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 ...
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.
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 ...
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.
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 ...
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 ...
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.
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 ...
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.
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 ...
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.
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 ...
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 ...
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
KATIES POST The crisis case I chose to discuss this week is th.docxdonnajames55
KATIE'S POST:
The crisis case I chose to discuss this week is the Tennessee Valley and the Kingston ash slide. On December 22, 2008, Tennessee Valley Authority who uses coal to generate electricity, had one of their containment pods that holds sludge from the ash wall begin to leak. The leak then caused the wall to eventually crumble. The leak then flowed into the Emory River that is located nearby. The river flowed into a nearby community, destroyed several houses, and forced families to evacuate the area.
Chapter 5 discusses the importance of organization members accepting that crisis can start quickly and unexpectedly. Two months before the leak, TVA was informed of a wet spot located on one retaining wall that suggested a leak was present. The moisture was eroding the structure's integrity, but TVA continued to add ash to the pond. TVA organization leaders ignored the warning signs of a potential crisis. TVA then accepted blame for the spill and began dredging the Emory River shortly after the incident. No other independent party was allowed to assess the dredging plan before it launched. If TVA's plan failed, the organization would have been at fault once again.
Upon further investigation of the crisis, lawyers were able to identify six primary failures in TVA's systems, controls, standards, and culture. “Lack of clarity and accountability for ultimate responsibility, lack of standardization, training, and metrics, siloed responsibilities and poor communication, lack of checks and balances, lack of prevention priority and resources, and being reactive instead of proactive” (Ulmer, Sellnow,& Seeger, 87).
Unfortunately, this unintentional crises could have been avoided had the proper crisis management, quality assurance, and procedures been put in place. TVA's negligence cost people their homes, polluted the river, and the uncertainty of long-term health conditions from being exposed to the ash's toxins. "The community was not able to locate reliable information about potential short- and long-term health effects, uncertainty about the extent of environmental damage, and feared plummeting property values" (Ritchie, Little, & Campbell, 179). TVA was at fault for several things, but the most significant fault they did not consider is the risk of storing large volumes of fly ash near the Emory River that flowed into a nearby community.
Ulmer, R. R., Sellnow, T. L., & Seeger, M. W. (2017). Effective crisis communication: Moving from crisis to opportunity. Sage Publications.
Ritchie, L. A., Little, J., & Campbell, N. M. (2018). Resource Loss and Psychosocial Stress in the Aftermath of the 2008 Tennessee Valley Authority Coal Ash Spill. International journal of mass emergencies and disasters, 36(2), 179.
.
Kate Chopins concise The Story of an Hour. What does Joseph.docxdonnajames55
Kate Chopin's concise "The Story of an Hour".
* What does Josephine represent in the story? What does Richards represent?
*The doctors said Mrs. M. died of "heart disease - of joy that kills." How is this ironic?
* What are some themes in the story? What are some symbols?
.
More Related Content
Similar to Confirming Pages Guide to Case Analysis I keep six .docx
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.
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 ...
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 ...
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
KATIES POST The crisis case I chose to discuss this week is th.docxdonnajames55
KATIE'S POST:
The crisis case I chose to discuss this week is the Tennessee Valley and the Kingston ash slide. On December 22, 2008, Tennessee Valley Authority who uses coal to generate electricity, had one of their containment pods that holds sludge from the ash wall begin to leak. The leak then caused the wall to eventually crumble. The leak then flowed into the Emory River that is located nearby. The river flowed into a nearby community, destroyed several houses, and forced families to evacuate the area.
Chapter 5 discusses the importance of organization members accepting that crisis can start quickly and unexpectedly. Two months before the leak, TVA was informed of a wet spot located on one retaining wall that suggested a leak was present. The moisture was eroding the structure's integrity, but TVA continued to add ash to the pond. TVA organization leaders ignored the warning signs of a potential crisis. TVA then accepted blame for the spill and began dredging the Emory River shortly after the incident. No other independent party was allowed to assess the dredging plan before it launched. If TVA's plan failed, the organization would have been at fault once again.
Upon further investigation of the crisis, lawyers were able to identify six primary failures in TVA's systems, controls, standards, and culture. “Lack of clarity and accountability for ultimate responsibility, lack of standardization, training, and metrics, siloed responsibilities and poor communication, lack of checks and balances, lack of prevention priority and resources, and being reactive instead of proactive” (Ulmer, Sellnow,& Seeger, 87).
Unfortunately, this unintentional crises could have been avoided had the proper crisis management, quality assurance, and procedures been put in place. TVA's negligence cost people their homes, polluted the river, and the uncertainty of long-term health conditions from being exposed to the ash's toxins. "The community was not able to locate reliable information about potential short- and long-term health effects, uncertainty about the extent of environmental damage, and feared plummeting property values" (Ritchie, Little, & Campbell, 179). TVA was at fault for several things, but the most significant fault they did not consider is the risk of storing large volumes of fly ash near the Emory River that flowed into a nearby community.
Ulmer, R. R., Sellnow, T. L., & Seeger, M. W. (2017). Effective crisis communication: Moving from crisis to opportunity. Sage Publications.
Ritchie, L. A., Little, J., & Campbell, N. M. (2018). Resource Loss and Psychosocial Stress in the Aftermath of the 2008 Tennessee Valley Authority Coal Ash Spill. International journal of mass emergencies and disasters, 36(2), 179.
.
Kate Chopins concise The Story of an Hour. What does Joseph.docxdonnajames55
Kate Chopin's concise "The Story of an Hour".
* What does Josephine represent in the story? What does Richards represent?
*The doctors said Mrs. M. died of "heart disease - of joy that kills." How is this ironic?
* What are some themes in the story? What are some symbols?
.
K-2nd Grade
3rd-5th Grade
6th-8th Grade
Major Concepts, Principles, and Learning Theories (To be completed in Topic 3)
Cognitive
Linguistic
Social
Emotional
Physical
.
Just Walk on By by Brent Staples My firs.docxdonnajames55
Just Walk on By
by Brent Staples
My first victim was a woman—white, well dressed, probably in
her early twenties. I came upon her late one evening on a deserted street
in Hyde Park, a relatively affluent neighborhood in an otherwise mean,
impoverished section of Chicago. As I swung onto the avenue behind her,
there seemed to be a discreet, uninflammatory distance between us. Not so.
She cast back a worried glance. To her, the youngish black man—a broad
six feet two inches with a beard and billowing hair, both hands shoved
into the pockets of a bulky military jacket—seemed menacingly close.
After a few more quick glimpses, she picked up her pace and was soon
running in earnest. Within seconds she disappeared into a cross street.
