pany’s present situation. Make sure that you can identify the firm’s strategy (use the con-
cepts and tools in Chapters 1–10 as diagnostic aids) and that you can pinpoint whatever
strategy implementation issues may exist (consult the material in Chapters 11–13 for di-
agnostic help). Consult the key points we have provided at the end of each chapter for
further diagnostic suggestions. Review the study questions for the case on Case-TUTOR.
Consider beginning your paper with an overview of the company’s situation, its strategy,
and the significant problems and issues that confront management. State problems/
issues as clearly and precisely as you can. Unless it is necessary to do so for emphasis,
avoid recounting facts and history about the company (assume your professor has read
the case and is familiar with the organization).
Analysis and Evaluation
This is usually the hardest part of the report. Analysis is hard work! Check out the
firm’s financial ratios, its profit margins and rates of return, and its capital structure,
and decide how strong the firm is financially. Refer back to Table 1, which contains a
summary of various financial ratios and how they are calculated. Use it to assist in
your financial diagnosis. Similarly, look at marketing, production, managerial compe-
tence, and other factors underlying the organization’s strategic successes and failures.
Decide whether the firm has valuable resource strengths and competencies and, if so,
whether it is capitalizing on them.
Check to see if the firm’s strategy is producing satisfactory results and determine
the reasons why or why not. Probe the nature and strength of the competitive forces
confronting the company. Decide whether and why the firm’s competitive position is
getting stronger or weaker. Use the tools and concepts you have learned about to per-
form whatever analysis or evaluation is appropriate. Work through the case preparation
exercise on Case-TUTOR if one is available for the case you’ve been assigned.
In writing your analysis and evaluation, bear in mind four things:
1. You are obliged to offer analysis and evidence to back up your conclusions. Do not
rely on unsupported opinions, overgeneralizations, and platitudes as a substitute
for tight, logical argument backed up with facts and figures.
3
For some additional ideas and viewpoints, you may wish to consult Thomas J. Raymond, “Written
Analysis of Cases,” in The Case Method at the Harvard Business School, ed. M. P. McNair, pp. 139–63.
Raymond’s article includes an actual case, a sample analysis of the case, and a sample of a student’s writ-
ten report on the case.
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11. A Guide to Case Analysis C-11
2. If your analysis involves some important quantitative calculations, use tables and
charts to present the calculations clearly and efficiently. Don’t just tack the ex-
hibits on at the end of your report and let the reader figure out what they mean and
why they were included. Instead, in the body of your report cite some of the key
numbers, highlight the conclusions to be drawn from the exhibits, and refer the
reader to your charts and exhibits for more details.
3. Demonstrate that you have command of the strategic concepts and analytical tools
to which you have been exposed. Use them in your report.
4. Your interpretation of the evidence should be reasonable and objective. Be wary
of preparing a one-sided argument that omits all aspects not favorable to your con-
clusions. Likewise, try not to exaggerate or overdramatize. Endeavor to inject bal-
ance into your analysis and to avoid emotional rhetoric. Strike phrases such as “I
think,” “I feel,” and “I believe” when you edit your first draft, and write in “My
analysis shows,” instead.
Recommendations
The final section of the written case analysis should consist of a set of definite recom-
mendations and a plan of action. Your set of recommendations should address all of the
problems/issues you identified and analyzed. If the recommendations come as a sur-
prise or do not follow logically from the analysis, the effect is to weaken greatly your
suggestions of what to do. Obviously, your recommendations for actions should offer
a reasonable prospect of success. High-risk, bet-the-company recommendations should
be made with caution. State how your recommendations will solve the problems you
identified. Be sure the company is financially able to carry out what you recommend;
also check to see if your recommendations are workable in terms of acceptance by the
persons involved, the organization’s competence to implement them, and prevailing
market and environmental constraints. Try not to hedge or weasel on the actions you
believe should be taken.
