Class changes

Sorry about the mix up and class cancellation today. My son ended up having a broken ankle and getting a cast which took way longer than anticipated.

The good news - is that you have a two day extension for all of your homework that was due today. I will collect everything on Thursday. Use my slides from today (just posted) to add to your current discussion notes for LastMile. May even be good to supplement your notes with info on other mergers that have worked / not worked (hint, hint).

We will do the discussion for LastMile on Thursday and forgo the Roger's discussion (unless you have specific questions about it - bring those on Thursday if you do). Also bring any questions you have from today's slides (Channel Relationships), otherwise that information (slides and text) are up to you to review on your own time.

Rogers' Chocolates Case Study

A new president has been hired to double or triple the size of Rogers' Chocolates, a high end chocolate producer and retailer in Victoria, British Columbia. The case allows a comprehensive analysis of marketing, manufacturing, human resource, financial and strategic positioning issues in a small company with manufacturing, retailing, wholesaling and Internet operations.

Students click here for full case (will need to request permission for access) >>

 

Case Questions & Points of Focus:

1. As always, start with what is the root of the issue?
2. What is the value proposition? (think value chain analysis)
3. What external factors played a significant role in this situation?
4. What segments have been ignored?
5. HINT: work through the slides and text, see how each term would be reflected in the case.
6. And don't forget to use the identifying, diagnosing, and recommending model for gathering your thoughts.
 

Discussion Notes due and In-class Discussion due Tues, May 21.

Case Study Tips

The essence of the student’s role in the case method is to diagnose and size up the situation described in the case and to think through what, if any, actions need to be taken. The purpose is for the student, as analyst, to appraise the situation from a managerial perspective, asking: What factors have contributed to the situation? What problems are evident? How serious are they? What analysis is needed to probe for solutions? What actionable recommendations can be offered? What facts and figures support my position?

No book of provably correct answers exists; in fact, the first test of management action is results. The important thing for a student to understand in case analysis is that it is the managerial exercise of identifying, diagnosing,and recommending that counts.

Begin preparing for class by reading the case once for familiarity. An initial reading should give you the general flavour of the situation and make possible preliminary identification of issues. On the second reading, you should attempt to gain full command of the facts. Make some notes about apparent organizational objectives, strategies, policies, symptoms of problems, root problems, unresolved issues, and roles of
key individuals. Be alert for issues or problems that are lurking beneath the surface. For instance, at first glance it might appear that an issue in the case is whether a product has ample market potential at the current selling price; on closer examination, you may see that the root problem is that the method being used to compensate salespeople fails to generate adequate incentive for achieving greater unit volume. Strive for a
sharp, clear-cut size-up of the issues posed in the case situation.

Next, you must move towards a solid evaluation of the case situation, based on the information given. Developing an ability to evaluate companies and size up their situations is the core of what strategic analysis is all about. Uppermost in your efforts, strive for defensible arguments and positions Do not rely upon just your opinion—support it with evidence! Analyze the available data and make whatever relevant accounting, financial, marketing, or operations calculations are necessary to support your assessment of the situation. Crunch the numbers! If your instructor has provided you with specific study questions for the case, by all means make some notes as to how you would answer them. Include in your notes all the reasons and evidence you can muster to support your diagnosis and evaluation Once you have thoroughly diagnosed the company’s situation and weighed the pros and cons of various alternative courses of action, the final step of case analysis is to decide what you think the company needs to do to improve its performance. Draw up your set of recommendations on what to do and be prepared to give your action agenda. This is really the most crucial part of the process; diagnosis divorced from corrective action is sterile. But bear in mind that proposing realistic, workable solutions and offering a hasty, ill-conceived “possibility” are not the same thing. Do not recommend anything you would not be prepared to do yourself if you were in the decision maker’s shoes. Be sure you can give reasons that your recommendations are preferable to other options that exist.