That was more than a decade ago. I was 23 years old, a graduate
student newly arrived at the University of Chicago. It was in the echo of
that terrified woman’s footfalls that I first began to know the unwieldy
inheritance I’d come into—the ability to alter public space in ugly ways. It
was clear that she thought herself the quarry of a mugger, a rapist, or
worse. Suffering a bout of insomnia, however, I was stalking sleep, not
defenseless wayfarers. As a softy who is scarcely able to take a knife
to raw chicken—let alone hold it to a person’s throat—I was surprised,
embarrassed, and dismayed all at once. Her flight made me feel like an
accomplice in tyranny. It also made it clear that I was indistinguishable
from the muggers who occasionally seeped into the area from the
surrounding ghetto. That first encounter, and those that followed signified
that a vast unnerving gulf lay between nighttime pedestrians—particularly
women—and me. And I soon gathered that being perceived as dangerous
is a hazard in itself. I only needed to turn a corner into a dicey situation,
or crowd some frightened, armed person in a foyer somewhere, or make
an errant move after being pulled over by a policeman. Where fear and
weapons meet—and they often do in urban America—there is always the
possibility of death.
In that first year, my first away from my hometown, I was to
become thoroughly familiar with the language of fear. At dark, shadowy
intersections in Chicago, I could cross in front of a car stopped at a traffic
light and elicit the thunk, thunk, thunk, thunk of the driver—black, white,
male, or female—hammering down the door locks. On less traveled streets
after dark, I grew accustomed to but never comfortable with people who
crossed to the other side of the street rather than pass me. Then there were
the standard unpleasantries with police, doormen, bouncers, cab drivers,
and others whose business it is to screen out troublesome individuals
before there is any nastiness.
I moved to New York nearly two years ago and I have remained an
avid night walker. In central Manhattan, the near-constant crowd cover
minimizes tense one-on-one stre.
Just make it simple. and not have to be good, its the first draft. .docxdonnajames55
Just make it simple. and not have to be good, it's the first draft.
I want it a complete essay of 2 pages before 10 am on Sunday.
The instructions in the second file. There is a picture in the third file.
CDT (Central Daylight Time)
UTC/GMT -5 hours
.
JUST 497 Senior Seminar and Internship ExperienceInternationa.docxdonnajames55
JUST 497: Senior Seminar and Internship Experience
International Film Critique: The Whistleblower
· Due: April 3
· Reaction Paper: 10 Points
· Presentation: 5 Points
Your first written assignment was to critique a newspaper article dealing with misconduct and/or corruption at a local level within the United States. The capstone essay asks you to consider a social injustice and its consequences that occur on a national level. The International film assignment asks you to consider issues of international law and justice.
The Whistleblower based on a true story depicts the horrors of human trafficking and human rights violations across international borders.
Please choose Assignment A or B.
Assignment A
Write a 3-4 page Reaction Paper to the above film. Summarize the producer’s main message in no more than a half page. The remainder of the paper should reflect your opinion of the content of the film based on your knowledge of international law. Make specific references to scenes in the film that correlate with information you have gained in previous or current coursework. Cite all sources in-text according to the Hacker & Sommers APA Manual of Style.
Cautionary Notes
· Do not summarize the video.
· Cite specific information from the film using the required APA Manual of style.
· Use 12 font, double spacing and 1 inch margins.
Students who need a special accommodation and cannot find a copy of a closed caption video, must meet with their instructor to design an alternative assignment.
Assignment B
The Whistleblower implicates the United Nations, the U.S. State Department, and private contractors in post war Bosnia in an organized human trafficking scheme. Kathryn Bolkovac discovers a lucrative, far-reaching operation involving the local police and United Nations peacekeepers, many of them protected by diplomatic immunity. This film is based on a true story and reflects the international concern with corruption and human trafficking.
Cast
· Kathryn Bolkovac: Nebraska police officer who accepts an offer to work with the U.N. International Police in Bosnia run by a private company in the U.K., Democra Security
· Madeleine Rees: Head of the United Nations Human Rights Commission
· Nick Kaufman: Kathryn’s Field Commander
· Peter Ward: Internal Affairs Specialist
· Luba, Raya and Irka: teenagers sold to the sex trafficking ring
· Fred Murray: Democra Security Officer
· John Blakely: Head of Human Resources
Based on the movie, address the following questions. Answers should be in a Question and Answer format and not essay style.
1. Discuss the suffering and oppression witnessed by (not experienced by) the main character. Cite specific scenes from the movie to support your discussion.
2. In whatspecific ways does Kathryn advocate for the victims she encounters? Cite scenes from the movie to support your answer.
3. Discuss how both local citizens and higher ranking officials contribute to organized corruption in post-war Bosn.
July 2002, Vol 92, No. 7 American Journal of Public Health E.docxdonnajames55
July 2002, Vol 92, No. 7 | American Journal of Public Health Editorial | 1057
⏐ EDITORIAL
A Code of
Ethics for
Public Health
The mandate to ensure and pro-
tect the health of the public is an
inherently moral one. It carries
with it an obligation to care for
the well-being of communities,
and it implies the possession of an
element of power to carry out
that mandate. The need to exer-
cise power to ensure the health of
populations and, at the same time,
to avoid abuses of such power are
at the crux of public health ethics.
Until recently, the ethical na-
ture of public health has been im-
plicitly assumed rather than ex-
plicitly stated. Increasingly,
however, society is demanding ex-
plicit attention to ethics. This de-
mand arises from technological
advances that create new possibil-
ities and, with them, new ethical
dilemmas; new challenges to
health, such as the advent of HIV;
and abuses of power, such as the
Tuskegee study of syphilis.
Medical institutions have been
more explicit about the ethical
elements of their practice than
have public health institutions.
However, the concerns of public
health are not fully consonant
with those of medicine. Thus, we
cannot simply translate the princi-
ples of medical ethics to public
health. In contrast to medicine,
public health is concerned more
with populations than with indi-
viduals, and more with prevention
than with cure. The need to artic-
ulate a distinct ethic for public
health has been noted by a num-
ber of public health professionals
and ethicists.1–5
A code of ethics for public
health can clarify the distinctive
elements of public health and the
ethical principles that follow from
or respond to those elements. It
can make clear to populations and
communities the ideals of the pub-
lic health institutions that serve
them, ideals for which the institu-
tions can be held accountable.
THE PROCESS OF
WRITING THE CODE
The backgrounds and perspec-
tives of people who identify
themselves as public health pro-
fessionals are as diverse as the
multitude of factors affecting the
health of populations. Articulating
a common ethic for this diverse
group is a formidable challenge.
In the spring of 2000, the gradu-
ating class of the Public Health
Leadership Institute chose writing
a code of ethics for public health
as a group project. The institute
provides advanced leadership
training to people who are al-
ready in leadership roles in pub-
lic health. Because the fellows
bring a wealth of experience from
a wide variety of public health in-
stitutions, they are uniquely able
to represent diverse perspectives
and identify ethical issues com-
mon in public health.
