4101 spring 2014 outline

TEMPLE UNIVERSITYTHE FOX SCHOOL OF BUSINESS AND MANAGEMENT

BA 4101: GLOBAL BUSINESS POLICIESSECTION XXX, Spring 2014

Meeting Days & Time: Meeting Place:

Instructor: PROFESSOR RAJESWARARAO CHAGANTI

Office/hours: ALTER HALL A539ONE HOUR BEFORE CLASS MEETING ON WEDNESDAY OR BY APPOINTMENT

Contact info: [email protected] 204 5675

Course pre-requisites

All lower and upper division core requirements must be successfully completed before registering for BA 4101.

mailto:[email protected]

BA4101: GLOBAL BUSINESS POLICIES COURSE SYLLABUS

COURSE DESCRIPTION

Welcome to the capstone course of the undergraduate curriculum!

The Undergraduate BBA PROGRAM LEARNING GOALS are as follows:1. Understand critical business concepts

2. Apply critical thinking to business problems

3. Demonstrate effective oral and written communication

4. Understand the ethical, legal, and social responsibilities of individuals and organizations.

COURSE OBJECTIVES

The Business Policies course culminates your BBA program learning experience before graduation. The objective of this course is to introduce you to the role of the “strategic manager,” someone, such as a CEO, who is concerned with the problems of and responsible for the overall and long-term well-being of the organization, both business and not-for-profit.

Provide you with the critical thinking skills necessary to function as a strategic manager or to perform the tasks comprising the strategic management process – this is the primary objective of the course

Integrate and apply the knowledge accumulated in functional areas, such as marketing, human resource management, operations, accounting and finance

Prepare you for management careers by providing in-class opportunities for you to communicate orally and in written formats, to lead and to work with others in realistic work settings

Expose you to the ethical and societal issues raised in operating an enterprise

To provide you with experience in dealing with real strategic decision issues facing managers in all types of organizations: business and not-for-profit; large and small; and domestic and multinational, primarily through the use of the case method

Prepare you for the “real world of work” in all its settings

DESIRED OUTCOMES

By the end of the semester, you can answer the following questions concerning a firm:

1. Based on the facts presented in a case and independent research, how well is the firm doing over time and relative to its peers?

2. Describe the firm’s strategy

3. Based on the analysis of the firm and its industry, is the strategy appropriate? Explain the answer in detail.

4. Recommend changes to the strategy to enhance, maintain or turnaround the performance of the firm

5. Based on the analysis of the firm’s organizational structure, culture, systems and processes, examine in detail the way the strategy is implemented.

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6. Recommend changes to the implementation of the strategy to enhance, maintain or turnaround the performance of the firm

Also, you must be able to:

Prepare clear and concise written business reports with appropriate content, substance and documentation;

Deliver polished multi-media business presentations to executives in a professional manner;

Articulate, discuss and defend your ideas and proposals in a professional manner;

Develop teamwork, leadership and diversity skills through group projects and class discussions.

REQUIRED COURSE MATERIAL

[HBSP] Cases and some specific readings are available online at a discount from Harvard Business School Publishing:

Coursepack link: https://cb.hbsp.harvard.edu/cbmp/access/24460542 [BB] Black Board Readings: Any other readings assigned by your instructor will be posted

at the Blackboard of the section in which you are enrolled. Useful online resources: quickmba.com, netmba.com, and investopedia.com.