By all means state your recommendations in sufficient detail to be meaningful—
get down to some definite nitty-gritty specifics. Avoid such unhelpful statements as
“The organization should do more planning” or “The company should be more ag-
gressive in marketing its product.” For instance, do not simply say, “The firm should
improve its market position” but state exactly how you think this should be done. Of-
fer a definite agenda for action, stipulating a timetable and sequence for initiating ac-
tions, indicating priorities, and suggesting who should be responsible for doing what.
In proposing an action plan, remember there is a great deal of difference between,
on the one hand, being responsible for a decision that may be costly if it proves in er-
ror and, on the other hand, casually suggesting courses of action that might be taken
when you do not have to bear the responsibility for any of the consequences. A good
rule to follow in making your recommendations is: Avoid recommending anything you
would not yourself be willing to do if you were in management’s shoes. The importance
of learning to develop good managerial judgment is indicated by the fact that, even
though the same information and operating data may be available to every manager or
executive in an organization, the quality of the judgments about what the information
means and which actions need to be taken does vary from person to person.4
4
Gragg, “Because Wisdom Can’t Be Told,” p. 10.
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12. C-12 Cases in Strategic Management
It goes without saying that your report should be well organized and well written.
Great ideas amount to little unless others can be convinced of their merit—this takes
tight logic, the presentation of convincing evidence, and persuasively written arguments.
PREPARING AN ORAL PRESENTATION
During the course of your business career it is very likely that you will be called on to
prepare and give a number of oral presentations. For this reason, it is common in
courses of this nature to assign cases for oral presentation to the whole class. Such as-
signments give you an opportunity to hone your presentation skills.
The preparation of an oral presentation has much in common with that of a written
case analysis. Both require identification of the strategic issues and problems con-
fronting the company, analysis of industry conditions and the company’s situation, and
the development of a thorough, well-thought-out action plan. The substance of your
analysis and quality of your recommendations in an oral presentation should be no dif-
ferent than in a written report. As with a written assignment, you’ll need to demonstrate
command of the relevant strategic concepts and tools of analysis, and your recommen-
dations should contain sufficient detail to provide clear direction for management. The
main difference between an oral presentation and a written case is in the delivery format.
Oral presentations rely principally on verbalizing your diagnosis, analysis, and recom-
mendations and visually enhancing and supporting your oral discussion with colorful,
snappy slides (usually created with Microsoft’s PowerPoint software).
Typically, oral presentations involve group assignments. Your instructor will pro-
vide the details of the assignment—how work should be delegated among the group
members and how the presentation should be conducted. Some instructors prefer that
presentations begin with issue identification, followed by analysis of the industry and
company situation analysis, and conclude with a recommended action plan to improve
company performance. Other instructors prefer that the presenters assume that the
class has a good understanding of the external industry environment and the com-
pany’s competitive position and expect the presentation to be strongly focused on the
group’s recommended action plan and supporting analysis and arguments. The latter
approach requires cutting straight to the heart of the case and supporting each recom-
mendation with detailed analysis and persuasive reasoning. Still other instructors may
give you the latitude to structure your presentation however you and your group mem-
bers see fit.
Regardless of the style preferred by your instructor, you should take great care in
preparing for the presentation. A good set of slides with good content and good visual
appeal is essential to a first-rate presentation. Take some care to choose a nice slide de-
sign, font size and style, and color scheme. We suggest including slides covering each
of the following areas:
• An opening slide covering the “title” of the presentation and names of the
presenters.
• A slide showing an outline of the presentation (perhaps with presenters’ names by
each topic).
• One or more slides showing the key problems and strategic issues that manage-
ment needs to address.
• A series of slides covering your analysis of the company’s situation.
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13. A Guide to Case Analysis C-13
• A series of slides containing your recommendations and the supporting arguments
and reasoning for each recommendation—one slide for each recommendation and
the associated reasoning has a lot of merit.