At the 2000 meeting of the Na-
tional Association of City and
County Health Officers, the group
added a non-institute member
( J. C. Thomas) and charted a plan
for working toward a code. The
plan included receiving a formal
charge as the code of ethics work-
ing group at the annual meeting of
the American Public Health Asso-
c.
Journals are to be 2 pages long with an introduction, discussion and.docxdonnajames55
Journals are to be 2 pages long with an introduction, discussion and conclusion. They must be double spaced. Your formatting, sentence structure, spell checking, etc., will all be taken into account.
Utilizing YouTube, do a search for and listen to at least two perspectives from CNN, Fox News and/or MSNBC regarding culture wars. Provide me with an analysis that discusses two different perspectives. I typed in CNN/Fox News/MSNBC and then culture war, and was able to find quite a few 5 minute vignettes with regard to the topic. If you find a discussion of the culture wars either in written form or at another site, you must insure that it is a legitimate source and provide a link to the site.
Make sure to first provide your understanding of the definition of culture wars as outlined in the text readings, then provide me with your analysis obtained from the news outlets.
.
Judgement in Managerial Decision MakingBased on examples fro.docxdonnajames55
Judgement in Managerial Decision Making
Based on examples from one of the recommended articles selected by you, the lecture notes, the text, and other sources, discuss one or several of the themes: the nature of managerial decision making, the steps in the managerial decision making, organizational learning and creativity, judgmental heuristics, common biases in managerial decision making, bounds of human judgment, strategies for making better decisions.
.
Joyce is a 34-year-old woman who has been married 10 years. She .docxdonnajames55
Joyce is a 34-year-old woman who has been married 10 years. She has three children, all less than 10 years old: Sheena (age 9), Jack (age 6), and Beth (age 2). Her husband is a prominent attorney. They present an ideal picture of an upper-middle-class family. They live in a fashionable suburb. The husband has been successful to the extent that he has been made a full partner in a large law firm. The family is very active in church, the country club, and various other social organizations. Joyce is an active member of several charitable, civic, and social groups. Joyce’s initial call to the abuse center was vague and guarded. She expressed an interest in inquiring for “another woman” in regard to the purpose of the center. After she had received information and an invitation to call back, a number of weeks elapsed. Joyce’s second call occurred after receiving a severe beating from her husband.
Joyce tells the crisis worker in the phone:"Well, last night he beat me worse than ever. I thought he was really going to kill me this time. It had been building up for the past few weeks. His fuse was getting shorter and shorter, both with me and the kids. It’s his work, I guess. Finally he came home late last night. Dinner was cold. We were supposed to go out, and I guess it was my fault . . . I complained about his being late, and he blew up. Started yelling that he was gonna teach me a lesson. He started hitting me with his fists . . .knocked me down . . . and then started kicking me. I got up and ran into the bathroom. The kids were yelling for him to stop and he cuffed Sheena . . . God, it was horrible! (Wracked with sobs for more than a minute. CW waits.) I’m sorry, I just can’t seem to keep control."
As the crisis worker:
1-What typical dynamics did you see occurring—denial, guilt, fear, rationalization, withdrawal, and so on—in the victim? How would you as the crisis worker handle them?
What are some of the domestic violence intervention strategies? Pick one and how would you apply it to the scenario
.
Journal Write in 300-500 words about the following topic.After .docxdonnajames55
Journal: Write in 300-500 words about the following topic.
After watching some news and some television shows, including movies and anime. What are some portrayals of sexual harassment and rape myths that are perpetuated by social media, entertainment media, and news outlets?
What is the motivation of rapists on TV and in the movies?
What “types” of women get raped or sexually assaulted and harassed in movies and television?
Some research suggests that on TV and in the movies nontraditional women get raped more often than traditional women as a means of putting nontraditional women “in their place.”
How does what you saw compare to the research? How do gender stereotypes perpetuate rape and harassment culture?
In your experience or opinion, what are some ways society can address some of these issues around sexual assault and sexual battery, especially on college campuses and workplaces?
.
Journal Supervision and Management StyleWhen it comes to superv.docxdonnajames55
Journal: Supervision and Management Style
When it comes to supervising and managing personnel in human services organizations, everyone has his or her own leadership style. Some styles are effective and supportive; others may be ineffectual and unhelpful. When supervising and managing staff, it is important for human services administrators to first identify their leadership style and examine personal strengths and weaknesses related to their leadership style. Understanding how to utilize strengths and address weaknesses in leadership style is important for administrators to be both effective and supportive when supervising and managing.
In order to complete the Application Assignment, you must first complete the "Types of Leadership and Patterns of Management" interactive graphic provided in the Learning Resources. Once you have done so, take note of your leadership style and think about your areas of strengths and weaknesses.
After completing the self-assessment tool in this week’s Learning Resources, reflect on the results.
RESULTS:
I am very good at executing the work of a task, though I like clarity about the desired outcome.
1.
Engaging
2.
I really prefer to be peaceful and calm, finding ways to help others achieve their goals
3.
Achieving consensus among followers assures the best success
4.
It is ok to breech boundaries if we can all move in the same direction
5.
Being a change agent is never easy, but it is very stimulating for me
6.
I really prefer to be in control, though it does not have to be out in public
7.
Challenges should be addressed head on
8.
I like predictability
9.
I like to always put my best foot forward
10.
I am known to sometimes be argumentative, I believe it is the way new ideas emerge
11.
The best way to succeed is to trust oneself
12.
When determining goals to reach, we should always challenge ourselves a little beyond what we can see ourselves accomplishing
13.
The best way for me to relax is to spend some time alone quietly.
14.
When decisions are necessary my primary concern is its effect on the persons involved
15.
I am confident and assertive
16.
I am a compassionate person and there is significant value in the person (s) knowing where it comes from
17.
I am a very consistent person and am guided by my values
18.
I am a compassionate person but would rather show it behind the scenes
19.
I am conscientious and organized
20.Next
I like to focus on group cohesion
21.
When decisions are necessary I can make them easily and quickly as circumstances demand it
22.
My strong ability to envision the future makes me a result oriented leader
23.
Building and sustaining a strong image is a principle contributor to progress
24.
I see the big picture
25.
The best way for me to relax is to be reflective with a friend
26.
I am known to create harmony among others as it creates an optimal working environment. I am unimpressed with conflict
27.
Realistic
28.
I lik.
Journal of Social Work Values & Ethics, Fall 2018, Vol. 15, No.docxdonnajames55
Journal of Social Work Values & Ethics, Fall 2018, Vol. 15, No. 2 - page 37
Ethnicity, Values, and Value Conflicts of African
American and White Social Service Professionals
Andrew Edwards, MSW, Ph.D.
Cleveland State University, Emeritus
[email protected]
Mamadou M. Seck, Ph.D.