Suggested Readings:It is strongly recommended, but not required, that you read and subscribe to at least one business publication. The following business publications are available at the Temple libraries or via short-term subscription (see your instructor): The Wall Street JournalBusiness WeekFortuneForbesThe New York TimesThe Economist

GRADING A student’s grade in the course will be based on performance in several activities and efforts. The weight for each is given in below:

Attendance, preparation, class participation, and attitude 25%Assignment and event participation on EMC Case 5%In-class finance test: 5%Individual conceptual test 5%One memo to management (individual written memo): 20%Two in-class group presentations 20%Final memo (TBA) to management (individual written memo): 20%ALL 100%

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TENTATIVE COURSE SCHEDULEUnless otherwise noted, all readings are in the required course pack or are on the course website for the semester. Each week you need to be prepared to discuss the assigned readings

Week 1 Jan 20 Course Introduction and OverviewFor Groups for Case Presentations

Week 2 Jan 27 Strategy, Resources, and Performance

Read: “What is strategy?” – Porter [BB]“Learning by the Case Method” [HBSP] 1 Unstructured Case: CoolBurst [BB]

Assignment: Be prepared to discuss the following questions:

1. How is the firm doing relative to its performance over time and in relation to its peers?

2. What aspects of the industry in which the firm is doing business are helping and hurting the firm performance?

3. Going forward, what aspects of the industry might help or hurt firm performance?

4. What aspects of the firm itself – its strategy, structure, people, management systems, and culture – are helping and hurting the firm performance?

5. All things considered – internal and external aspects of the firm – what are key issues facing the management of the firm?

6. Outline two or three options to resolve the issues facing the management. And, examine each option keeping in mind the following: the changes that are occurring in the industry; internal conditions of the firm; any other factors that you consider as relevant; and pros and cons of each in terms of the extent of changes and risks involved vs. pay-offs

7. Finally, make a recommendation with comments on how you may roll out the recommendation

Week 3 Feb 3 Organization Performance

Read: “An Overview of financial statement analysis” – Darden – Allen and Simko [HBSP] 2“The Balanced Scorecard: Measures that Drive Performance” – Kaplan and Norton [BB]“How to Read a Financial Report” – Merrill Lynch [BB]

Read: “Types of strategy: Which strategy fits your business?” – HBSP Chapter [HBSP] 3“Creating competitive advantage” – Ghemawat and Rivkin [HBSP] 4“Core competence of the corporation” – Prahalad and Hamel [BB]“Competing on Resources” – Collis and Montgomery [BB]

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Assignment:Select one of the following firms: Coca-Cola, Pepsi Cola, or McDonald. Research performance of the firm with focus on: How is the firm doing over time (last five years)? Be prepared to discuss core financial concepts And, findings of you research

Week 4 Feb 10 Strategy and Performance

Read: “The Five Competitive Forces That Shape Strategy” - Porter [BB]Read: Samsung Electronics [HBSP] 5

Focus on the following question:1. How is the firm doing relative to its performance over time and in relation to

its peers?2. What aspects of the industry in which the firm is doing business are helping

and hurting the firm performance?3. Going forward, what aspects of the industry might help or hurt firm

performance?4. All things considered – internal and external aspects of the firm – what are

key issues facing the management of the firm?

Remember to bring your calculator to the class. You are allowed to bring a one sheet (two sides) of notes to the test

Week 5 Feb 17 Strategy and Performance

Re-Read: Samsung [HBSP] 5

Assignment: Focus on the following questions:



*** In-class test on firm performance

Week 6 Feb 24 Strategy and Performance Read and Prepare: EMC project. Details will follow

Read:“From competitive advantage to corporate strategy” – Porter [BB]“Creating corporate advantage” – Collis and Montgomery [BB]“Note on organization structure” – Nohria [HBSP] 6“What is an organization’s culture” – Christensen [HBSP] 7“When to Ally & When to Acquire” – Dyer, Kale, Singh [BB]

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Read: Apple Inc. in 2010 [HBSP] 8

Questions case analysis:1. How is the firm doing relative to its performance over time and in relation to



performance?4. What aspects of the firm itself – its strategy, structure, people, management

systems, and culture – are helping and hurting the firm performance?5. All things considered – internal and external aspects of the firm – what are

key issues facing the management of the firm?6. Outline two or three options to resolve the issues facing the management.

And, examine each option keeping in mind the following: the changes that are occurring in the industry; internal conditions of the firm; any other factors that you consider as relevant; and pros and cons of each in terms of the extent of changes and risks involved vs. pay-offs


Mar 3 Spring Break … Enjoy!