For class discussion of cases to be useful and stimulating, you need to keep the following points in mind:

1. The case method enlists a maximum of individual participation in class discussion.It is not enough to be present as a silent observer; if every student took this approach, then there would be no discussion. And each discussion will help you prepare for your written cases.
2. Although you should do your own independent work and independent thinking,don’t hesitate to discuss the case with other students. Managers often discuss their problems with other key people.
3. During case discussions, expect and tolerate challenges to the views expressed. Be willing to submit your conclusions for scrutiny and rebuttal. State your views without fear of disapproval and overcome the hesitation of speaking out.
4. In orally presenting and defending your ideas, strive to be convincing and persuasive. Always give supporting evidence and reasons. 
5. Expect the instructor to assume the role of extensive questioner and listener. Expect to be cross-examined for evidence and reasons by your instructor or by others in the class. Expect students to dominate the discussion and do most of the talking.
6. Although discussion of a case is a group process, this does not imply conformity to group opinion. Learning respect for the views and approaches of others is an integral part of case analysis exercises. But be willing to “swim against the tide” of majority opinion. In the practice of management, there is always room for originality, unorthodox, and unique personality.
7. 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.
8. Effective case discussion can occur only if participants have the facts of the case well in hand; rehashing information in the case should be held to a minimum except as it provides documentation, comparisons, or support for your position. In making your point, assume that everyone has read the case and knows what “thecase says.”
9. During the discussion, new insights provided by the group’s efforts are likely to emerge. Don’t be alarmed or surprised if you and others in the class change your mind about some things as the discussion unfolds. Be alert for how these changes affect your analysis and recommendations (in case you are called on to speak).

Adapted from:
Arthur A. Thompson and A. J. Strickland, Strategic Management: Concepts and Causes (Plano, Tex.: Business Publications, 1984), pp. 272-289. Retrieved from http://highered.mcgraw-hill.com/sites/0070401829/student_view0/case_analysis_appendix.html

Individual Case Preparation and Participation Assignments

5 cases x 10% each case = 50%

Case analysis is the primary pedagogical tool in this course. In other words, while concepts and frameworks particular to the area of B2B strategy will be presented, the majority of class time will be devoted to exploring how tools and strategic thinking can be applied to a B2B situation, in decision making and in making recommendations.

Your mark is made up from two distinct components: case preparedness and participation. At the start of each case discussion, you are required to submit a copy of your speaking notes for the case to be discussed. These notes should be completed prior to class based on your chapter readings, supplementary readings and thorough reading of the case.

Using your notes, you are required to contribute in a meaningful way to the class case discussion. At the start of each case conclusion of each class session, participation will be graded as follows: 0 – did not participate; 2 – participated; 3-5 – participated actively (where actively will be determined by clear demonstration of mastery of case data and/or application of course concepts to advance discussion of key points). Students will also have an opportunity to assess their participation in cases.

Written Case Notes = 5%
Copy submitted to instructor prior to case discussion (start of class)

1.       Identification of the key issues. (Sharp, clear-cut size-up of the issues)

2.       Listing of alternative courses of action that could be taken. (Do not rely upon just your opinion—support it with evidence!)

3.       Evaluation of alternative courses of action. (Weighed the pros and cons of various alternative courses)

4.       Recommendation of the best course of action.

Case Participation = 5%

Must be present to receive case participation marks

●    3% evaluated by instructor, 2% self reflection

●    Active participation is defined as:

o        being prepared and at the same time responsive to the discussion how it unfolds;

o       defending your ideas, convincing and persuasive;

o       providing supporting evidence and reasons to your comments;

o        meaningful contribution of new insights rather than just agreeing with others or summarizing the case;

o        showing interest and a keenness to learn from others comments but providing rebuttal comments when others contribute.

●    There is not a set number of comments that must be made, but rather a conscience effort to be engaged in the case learning. This could mean one amazing insightful comment or several mini-insights.