Cleveland State University
[email protected]
Journal of Social Work Values and Ethics, Volume 15, Number 2 (2018)
Copyright 2018, ASWB
This text may be freely shared among individuals, but it may not be republished in any medium without
express written consent from the authors and advance notification of ASWB.
Abstract
This aspect of a broader study included 110 (68
White/European American and 42 Black/African
American) social service professionals. The primary
focus of this aspect of the study was to verify the
value orientation or core beliefs of the practitioners
who deliver services to clients through social service
agencies and programs. The conceptualization
of the core beliefs explored the values and value
conflicts in relation to professional practice. The
participants were employed in a Midwestern
metropolitan region. They responded to a survey
instrument that included vignettes, closed-ended
items, scaled responses, as well as either-or type
items. Major categories of the exploration included:
life and death issues, lifestyle, domestic and
social perspectives, value conflicts with the social
work profession, and personal responses to value
conflicts. Specific items measuring values related
to abortion, homosexuality, religiosity, euthanasia,
and corporal punishment were included. Study
results showed statistical significance on 26 issues
as African American participants were compared
with White participants.
Keywords: value conflicts, social work, ethical
dilemmas, ethnicity, professional relationship
Introduction
The complexity of American society (Jarrett,
2000), specifically due to its historic, economic,
social, and ethnic makeup, requires that social
work professionals take their clients’ ethnicity,
values, and professional-client value conflicts
into consideration. Historical dynamics, such as
unproductive treatment, have contributed to the
reluctance of various population groups to engage
with professional service providers. This history
(Barker, 2014) has influenced the adoption of
guidelines that require social workers to be culturally
aware during interventions and recognizing that
diversity-related characteristics have influence upon
an individual’s thoughts, feelings, and behaviors.
Barker (2014) further noted that the concept of
values is influenced by one’s perceptions of what
comprises appropriate principles, practices, and
behaviors. An individual’s personal values are often
considered as a representation of one’s core beliefs
and what an individual may perceive as right.
Therefore, these beliefs do not require supporting
evidence for those who embrace them and may
result in behavio.
Journal of Personality 862, April 2018VC 2016 Wiley Perio.docxdonnajames55
Journal of Personality 86:2, April 2018
VC 2016 Wiley Periodicals, Inc.
DOI: 10.1111/jopy.12301Unique Associations Between Big
Five Personality Aspects and
Multiple Dimensions of Well-Being
Jessie Sun ,
1,2
Scott Barry Kaufman,
3
and
Luke D. Smillie
1
1
The University of Melbourne
2
University of California, Davis
3
University of Pennsylvania
Abstract
Objective: Personality traits are associated with well-being, but the precise correlates vary across well-being dimensions and
within each Big Five domain. This study is the first to examine the unique associations between the Big Five aspects (rather
than facets) and multiple well-being dimensions.
Method: Two samples of U.S. participants (total N 5 706; Mage 5 36.17; 54% female) recruited via Amazon’s Mechanical Turk
completed measures of the Big Five aspects and subjective, psychological, and PERMA well-being.
Results: One aspect within each domain was more strongly associated with well-being variables. Enthusiasm and Withdrawal
were strongly associated with a broad range of well-being variables, but other aspects of personality also had idiosyncratic
associations with distinct forms of positive functioning (e.g., Compassion with positive relationships, Industriousness with
accomplishment, and Intellect with personal growth).
Conclusions: An aspect-level analysis provides an optimal (i.e., parsimonious yet sufficiently comprehensive) framework for
describing the relation between personality traits and multiple ways of thriving in life.
Keywords: Personality, aspects, Big Five, subjective well-being, psychological well-being
When multiple positive end states are examined, it becomes
apparent that aspects of psychological well-being may be
achieved by more people than just the nonneurotic, extra-
verted members of society. (Schmutte & Ryff, 1997, p. 558)
The large literature describing the associations between person-
ality traits and well-being suggests that Extraversion (the tendency
to be bold, talkative, enthusiastic, and sociable) and Neuroticism
(the tendency to be emotionally unstable and prone to negative
emotions) are especially strong predictors of well-being (e.g.,
Steel, Schmidt, & Shultz, 2008). But is well-being only accessible
to the extraverted and non-neurotic? We propose that more
nuanced insights can be revealed by examining the relation
between narrower traits and a broader spectrum of well-being
dimensions. The goal of the current study is to comprehensively
describe the unique associations between personality aspects and
dimensions of well-being across three well-being taxonomies.
Personality Traits and Three Taxonomies
of Well-Being
Personality traits and well-being dimensions can each be
described at different levels of resolution. The Big Five domains
provide a relatively comprehensive framework for organizing
differential patterns of affect, behavior, and cognition (John,
Naumann, & Soto, 2008). These broad traits can be further bro-
ken dow.
Journal of Personality and Social Psychology1977, Vol. 35, N.docxdonnajames55
Journal of Personality and Social Psychology
1977, Vol. 35, No. 9, 677-688
Self-Reference and the Encoding of Personal Information
T. B. Rogers, N. A. Kuiper, and W. S. Kirker
University of Calgary, Canada
The degree to which the self is implicated in processing personal information
was investigated. Subjects rated adjectives on four tasks designed to force
varying kinds of encoding: structural, phonemic, semantic, and self-reference.
In two experiments, incidental recall of the rated words indicated that adjec-
tives rated under the self-reference task were recalled the best. These results
indicate that self-reference is a rich and powerful encoding process. As an
aspect of the human information-processing system, the self appears to func-
tion as a superordinate schema that is deeply involved in the processing, inter-
pretation, and memory of personal information.
Present research and theory in personality
appear to be placing more and more empha-
sis on how a person has organized his or her
psychological world. Starting with Kelly's
(1955) formulation of personal constructs,
we see a gradual emergence of a number of
avenues of inquiry that use this as their focal
point. In person perception, the concept of
lay personality theory stresses that the ob-
server's analytic network of expected trait
covariations is an integral part of how he
processes (and generates) interpersonal data
(Hastorf, Schneider, & Polefka, 1970). Bern
and Allen (1974), in their embellishment of
Allport's (1937) idiographic position, argue
that an important determinant of predictive
utility of trait measurement is the manner
in which the respondent has organized his or
her view of the trait being measured. These
authors see the overlap between the respond-
ent's and the experimenter's concept of the
trait as a necessary prerequisite of predic-
tion. Attribution theory (Jones et al., 1971)
is another example of this increased accent
on personal organization. Here the emphasis
is on how the subject explains past behavior
This research was supported by a grant from the
Canada Council. We would like to thank the fol-
lowing persons for their useful ideas and comments
on earlier drafts: F. I. M. Craik, E. J. Rowe, P. J.
Rogers, H. Lytton, J. Clark, J. Ells, C. G. Costello,
and especially one anonymous reviewer.