Week 7 Mar 10 Strategy Implementation

IN PREPARATION FOR TODAY’S CLASS, REVIEW TWO VIDEOS ON BLOOMBERG AND COME PREPARED TO DISCUSS THE QUESTIONS IN CLASS. LINKS TO THE VIDEOS AND QUESTIONS WILL BE POSTED AT BB IN TIME. BE ON THE LOOK OUT FOR THE POSTINGS! *** In-class conceptual test

Week 8 Mar 17 Strategy Formulation

Read: Dollar General [HBSP] 9

Questions for case analysis:1. How is the firm doing relative to its performance over time and in relation to



performance?4. What aspects of the firm itself – its strategy, structure, people, management

systems, and culture – are helping and hurting the firm performance?5. All things considered – internal and external aspects of the firm – what are

key issues facing the management of the firm?6. Outline two or three options to resolve the issues facing the management.

And, examine each option keeping in mind the following: the changes that are occurring in the industry; internal conditions of the firm; any other factors that

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you consider as relevant; and pros and cons of each in terms of the extent of changes and risks involved vs. pay-offs


Presentations by teams 1 and 2

Week 9 Mar 24 Strategy Formulation and Implementation

Read: Edward Jones in 2006 [HBSP] 10Questions case analysis:








Presentations by teams 3 and 4Memos from teams 5, 7 and 8

Week 10 Mar 31 Strategy Formulation and ImplementationRead: Best Buy in Crisis [HBSP] 11Questions for cases analysis:







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Presentations by teams 5 and 6Memos from teams 3 and 4

Week 11 Apr 7 Strategy ImplementationRead: HTC Corp in 2012 12Questions for cases analysis:








Presentations by teams 7 and 8Memos from teams 1, 2, and 6

Week 12 Apr 14 Strategy Implementation

Read: Lincoln Electric [HBSP] 13Questions for cases analysis:






6. Outline two or three options to resolve the issues facing the management. And, examine each option keeping in mind the

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following: the changes that are occurring in the industry; internal conditions of the firm; any other factors that you consider as relevant; and pros and cons of each in terms of the extent of changes and risks involved vs. pay-offs


Presentations by teams 1, 2 and 3


Read: Renault-Nissan [HBSP] 14Questions for cases analysis:1. How is the firm doing relative to its performance over time and in

relation to its peers?2. What aspects of the industry in which the firm is doing business are

helping and hurting the firm performance?3. Going forward, what aspects of the industry might help or hurt firm

performance?4. What aspects of the firm itself – its strategy, structure, people,

management systems, and culture – are helping and hurting the firm performance?




Presentations by teams 4, 5, and 6

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Read: Dansko, Inc. [HBSP] 15Questions for cases analysis:








Presentations by teams 7 and 8

ALL TEAM EVALUATIONS ARE DUE IN CLASS – see Attachment C

May 5 (Mon)

Classes End/Study days

Completed final written memo will be due May 5, by 5 p.m. – an electronic version posted at BB page for your section AND on Safe Assign on the BA4101 Community site.

NOTE: The BA4101 “Community” site on Blackboard is different from the regular site for your class!

The final exam will be an “individual memo.” Further details will be announced in class and on the Blackboard.

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Semester Calendar

Tue, January 21 Spring 2014 classes beginMon, February 3 Last Day to Drop a CourseSun, March 2 to

Sun, March 9Spring recess

Tue, March 25 Last Day to Withdraw from a Course

Wed, March 26 Registration Begins (Summer 2014 sessions)Thurs, April 3 Registration Begins (Fall 2014 session)

Mon, May 6 Classes End

Tues, May 6 – Wed, May 7 Study Days

Thurs, May 8 -Wed, May 14

Final Examinations

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GRADING

There is a deadline for course withdrawal to which the Dean’s Office strictly adheres (See calendar above). Absolutely, no "makeup" work will be permitted. It is unfair to classmates who meet their responsibilities on time.