You and your team members should carefully plan and rehearse your slide show to
maximize impact and minimize distractions. The slide show should include all of the
pizzazz necessary to garner the attention of the audience, but not so much that it dis-
tracts from the content of what group members are saying to the class. You should re-
member that the role of slides is to help you communicate your points to the audience.
Too many graphics, images, colors, and transitions may divert the audience’s attention
from what is being said or disrupt the flow of the presentation. Keep in mind that vi-
sually dazzling slides rarely hide a shallow or superficial or otherwise flawed case
analysis from a perceptive audience. Most instructors will tell you that first-rate slides
will definitely enhance a well-delivered presentation but that impressive visual aids ac-
companied by weak analysis and poor oral delivery still add up to a substandard
presentation.
RESEARCHING COMPANIES AND INDUSTRIES VIA THE
INTERNET AND ONLINE DATA SERVICES
Very likely, there will be occasions when you need to get additional information about
some of the assigned cases, perhaps because your instructor has asked you to do further
research on the industry or company or because you are simply curious about what has
happened to the company since the case was written. These days it is relatively easy to
run down recent industry developments and to find out whether a company’s strategic
and financial situation has improved, deteriorated, or changed little since the conclusion
of the case. The amount of information about companies and industries available on the
Internet and through online data services is formidable and expanding rapidly.
It is a fairly simple matter to go to company Web sites, click on the investor infor-
mation offerings and press release files, and get quickly to useful information. Most
company Web sites are linked to databases containing the company’s quarterly and an-
nual reports and 10K and 10Q filings with the Securities and Exchange Commission.
Frequently, you will find mission and vision statements, values statements, codes of
ethics, and strategy information, as well as charts of the company’s stock price. The
company’s recent press releases typically contain reliable information about what of
interest has been going on—new product introductions, recent alliances and partner-
ship agreements, recent acquisitions, and other late-breaking company developments.
Some company Web pages also include links to the home pages of industry trade as-
sociations where you can find information about industry size, growth, recent industry
news, statistical trends, and future outlook. Thus, an early step in researching a com-
pany on the Internet is always to go to its Web site and see what’s available.
Online Data Services
Lexis-Nexis, Bloomberg Financial News Services, and other online subscription services
available in many university libraries provide access to a wide array of business refer-
ence material. For example, the Web-based Lexis-Nexis Academic Universe contains
business news articles from general news sources, business publications, and industry
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14. C-14 Cases in Strategic Management
trade publications. Broadcast transcripts from financial news programs are also available
through Lexis-Nexis, as are full-text 10-Ks, 10-Qs, annual reports, and company profiles
for more than 11,000 U.S. and international companies. Your business librarian should
be able to direct you to the resources available through your library that will aid you in
your research.
Public and Subscription Web sites with
Good Information
In addition to company Web pages and online services provided by your university li-
brary, almost every major business publication has a subscription site available on the
Internet. The Wall Street Journal Interactive Edition not only contains the same infor-
mation that is available daily in its print version of the paper but also maintains a
searchable database of all Wall Street Journal articles published during the past few
years. The newspaper’s online subscription site also has a Briefings Books section that
allows you to conduct research on a specific company and track its financial and mar-
ket performance in near–real time. Fortune and Business Week also make the content
of the most current issue available online to subscribers as well as provide archives
sections that allow you to search for articles related to a particular keyword that were
published during the past few years.
The following Web sites are particularly good locations for company and industry
information:
Some of these Internet sources require subscriptions in order to access their entire
databases.
Using a Search Engine
Alternatively, or in addition, you can quickly locate and retrieve information on compa-
nies, industries, products, individuals, or other subjects of interest using such Internet
search engines as Lycos, Go, Excite, Snap, and Google. Search engines find articles and
other information sources that relate to a particular industry, company name, topic,
phrase, or keyword of interest. Search engine technology is becoming highly intuitive in
retrieving Web pages related to your query and will likely direct you to the company
Web site and other sites that contain timely and accurate information about the company.