Requests for reprints should be sent to T. B.
Rogers, Department of Psychology, The University
of Calgary, Calgary, Alberta, Canada, T2N 1N4.
and how these explanations are organized in
an attributional network. The common
thread in all of these contemporary research
areas is the notion that the cognitions of a
person, particularly their manner of organ-
ization, should be an integral part of our
attempts to explain personality and behavior.
Of concern in the present article is the
construct of self and how it is implicated in
the organization of personal data. Our gen-
eral position is that the self is an extremely
active and powerful agent in the organizati.
Journal of Pcnonaluy and Social Psychology1»M. Vd 47, No 6. .docxdonnajames55
Journal of Pcnonaluy and Social Psychology
1»M. Vd 47, No 6. 1292-1302
Copynghi I9S4 by the
American Psychological Association. Inc
Influence of Gender Constancy and Social Power
on Sex-Linked Modeling
Kay Bussey
Macquarie University
New South Wales, Australia
Albert Bandura
Stanford University
Competing predictions derived from cognitive-developmental theory and social
learning theory concerning sex-linked modeling were tested. In cognitive-develop-
mental theory, gender constancy is considered a necessary prerequisite for the
emulation of same-sex models, whereas according to social learning theory, sex-
role development is promoted through a vast system of social influences with
modeling serving as a major conveyor of sex role information. In accord with
social learning theory, even children at a lower level of gender conception emulated
same-sex models in preference to opposite-sex ones. Level of gender constancy
was associated with higher emulation of both male and female models rather
than operating as a selective determinant of modeling. This finding corroborates
modeling as a basic mechanism in the sex-typing process. In a second experiment
we explored the limits of same-sex modeling by pitting social power against the
force of collective modeling of different patterns of behavior by male and female
models. Social power over activities and rewarding resources produced cross-sex
modeling in boys, but not in girls. This unexpected pattern of cross-sex modeling
is explained by the differential sex-typing pressures that exist for boys and girls
and socialization experiences that heighten the attractiveness of social power
for boys.
Most theories of sex role development as-
sign a major role to modeling as a basic
mechanism of sex role learning (Bandura,
1969; Kagan, 1964; Mischel, 1970; Sears,
Rau & Alpert, 1965). Maccoby and Jacklin
(1974) have questioned whether social prac-
tices or modeling processes are influential in
the development of sex-linked roles. They
point to findings that in laboratory situations
children do not consistently pattern their
This research was supported by Research Grant No.
M-S162-21 from the National Institute of Mental Health,
U.S. Public Health Services, and by the Lewis S. Haas
Child Development Research Fund, Stanford University.
We thank Martin Curland, Brad Carpenter, Brent Sha-
phren, Deborah Skriba, Erin Dignam, and Pamela Minet
for serving as models. We are indebted to Marilyn
Waterman for filming and editing the videotape modeling
sequence, to Eileen Lynch and Sara Buxton, who acted
as experimenters, and to Nancy Adams, who assisted in
collecting the data. Finally, we also thank the staff and
children from Bing Nursery School, Stanford University.
Requests for reprints should be sent to either Kay
Bussey, School of Behavioral Sciences, Macquarie Uni-
versity, North Ryde, Australia, 2113, or to Albert Bandura,
Department of Psychology, Stanford University, Building
420 Jordan Hall, Stanford,.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Confirming Pages Guide to Case Analysis I keep six .docx
1. 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
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
3. 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 in the
tasks of crafting and implementing strategy. A case
sets forth, in a factual manner, the events and orga-
nizational circumstances surrounding a particular
managerial situation. It puts readers at the scene of the
action and familiarizes them with all the relevant cir-
cumstances. A case on strategic management can con-
cern 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?
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
4. 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 manage-
rial 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 con-
ditions and problems of different industries and com-
panies, 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
tho29503_case analysis_CA1-CA12.indd CA2tho29503_case
analysis_CA1-CA12.indd CA2 29/11/12 11:00 AM29/11/12
11:00 AM
Confirming Pages
A Guide to Case Analysis CA3
5. and indicate the kinds of issues and problems that
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 your instructor has provided. If
your instructor has elected not to give you assign-
ment questions, then start forming your own pic-
ture 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 analytical techniques are called for, or
otherwise how to proceed. At times the strategic
issues are clear—either being stated in the case or
else obvious from reading the case. At other times
you will have to dig them out from all the informa-
tion given; if so, the study questions will guide you.
5. Start your analysis of the issues with some num-
ber crunching. A big majority of strategy cases call
for some kind of number crunching—calculating
assorted financial ratios to check out the company’s
financial condition and recent performance, calcu-
6. lating 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 for a summary of key financial ratios, how
they are calculated, and what they show.
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 sur-
face and produce sharp insight and understanding.
Every case assigned is strategy 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.
7. Check out conflicting opinions and make some
judgments about the validity of all the data and
correct answer. The best test of whether management
action is “right” or “wrong” 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 cho-
sen was “wrong” in the sense that it didn’t work out
Hence, the important thing for you to understand
about analyzing cases is that the managerial exercise
of identifying, diagnosing, and recommending is
aimed at building your skills of business judgment.
Discovering what the company actually did is no more
than frosting on the cake—the actions that company
managers actually took may or may not be “right” or
best (unless there is accompanying evidence that the
7. results of their actions were highly positive.
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 analy-
sis 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 pro-
vide 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 lec-
ture courses where you can get by without preparing
intensively for each class and where you have latitude
to work assigned readings and reviews of lecture notes
into your schedule, a case assignment requires consci-
entious 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. What you have got to do to
get ready for class discussion of a case is to study the
case, reflect carefully on the situation presented, and
develop some reasoned thoughts. Your goal in prepar-
ing the case should be to end up with what you think
is a sound, well-supported analysis of the situation
and a sound, defensible set of recommendations about
which managerial actions need to be taken.
To prepare a case for class discussion, we suggest
the following approach:
8. 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
tho29503_case analysis_CA1-CA12.indd CA3tho29503_case
analysis_CA1-CA12.indd CA3 29/11/12 11:00 AM29/11/12
11:00 AM
Confirming Pages
CA4 STRATEGY: Core Concepts and Analytical Approaches
Ratio How Calculated What It Shows
Profi tability Ratios
1. Gross profi t margin Sales – Cost of goods sold
Sales
Shows the percentage of revenues available to cover
operating expenses and yield a profi t. Higher is better
and the trend should be upward.
2. Operating profi t
margin (or return on
sales)
Sales – Operating expenses
Sales
or
Operating income
9. Sales
Shows the profi tability of current operations without
regard to interest charges and income taxes. Higher is
better and the trend should be upward.
3. Net profi t margin (or
net return on sales)
Profi ts after taxes
Sales
Shows after-tax profi ts per dollar of sales. Higher is
better and the trend should be upward.