A student’s grade in the course will be based on performance in several activities and efforts. The approximate weight for each is given in below. However, these weight ranges are only guidelines; your instructor may want to deviate somewhat from them, depending upon class circumstances:

1. Class attendance, preparation, participation, and attitude [25 percent]. Class attendance, class preparation, and class participation are essential, just as in your future jobs and work careers. You will be called on in class occasionally to assure that everyone is given an opportunity to participate. Come prepared to discuss your assignments. Treat attendance at class as a professional responsibility: be prompt, prepared, attentive, and positive in attitude! As on the job, attendance is mandatory! Missing ten percent of class sessions is considered excessive; so if your section meets once a week, this translates into two absences, the number sufficient for you to be dropped. Remember, your instructor has the final authority to drop you from the course if you do not fulfill her/his course attendance requirements.

Excessive lateness may be counted as absences, at the instructor’s discretion.

After giving due notice, your instructor will begin grading class participation from about the third week. During each class session, you can earn a maximum of 10 class participation points. You may also earn bonus points for highly original or pertinent contribution (at the discretion of the instructor). The total points you earn during the term, relative to the highest points total in class, will determine your final class participation grade/score. Both the quality and frequency of your participation will count towards your grade. Note, however, that high-quality or relevant contribution will earn you a higher participation grade than frequent but insignificant contribution. It is your responsibility to check periodically with your instructor on how you are conducting yourself with regard to class participation.

Reading the popular business press, specifically the WSJ, is encouraged and can help your class participation grade if it helps you contribute something relevant to the issues and cases at hand. Not participating in class will affect your class participation grade (and thereby, your final grade) significantly, even if your performance is exceptional otherwise. “Not wanting” or “not liking” to participate during class is a deliberate choice that you make, being fully aware of its effect on your grade. Also, you will not get class participation points for just being present in class.

Note that class participation is likely to be a highly competitive exercise. It is up to you to attract the attention of the instructor without, of course, disturbing/distracting the class session. If you feel that you are being passed over despite making attempts to participate, please bring this issue to the instructor’s notice at the end of that class session. Also, if you have any other problem on this count, discuss the issue with your instructor immediately instead of waiting till the end of the term.

Your instructor may ask you to write the answer to questions of the case to be collected (randomly) for participation points

2. One memo on a case [20 percent]. Each of you, individually, is required to write analyses of a case and answer specific questions for the case.

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The paper is due on the date the case is due for discussion in class.

The page limit for this paper is 6-8 double-spaced pages (not including the cover page and exhibits) using Times New Roman 12 point font. Do not add another double space between paragraphs.

This is an individual assignment and not a team assignment. Your instructor will assign the case. This written submission will be due on the day the case is scheduled for presentation by other groups and for discussion in the class. A Word file copy of all memos must be filed in the Blackboard of your class section – one hour before class (no exceptions!).

Please make sure that your entire memo including the cover page, body, and appendices are included in one document.

Please see Temple University’s plagiarism policies that apply to the submission. You may be given additional instructions in this regard.

3. TWO Case presentations by teams of 4 students [10+10 = 20 percent]. Teams of students will be formed by the instructor with the objective of achieving diversity among team members in disciplines, race, gender, and ethnicity, as might be expected in the workplace. Broad guidelines for case presentations are presented on the community Blackboard site in the form of an evaluation sheet. Your instructor will provide further guidelines in this regard.

Each team will analyze cases (on different dates) and present the analyses in class presentations on the days when the cases are scheduled for discussion.

It is important to note that it is assumed that these presentations are to be given to the case company’s top management, not to a college class. Each presentation will be approximately 18-20 minutes, followed by a question and answer period, with the class playing the role of the company’s top management. No written reports are required of the teams making the presentation.

Your instructor will assign the cases to your team.

Good teamwork is essential if your team is to perform effectively. Since it is inevitable that sooner or later you will have to participate in a team project while on the job, this is a great opportunity to practice your interpersonal skills before the consequences of your actions can affect you professionally.