However, keep in mind that the information retrieved by a search engine is unfiltered
Securities and Exchange Commission EDGAR www.sec.gov/cgi-bin/srch-edgar
database (contains company 10-Ks, 10-Qs etc.)
NASDAQ www.nasdaq.com
CNNfn: The Financial Network www.cnnfn.com
Hoover’s Online www.hoovers.com
The Wall Street Journal Interactive Edition www.wsj.com
Business Week www.businessweek.com
Fortune www.fortune.com
MSN Money Central www.moneycentral.msn.com
Yahoo! Finance www.quote.yahoo.com
Individual News Page www.individual.com
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15. A Guide to Case Analysis C-15
and may include sources that are not reliable or that contain inaccurate or misleading in-
formation. Be wary of information that is provided by authors who are unaffiliated with
reputable organizations or publications or that doesn’t come from the company or a
credible trade association—be especially careful in relying on the accuracy of informa-
tion you find posted on various bulletin boards. Articles covering a company or issue
should be copyrighted or published by a reputable source. If you are turning in a paper
containing information gathered from the Internet, you should cite your sources (pro-
viding the Internet address and date visited); it is also wise to print Web pages for your
research file (some Web pages are updated frequently).
The Learning Curve Is Steep
With a modest investment of time, you will learn how to use Internet sources and
search engines to run down information on companies and industries quickly and effi-
ciently. And it is a skill that will serve you well into the future. Once you become fa-
miliar with the data available on the different Web sites mentioned above and with one
or more search engines, you will know where to go to look for the particular informa-
tion that you want. Search engines nearly always turn up too many information sources
that match your request rather than too few; the trick is to learn to zero in on those
table 2 The 10 Commandments of Case Analysis
To be observed in written reports and oral presentations, and while participating in class
discussions.
1. Go through the case twice, once for a quick overview and once to gain full command
of the facts; then take care to explore the information in every one of the case
exhibits.
2. Make a complete list of the problems and issues that the company’s management
needs to address.
3. Be thorough in your analysis of the company’s situation. Either work through the case
preparation exercises and/or study questions on Case-TUTOR or make a minimum of
one to two pages of notes detailing your diagnosis.
4. Use every opportunity to apply the concepts and analytical tools in the text chapters—
all of the cases in the book have very definite ties to the concepts/tools in one or more
of the text chapters and you are expected to apply them in analyzing the cases.
5. Do enough number crunching to discover the story told by the data presented in the
case. (To help you comply with this commandment, consult Table 1 in this section to
guide your probing of a company’s financial condition and financial performance.)
6. Support any and all opinions with well-reasoned arguments and numerical evidence;
don’t stop until you can purge “I think” and “I feel” from your assessment and instead
are able to rely completely on “My analysis shows.”
7. Prioritize your recommendations and make sure they can be carried out in an
acceptable time frame with the available resources.
8. Support each recommendation with persuasive argument and reasons as to why it
makes sense and should result in improved company performance.
9. Review your recommended action plan to see if it addresses all of the problems and
issues you identified—any set of recommendations that does not address all of the
issues and problems you identified is incomplete and insufficient.
10. Avoid recommending any course of action that could have disastrous consequences
if it doesn’t work out as planned; therefore, be as alert to the downside risks of your
recommendations as you are to their upside potential and appeal.
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16. C-16 Cases in Strategic Management
most relevant to what you are looking for. As with most things, once you get a little ex-
perience under your belt on how to do company and industry research on the Internet,
you will find that you can readily find the information you need.
THE 10 COMMANDMENTS OF CASE ANALYSIS
As a way of summarizing our suggestions about how to approach the task of case
analysis, we have compiled what we like to call “The 10 Commandments of Case
Analysis.” They are shown in Table 2 on the previous page. If you observe all or even
most of these commandments faithfully as you prepare a case either for class discus-
sion or for a written report, your chances of doing a good job on the assigned cases will
be much improved. Hang in there, give it your best shot, and have some fun exploring
what the real world of strategic management is all about.
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