4. Total return on assets Profi ts after taxes + Interest
Total assets
A measure of the return on total monetary investment
in the enterprise. Interest is added to after-tax profi ts to
form the numerator since total assets are fi nanced by
creditors as well as by stockholders. Higher is better and
the trend should be upward.
5. Net return on total
assets (ROA)
Profi ts after taxes
Total assets
A measure of the return earned by stockholders on the
fi rm’s total assets. Higher is better, and the trend should
be upward.
6. Return on
stockholder’s equity
10. (ROE)
Profi ts after taxes
Total stockholders’ equity
Shows the return stockholders are earning on their
capital investment in the enterprise. A return in the
12–15% range is “average,” and the trend should be
upward.
7. Return on invested
capital (ROIC)—
sometimes referred
to as return on capital
employed (ROCE)
Profi ts after taxes
Long-term debt
1 Total stockholders’ equity
A measure of the return shareholders are earning
on the long-term monetary capital invested in the
enterprise. A higher return refl ects greater bottom-line
effectiveness in the use of long-term capital, and the
trend should be upward.
8. Earnings per share
(EPS)
Profi ts after taxes
Number of shares of common
stock outstanding
Shows the earnings for each share of common stock
11. outstanding. The trend should be upward, and the
bigger the annual percentage gains, the better.
Liquidity Ratios
1. Current ratio Current assets
Current liabilities
Shows a fi rm’s ability to pay current liabilities using
assets that can be converted to cash in the near term.
Ratio should defi nitely be higher than 1.0; ratios of 2 or
higher are better still.
2. Working capital Current assets 2 Current liabilities Bigger
amounts are better because the company has
more internal funds available to (1) pay its current
liabilities on a timely basis and (2) fi nance inventory
expansion, additional accounts receivable, and a larger
base of operations without resorting to borrowing or
raising more equity capital.
Leverage Ratios
1. Total debt-to-assets
ratio
Total debt
Total assets
Measures the extent to which borrowed funds have
been used to fi nance the fi rm’s operations. Low
fractions or ratios are better—high fractions indicate
overuse of debt and greater risk of bankruptcy.
2. Long-term debt-to-
capital ratio
12. Long-term debt
Long-term debt
1 Total stockholders’ equity
An important measure of creditworthiness and balance
sheet strength. Indicates the percentage of capital
investment which has been fi nanced by creditors and
bondholders. Fractions or ratios below .25 or 25% are
usually quite satisfactory since monies invested
TABLE 1 Key Financial Ratios: How to Calculate Them and
What They Mean
(Continued)
tho29503_case analysis_CA1-CA12.indd CA4tho29503_case
analysis_CA1-CA12.indd CA4 29/11/12 11:00 AM29/11/12
11:00 AM
Confirming Pages
A Guide to Case Analysis CA5
Leverage Ratios (Continued)
by stockholders account for 75% or more of the
company’s total capital. The lower the ratio, the greater
the capacity to borrow additional funds. Debt-to capital
ratios above 50% and certainly above 75% indicate a
heavy and perhaps excessive reliance on debt, lower
creditworthiness, and weak balance sheet strength.
13. 3. Debt-to-equity ratio Total debt
Total stockholders’ equity
Should usually be less than 1.0. High ratios
(especially above 1.0) signal excessive debt, lower
creditworthiness, and weaker balance sheet strength.
4. Long-term debt-to-
equity ratio
Long-term debt
Total stockholders’ equity
Shows the balance between debt and equity in the
fi rm’s long-term capital structure. Low ratios indicate
greater capacity to borrow additional funds if needed.
4. Times-interest-earned
(or coverage) ratio
Operating income
Interest expenses
Measures the ability to pay annual interest charges.
Lenders usually insist on a minimum ratio of 2.0, but
ratios above 3.0 signal better creditworthiness.
Activity Ratios
1. Days of inventory Inventory
Cost of goods sold 4 365
Measures inventory management efficiency. Fewer days
of inventory are usually better.
2. Inventory turnover Cost of goods sold
14. Inventory
Measures the number of inventory turns per year.
Higher is better.
3. Average collection
period
Accounts receivable
Total sales revenues ÷ 365
or
Accounts receivable
Average daily sales
Indicates the average length of time the fi rm must wait
after making a sale to receive cash payment. A shorter
collection time is better.
Other Important Measures of Financial Performance
1. Dividend yield on
common stock
Annual dividends per share
Current market price per share
A measure of the return that shareholders receive in
the form of dividends. A “typical” dividend yield is 2–3%.
The dividend yield for fast-growth companies is often
below 1% (maybe even 0); the dividend yield for slow-
growth companies can run 4–5%.
2. Price-earnings ratio Current market price per share
Earnings per share
15. P-e ratios above 20 indicate strong investor confi dence
in a fi rm’s outlook and earnings growth; fi rms whose
future earnings are at risk or likely to grow slowly
typically have ratios below 12.
3. Dividend payout ratio Annual dividends per share
Earnings per share
Indicates the percentage of after-tax profi ts paid cut as
dividends.
4. Internal cash fl ow After tax profi ts 1 Depreciation A quick
and rough estimate of the c business is
generating after payment of operating expenses,
interest, and taxes. Such amounts can be used for
dividend payments or funding capital expenditures.
5. Free cash fl ow After tax profi ts 1 Depreciation 2
Capital expenditures 2 Dividends
A quick and rough estimate of the cash a company’s
business is generating after payment of operating
expenses, interest, taxes, dividends, and desirable
reinvestments in the business. The larger a company’s
free cash fl ow, the greater is its ability to internally
fund new strategic initiatives, repay debt, make new
acquisitions, repurchase shares of stock, or increase
dividend payments.
TABLE 1 (Continued)
tho29503_case analysis_CA1-CA12.indd CA5tho29503_case
analysis_CA1-CA12.indd CA5 29/11/12 11:00 AM29/11/12
11:00 AM
16. Confirming Pages
CA6 STRATEGY: Core Concepts and Analytical Approaches
than one good way to analyze a situation and more
than one good plan of action.
Participating in Class Discussion
of a Case
Classroom discussions of cases are sharply different
from attending a lecture class. In a case class, students
do most of the talking. The instructor’s role is to solicit
student participation, 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 for analyzing the situa-
tion and for being prepared to present and defend their
diagnoses and recommendations. 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 dis-
mayed if, as the class discussion unfolds, some insight-
ful things are said by your fellow classmates that you
did not think of. It is normal for views and analyses 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 pen-
etrating 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 differences of opinion and approaches.
17. To orient you to the classroom environment on
the days a case discussion is scheduled, we compiled
the following list of things to expect
1. Expect the instructor to assume the role of exten-
sive questioner and listener.
2. Expect students to do most of the talking. The case
method enlists a maximum of individual participa-
tion in class discussion. It is not enough to be pres-
ent 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 willing to sub-
mit their conclusions for scrutiny and rebuttal.