4. In-class finance test [5 percent].

5. In-class conceptual test [5 percent].

6. Assignment and event participation on EMC case [5 percent].

7. Final examination [20 percent]. There will be a final written memo for the course and details on the final will follow in due course. It will be case based.

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TEMPLE UNIVERSITY PLAGIARISM POLICY

It is the policy of the University that plagiarism of any sort is totally unacceptable and subject to severe and immediate disciplinary action. Acts of plagiarism include copying in part or whole from previously submitted reports, using as one’s own without acknowledgement or citation or quotation material from previously published matter in any medium (i.e., printed or web-based or audio/visual), purchasing commissioned “research,” or providing common submissions of the same material in different sections, being the major ones. If you have any doubts as to whether something that you will submit as your work will be questioned, be sure to discuss this matter with your instructor before any formal final submissions, not afterwards! An act of plagiarism is grounds for immediate failure in the course. The University Disciplinary Committee to which most plagiarism charges will be forwarded may assess additional penalties. http://www.temple.edu/bulletin/responsibilities_rights/responsibilities/responsibilities.shtm

DISABILITY DISCLOSURE STATEMENT

Any student who has a need for accommodation based on the impact of a disability should contact the instructor privately to discuss the specific situation as soon as possible. Contact Disability Resources and Services at 215 204-1280 in 100 Ritter Annex to coordinate reasonable accommodations for students with documented disabilities.

ON THE USE OF CELL PHONES AND OTHER PORTABLE DEVICES

Students must switch their cell phones off during the class session. Students may bring laptop computers or other portable devices to class sessions for taking down notes. They, however, must shut or switch these devices off during in-class exercises or mini-tests.

Furthermore, students with laptops or other portable devices must disable wired or wireless connections to the Internet during class sessions. This requirement is to prevent such students from browsing the Internet in real-time for information on topics/cases being presented or discussed. Thereby, it ensures that they do not gain an unfair advantage over their fellow-students who are not required to bring such devices to the class room.Any violation of the above policy will result, at the least, in the student(s) being asked to leave the room for the remainder of the session. Note, however, that students participating in a case presentation may connect to the Internet to display pertinent content as part of their presentation.

STUDENT AND FACULTY RIGHTS AND RESPONSIBILITIES

Freedom to teach and learn are inseparable facets of academic freedom. The University has a policy on Student and Faculty and Academic Rights and Responsibilities (Policy #03.70.02) which can be accessed through the following link: http://policies.temple.edu/getdoc.asp?policy_no=03.70.02.

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http://policies.temple.edu/getdoc.asp?policy_no=03.70.02

http://www.temple.edu/bulletin/responsibilities_rights/responsibilities/responsibilities.shtm

http://www.temple.edu/bulletin/responsibilities_rights/responsibilities/responsibilities.shtm

SOME OTHER IMPORTANT INFORMATION…

All assignments must be turned in on time unless written permission from the instructor is obtained in advance of the due date time (your instructor may give you more specific instructions as to exactly where, when and how s/he wants assignments submitted). Please do not ask to be an exception to this policy, since it would be unfair to your classmates. If you have a serious problem in meeting any deadline, see the instructor about it before the assignment due date, not afterwards.

Copies of all major written assignments and presentations need to be deposited in the appropriate box on your section’s Blackboard.

Your instructor may submit selected written submissions for evaluation by the SafeAssign system for originality. Any identical wording between your paper and that of any other paper currently or previously submitted virtually anywhere else can be detected easily – and that constitutes plagiarism. Prior semesters, several students failed the course because of this practice.

Blackboard Sites:It is your responsibility to visit often the Blackboard site of your section and follow the guidelines and policies. Additional resources will be available at the BA4101 Community Blackboard site.

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ATTACHMENT A: Guidelines for Case Memo

The page limit for this paper is 6-8 double-spaced pages (not including cover page, exhibits, and bibliography) using Times New Roman 12 point font. Do not add another double space between paragraphs.

The cover page near the top should provide DATE/TO/FROM/RE on separate lines appropriately spaced. A few lines below include an Executive Summary (ES), single-spaced of 150 words or less. The ES essentially is a synopsis of the most important elements of your report. Think of it as something to be read by someone that doesn’t have time to (or won’t) read your entire memo. Hence, the ES should definitely include (but not necessarily limited to) your key results, conclusions, recommendations, and expectations of results derived from implementation.

Remember, you are writing a report to the company’s management! It’s not supposed to be an academic exercise prepared for a course instructor. In other words, don’t regurgitate case material unless it is in support and relevant for some point that you are trying to make. Don’t recopy a case exhibit verbatim into your report (or presentation). Of course, you can introduce such material if it has been reinterpreted or employed in further analyses or computations. A suggested general outline for an appropriate case analysis is provided below (your instructor may give you additional instructions). Here is an outline:

1. How is the firm doing relative to its performance over time and in relation to its peers? Base this on facts presented in the case and any facts that you may researched from outside research.


3. Going forward, what aspects of the industry might help or hurt firm performance?4. What aspects of the firm itself – its strategy, structure, people, management systems, and culture

– are helping and hurting the firm performance?5. All things considered – internal and external aspects of the firm – what are key issues facing the

management of the firm?6. Outline two or three options to resolve the issues facing the management. And, examine each

option keeping in mind the following: the changes that are occurring in the industry; internal conditions of the firm; any other factors that you consider as relevant; and pros and cons of each in terms of the extent of changes and risks involved vs. pay-offs


When answering the above questions, demonstrate clearly that you can work with case facts and also relevant concepts and frameworks discussed in class and in readings. The write-up must be clearly written and must logical.

Also, see instructions for the in-class presentations and work relevant parts when writing this submission.

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ATTACHMENT B:Guidelines for Presentation of the Case Situation in a Professional Manner

1. The group should make the assumption that it is a strategic analysis team that has been assembled by the case company’s top management to confront the situation presented in the case. When you’ve completed your strategic assessment, you will present your results to the company’s top management (in effect, the class listening to your presentation or the reader of your report is the company top management). Think of the “case” as material/data given to you by the top management to kick off your assignment.

2. Students therefore should assume that the audience, the listeners or reader, is thoroughly familiar with the case organization in question and the specific data presented in the case (remember, it is the company management that provided you with the case material). As such, do not rehash case material; only cite or repeat such material in support of an argument or position.

3. Interpret the facts according to the theoretical frameworks covered in class, and take a position on whether the company's actions will lead to positive results or not; vague generalizations that no one would disagree with are worthless. You have been exposed to a series of strategic analysis tools and techniques. Use these in your analysis!!!

4. Even if the firm is performing well and there is general agreement with management's strategy, you must evaluate this in relation of alternative courses of action (there always are alternatives, some of which likely are being followed by the company’s competitors). There are few business strategies that do not present some risks or obstacles for management. Remember, this presentation (or report) is going to the organization's top management, not to the course instructor.

5. Unless otherwise indicated, students are encouraged to do outside research on the case situation, but within certain parameters: (1) you should not investigate any aspect of the case company subsequent to the date at which the case takes place (this date should be evident from a reading of the case); (2) any changes in the case company’s external environment – a new competitive situation, technological advances, government regulations, upturn or downturn in the economy, etc. – that occurred between the date of the case and the current date (that is, the date during this semester when you are conducting your analysis) may be considered as part of your external environmental assessment/forecasts. Instructors will provide additional guidance on the sources and approaches that might be used in data collection. The analyses should be treated as a major strategic document for the organization in question.

6. Specifically, instructors will be looking at the following factors in evaluating both the presentations and written assignments:

a. Depth and soundness of the analysis, including financial analysis; b. Proper grammar, sentence structure and overall usage of English; c. Conciseness and clarity; d. Use of strategic management tools and techniques of analysis; e. Creativity and originality; and f. Professional use of visual aids

7. Every member of the group must take part in the presentation. Presenters are required to use visual aids (i.e., Power Point or a similar package) for the in-class presentations.