Each student needs to learn to state his or her views
information provided. Many times cases report
views and contradictory 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 information presented in
the case helps you develop your powers of infer-
ence and judgment. Asking you to resolve conflict-
ing information “comes with the territory” because
a great many managerial situations entail oppos-
ing points of view, conflicting trends, and sketchy
information.
18. 8. Support your diagnosis and opinions with reasons
and evidence. The most important things to pre-
pare for are 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?” that
establishes just how good your analysis of the situ-
ation is. If your instructor has provided you with
specific study questions for the case, by all means
prepare answers that include all the reasons and
number-crunching evidence you can muster to
support your diagnosis. 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 divorced from correc-
tive 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 on what
to do. Bear in mind that proposing realistic, work-
able solutions is far preferable to casually tossing out
off-the-top-of-your-head suggestions. Be prepared
to argue why your recommendations are more
attractive than other courses of action that are open.
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. Managing companies and
19. crafting and executing strategies are not such exact
sciences that there exists a single provably correct
analysis and action plan for each strategic situation.
Of course, some analyses and action plans are better
than others; but, in truth, there’s nearly always more
tho29503_case analysis_CA1-CA12.indd CA6tho29503_case
analysis_CA1-CA12.indd CA6 29/11/12 11:00 AM29/11/12
11:00 AM
Confirming Pages
A Guide to Case Analysis CA7
extensively when you speak. There’s no way you can
remember everything off the top of your head—
especially the results 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
comments, everybody in the room will know you
are well prepared, and your contribution to the case
discussion will stand out.
Preparing a Written Case Analysis
Preparing a written case analysis is much like pre-
paring a case for class discussion, except 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 offer are some general guidelines and words of
wisdom—this is because company situations and
management problems are so diverse that no one
20. mechanical way to approach a written case assign-
ment always works.
Your instructor may assign you a specific topic
around which to prepare your written 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 manage-
ment needs to address, (2) perform whatever analy-
sis and evaluation is appropriate, and (3) propose an
action plan and set of recommendations addressing the
issues you have identified. In going through the exer-
cise 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 dem-
onstrate a good grasp of the company’s present situ-
ation. Make sure you can identify the firm’s strategy
(use the concepts and tools in Chapters 1–8 as diag-
nostic aids) and that you can pinpoint whatever strat-
egy implementation issues may exist (again, consult
the material in Chapters 9–11 for diagnostic help).
Consult the key points we have provided at the end
of each chapter for further diagnostic suggestions.
Consider beginning your paper with an overview of
the company’s situation, its strategy, and the signifi-
cant 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
without fear of disapproval and to overcome the
hesitation of speaking out. Learning respect for the
views and approaches of others is an integral part
21. of case analysis exercises. But there are times when
it is OK to swim against the tide of majority opin-
ion. 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 recom-
mendations (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 indepen-
dent 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 com-
pany’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 discussion and offering a long-winded,
off-the-cuff remark that leaves the class wondering
what the point was.
22. ■ Avoid the use of “I think,” “I believe,” and “I feel”;
instead, say, “My analysis shows —” and “The com-
pany 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-T utor or the notes you’ve prepared (usually
two or three pages’ worth) to class and rely on them
tho29503_case analysis_CA1-CA12.indd CA7tho29503_case
analysis_CA1-CA12.indd CA7 29/11/12 11:00 AM29/11/12
11:00 AM
Confirming Pages
CA8 STRATEGY: Core Concepts and Analytical Approaches
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
recommendations and a plan of action. Your set of
23. recommendations should address all of the problems/
issues you identified and analyzed. If the recommenda-
tions come as a surprise or do not follow logically from
the analysis, the effect is to weaken greatly your sug-
gestions of what to do. Obviously, your recommenda-
tions for actions should offer a reasonable prospect of
success. High-risk, bet-the-company recommendations
should be made with caution. State how your recom-
mendations 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 recommen-
dations are workable in terms of acceptance by the
persons involved, the organization’s competence to
implement them, and prevailing market and environ-
mental constraints. Try not to hedge or weasel on the
actions you believe should be taken.
By all means state your recommendations in suf-
ficient detail to be meaningful—get down to some
definite nitty-gritty specifics. Avoid such unhelpful
statements as “the organization should do more plan-
ning” or “the company should be more aggressive in
marketing its product.” For instance, if you determine
that “the firm should improve its market position,”
then you need to set forth exactly how you think this
should be done. Offer a definite agenda for action,
stipulating a timetable and sequence for initiating
actions, 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 error and, on the other hand, casually sug-
gesting courses of action that might be taken when
you do not have to bear the responsibility for any of
24. the consequences.
A good rule to follow in making your recommen-
dations is: Avoid recommending anything you would
not yourself be willing to do if you were in manage-
ment’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
(assume your professor has read the case and is famil-
iar 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. Table 1 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
competence, and other factors underlying the organi-
zation’s strategic successes and failures. Decide whether
the firm has valuable resource strengths and compe-
tencies 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 perform whatever analysis
25. and evaluation is appropriate. Work through the case
preparation exercise on Case-T utor 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 unsup-
ported opinions, over-generalizations, and plati-
tudes as a substitute for tight, logical argument
backed up with facts and figures.
2. If your analysis involves some important quantita-
tive calculations, use tables and charts to present
the calculations clearly and efficiently. Don’t just
tack the exhibits 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 strate-
gic 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 conclusions. Likewise, try not to
exaggerate or overdramatize. Endeavor to inject
balance into your analysis and to avoid emotional
tho29503_case analysis_CA1-CA12.indd CA8tho29503_case
26. analysis_CA1-CA12.indd CA8 29/11/12 11:00 AM29/11/12
11:00 AM
Confirming Pages
A Guide to Case Analysis CA9
you the latitude to structure your presentation how-
ever you and your group members see fit.
Regardless of the style preferred by your instructor,
you should take great care in preparing for the pre-
sentation. A good set of slides with good content and
good visual appeal is essential to a first-rate presenta-
tion. Take some care to choose a nice slide design, 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 presen-
tation 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 management needs to address.
■ A series of slides covering your analysis of the com-
pany’s situation.
■ A series of slides containing your recommenda-
tions and the supporting arguments and reason-
ing for each recommendation—one slide for each
recommendation and the associated reasoning will
27. give it 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 distracts from
the content of what group members are saying to the
class. You should remember 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 visually 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, if accom-
panied 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 assignee
cases, perhaps because your instructor has asked you
to do further research on the industry or company
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
28. During the course of your business career it is very
likely that you will be called upon to prepare and give a
number of oral presentations. For this reason, it is com-
mon in courses of this nature to assign cases for oral
presentation to the whole class. Such assignments 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 prob-
lems confronting the company, analysis of industry
conditions and the company’s situation, and the devel-
opment 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 different than in a written report. As with a writ-
ten assignment, you’ll need to demonstrate command
of the relevant strategic concepts and tools of analysis
and your recommendations 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 presenta-
tions rely principally on verbalizing your diagnosis,
analysis, and recommendations and visually enhanc-
ing and supporting your oral discussion with colorful,
snappy slides (usually created on Microsoft’s Power-
Point software).
Typically, oral presentations involve group assign-
ments. Your instructor will provide 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 presen-
tations begin with issue identification, followed by
analysis of the industry and company situation anal-
ysis, and conclude with a recommended action plan
29. to improve company performance. Other instructors
prefer that the presenters assume that the class has
a good understanding of the external industry envi-
ronment and the company’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 support-
ing each recommendation with detailed analysis and
persuasive reasoning. Still other instructors may give
tho29503_case analysis_CA1-CA12.indd CA9tho29503_case
analysis_CA1-CA12.indd CA9 29/11/12 11:00 AM29/11/12
11:00 AM
Confirming Pages
CA10 STRATEGY: Core Concepts and Analytical Approaches
Public and Subscription Websites with
Good Information Plainly, you can use a search
engine such as Google or Yahoo! or MSN to find the
latest news on a company or articles written by report-
ers that have appeared in the business media. These can
be very valuable in running down information about
recent company developments. However, keep in mind
that the information retrieved by a search engine is
“unfiltered” and may include sources that are not reli-
able or that contain inaccurate or misleading informa-
tion. Be wary of information provided by authors who
are unaffiliated with reputable organizations or publica-
tions and articles that were published in off-beat sources
or on websites with an agenda. Be especially careful in
relying on the accuracy of information you find posted
30. on various bulletin boards. Articles covering a com-
pany or issue should be copyrighted or published by a
reputable source. If you are turning in a paper contain-
ing information gathered from the Internet, you should
cite your sources (providing 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 Wall Street Journal, Bloomberg Businessweek,
Forbes, Barron’s, and Fortune are all good sources of
articles on companies. The online edition of The Wall
Street Journal contains the same information that is
available daily in its print version of the paper, but the
WSJ website also maintains a searchable database of all
The Wall Street Journal articles published during the
past few years. Fortune and Bloomberg Businessweek
also make the content of the most current issue avail-
able online to subscribers as well as provide archives
sections that allow you to search for articles published
during the past few years that may be related to a par-
ticular keyword.
The following publications and websites are
particularly good sources of company and industry
information:
or because you are simply curious about what has
happened to the company since the case was writ-
ten. These days, it is relatively easy to run down recent
industry developments and to find out whether a com-
pany’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.
31. It is a fairly simple matter to go to company
websites, click on the investor information offer-
ings and press release files, and get quickly to use-
ful information. Most company websites allow you
to view or print the company’s quarterly and annual
reports, its 10K and 10Q filings with the Securities
and Exchange Commission, and various company
press releases of interest. Frequently, a company’s
website will also provide information about its mis-
sion 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 prod-
uct introductions, recent alliances and partnership
agreements, recent acquisitions, summaries of the
latest financial results, tidbits about the company’s
strategy, guidance about future revenues and earn-
ings, and other late-breaking company develop-
ments. Some company web pages also include links
to the home pages of industry trade associations
where you can find information about industry size,
growth, recent industry news, statistical trends, and
future outlook. Thus, an early step in researching a
company on the Internet is always to go to its website
and see what’s available.
Online Data Services Lexis-Nexis, Bloom-
berg Financial News Services, and other online
subscription services available in many university
libraries provide access to a wide array of business
reference material. For example, the web-based Lexis-
Nexis Academic Universe contains business news
articles from general news sources, business publi-
cations, and industry trade publications. Broadcast
transcripts from financial news programs are also
32. 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.
Securities and Exchange Commission EDGAR
database (contains company 10-Ks, 10-Qs, etc.)
http://www.sec.gov/edgar/searchedgar/
companysearch
Google Finance
http://finance.google.com
CNN Money
http://money.cnn.com
Hoover’s Online
http://hoovers.com
The Wall Street Journal Interactive Edition
www.wsj.com
Bloomberg Businessweek
www.businessweek.com and www.bloomberg.com
tho29503_case analysis_CA1-CA12.indd CA10tho29503_case
analysis_CA1-CA12.indd CA10 29/11/12 11:00 AM29/11/12
11:00 AM
Confirming Pages
A Guide to Case Analysis CA11
use a search engine, you will know where to go to look
for the particular information that you want. Search
engines nearly always turn up too many information
33. sources that match your request rather than too few.
The trick is to learn to zero in on those most relevant to
what you are looking for. Like most things, once you get
a little experience under your belt on how to do com-
pany and industry research on the Internet, you will
find that you can readily find the information you need.
The Ten Commandments
of Case Analysis
As a way of summarizing our suggestions about how
to approach the task of case analysis, we have we like to
call “The Ten Commandments of Case Analysis.” They
are shown in Table 2 . If you observe all or even most of
these commandments faithfully as you prepare a case
either for class discussion 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.
Some of these Internet sources require subscrip-
tions in order to access their entire databases.
You should/always explore the investor relations
section of every public company’s website. In today’s
world, these websites typically have a wealth of infor-
mation concerning a company’s mission, core values,
performance targets, strategy, recent financial perfor-
mance, and latest developments (as described in com-
pany press releases).
Learning Comes Quickly 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 efficiently.
And it is a skill that will serve you well into the future.
34. Once you become familiar with the data available at the
different websites mentioned above and learn how to
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
(make a minimum of one to two pages of notes detailing
your diagnosis).
4. Look for opportunities to apply the concepts and analytical
tools in the text chapters—all of the cases in the book
have very defi nite ties to the material in one or more of the text
chapters!!!!
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 fi nancial condition
and fi nancial performance.)
6. Support any and all off-the-cuff 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
35. 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 identifi ed. Any
set of recommendations that does not address all of the issues
and problems you identifi ed 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.
TABLE 2 The Ten Commandments of Case Analysis
Fortune
www.fortune.com
MSN Money Central
http://moneycentral.msn.com
Yahoo! Finance
http://finance.yahoo.com/
tho29503_case analysis_CA1-CA12.indd CA11tho29503_case
analysis_CA1-CA12.indd CA11 29/11/12 11:00 AM29/11/12
11:00 AM
Confirming Pages
CA12 STRATEGY: Core Concepts and Analytical Approaches
36. ENDNOTES
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.
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.
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 written
report on the case.
4 Gragg, “Because Wisdom Can’t Be Told,”
p. 10.
tho29503_case analysis_CA1-CA12.indd CA12tho29503_case
analysis_CA1-CA12.indd CA12 29/11/12 11:00 AM29/11/12
11:00 AM