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8. The class, acting as a company executive committee, will question the group immediately after the presentation. One or more groups from the class may be assigned the primary responsibility for leading the questioning of each presentation; their effectiveness in critically questioning the presenters will also be evaluated [and constitute a significant proportion of their class work grade]. Your instructor may organize the discussion differently.

9. The presenting group's ability to respond to questions is an important part of the presentation experience. It provides students with an opportunity to develop skills in "thinking-on-your-feet," to defend ideas and to articulate one’s position extemporaneously -- skills necessary in any management situation! The rest of the class, therefore, must come prepared to question critically the presenting groups.

10. Students should be able to discern the logic and responsiveness of the presented material to the issues raised by the case -- and the weaknesses as well. The questions that the students raise will form the basis of the ensuing discussion.

ATTACHMENT CGuidelines for Self-Evaluation of Team Members

At the end of the term, each team is required to submit one team assessment sheet on which the signature of each member is placed on a separate line. Cumulatively, the team will have 100 points available for each member. Thus, a three-person team will have 300 points available; a four-person team will have 400 points, etc. The total score for all members in a team should equal the points available.

How the score is to be determined. The team as a whole will meet and decide the grade for each member. If all members have contributed more or less equally, then assignment of the same score (i.e., 100 points) for each member is all that is needed. If one individual, in the team’s assessment, contributed significantly more, then that individual can receive a higher score (i.e., more than 100 points) than the other members. Keep in mind that any higher score for one individual comes at the expense of others in the team. The instructor may adjust a member’s final presentation scores up or down depending on this team evaluation.

The Team can “fire” a member who does not contribute! A team may ask a member who is not contributing to leave. The “fired” student then will have to complete assignments as determined by the instructor. The team must inform the instructor and the student of the decision at least one week prior to the due date of an assignment. This action should not be taken casually because the “fired” student will have a very heavy burden placed upon him/her to complete the course. Before the team takes this step, the offending student should be made fully aware of the team’s dissatisfaction with his/her performance and given sufficient opportunity to make amends. The instructor will not interfere with this decision.

The instructor will play no role in the team evaluation. The peer evaluation process is just that! It’s the estimation of your contribution by your teammates and you. It should be a team decision. You will find that this team self-evaluation protocol is very similar to that employed in many businesses and other types of organization. Do not try to involve your instructor in this task. More often than not, the team evaluation process proceeds easily and uneventfully. If the team reaches a total impasse in its deliberations, it may approach the instructor for assistance in mediating the problem. However, any approach to the instructor should be made by the team as a whole. The instructor will not discuss an individual student’s complaint against a teammate without all members present.

IMPORTANT!!!! GO TO NEXT PAGE.

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YOUR INSTRUCTOR WILL COLLECT THIS ATTESTATION BY THE THIRD CLASS SESSION. HOWEVER, DO NOT SUBMIT THIS SIGNED FORM UNLESS YOU ARE FULLY IN ACCORD WITH THE STATEMENTS BELOW. IF YOU NEED MORE TIME BEFORE YOU CAN HONESTLY SIGN THE FORM, YOUR INSTRUCTOR WILL GLADLY PROVIDE IT.

I acknowledge that I have read and fully comprehend the foregoing course description. I understand the course requirements, my obligations and work responsibilities for the course and towards my project team. Any questions that I have had concerning the Business Policies course objectives, course administration, required attendance, student performance expectations, TU’s plagiarism policy and grading policies either have been fully answered by the material provided to me or by my instructor.

__________________________ (Signature)

__________________________ (Printed name)

__________________________ (Date)

BA 4101 – Spring 2014 (Class)

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4101 spring 2014 outline

Documents

business problems

critical business concepts

capstone course

course objectives

fox school of business

management ba

strategic management

strategic manager