BU 481 Summer 2016 V0.

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BUSINESS POLICY I STRATEGIC MANAGEMENT
INSTRUCTORS

Lynn Gazzola

Pat Lemieux

Office: P2045/55
Office: P2055
Email: lgazzola@wlu.ca Email: plemieux@wlu.ca
Office hours:
Thursdays: 4-5pm

Office hours:
Thursdays: 6-7pm

Faculty Assistant: Susan Lankowski, SBE 2201, slankowski@wlu.ca, 884-0710 x. 2041

OVERVIEW
Business Policy (BU481) is the first of two courses dealing with strategic management. Both BU481 and BU491
deal with the managers activities as they seek to set and influence the overall direction of the business. BU481
focuses on the operating challenges of formulating and implementing strategy from a general managers
perspective. BU491 deals in greater detail with the specific dimensions of international strategy.
PREREQUISITES

Year 4 or 5 standing in the Honours BBA programs for BBA students

BU352 for non-BBA students.

COURSE DESCRIPTION
Strategic management is concerned with achieving superior firm performance and sustaining it over the long
run. The key decision maker is the general manager. BU 481 provides you with practical strategy content and
process material so you can better understand how general managers take decisions to improve the competitive
position of their organizations and how you will work as part of organizations to achieve these goals.
Our organizing framework for strategic management is the Diamond-E model (Crossan et al., 2015, see Figure
1, below). The Diamond-E represents core points and linkages for strategic thinking and analysis. Analysis of
the strategy-environment link suggests what the organization needs to do to be successful. The management
preferences-strategy link examines what the organization wants to do. The organization-resources-strategy
links suggest what the organization can do. These analyses flag gaps in the overall configuration of the
organization and its environment that need to be addressed to generate value and advantage. Embedded within
each element of the Diamond-E are multiple strategic management tools and concepts that enable you to come
to terms with strategic issues and to begin to understand what actions need to be taken to address them.

Figure 1: The Diamond-E Framework

Source: Crossan, Rouse, Rouse, & Maurer (2015), Strategic Analysis and Action, 9th edition.

Strategy is different from other courses that emphasize the development of expertise related to a specific aspect
of the enterprise (e.g., finance, operations, marketing, accounting, etc.). Instead of focusing on a particular
functional area, this course provides you with a process for problem-solving and decision-making that
encompasses the entire organization and requires you to integrate and apply the knowledge gained from those
disciplines in order to develop an overall general management perspective. Strategy issues are characterized by
ambiguity, complexity, and uncertainty. Frameworks and tools allow us to deal with this reality but never
eliminate it. The course is as much about asking the right questions as it is about having the right answers.
We will reach consensus on some issues, yet many among you will have differing interpretations on the most
appropriate course of action. As opposed to getting the right answer, our goal is to develop a solid, rigorous,
and logical thought process that leads to a plausible and implementable answer.
COURSE AIMS
The primary objective of BU 481 is to develop expertise in formulating (analysis) and implementing (action) strategy.
In addition, BU 481 has the following objectives that you can expect to reach if you work thoughtfully through
the material presented in the cases, the textbook, assigned readings, and the class discussions:

1. Appreciate the value of taking a strategic view of a firm in business decision-making;

2. Understand and be able to use key strategic tools and strategic management concepts;
3. Integrate the knowledge gained in earlier courses for the use of strategy, and demonstrate the need to
consolidate different parts of a business for a higher performance;
4. Recognize the role of a general manager in leading strategy development and implementation;
5. Be able to critically evaluate a business situation, produce insightful strategic analysis, develop alternative
strategies, make a strategic decision, and suggest an implementation plan focused on creating or maintaining
a sustainable, competitive advantage.
6. Understand the elements of the Diamond-E framework and their interrelatedness;
7. Recognize the importance of ethical principles in the competitive context to enhance consideration of
personal and company values, and social responsibility in the long term direction of a firm;
8. Be able to communicate effectively both orally and in writing. This includes being able to critique, debate,
argue, persuade, and build consensus;
9. Enhance team participation and leadership skills in order to be able to function effectively as part of an
organizations strategy team.
10. Become comfortable with making decisions under uncertainty, in complex environments.
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REQUIRED MATERIALS
The following printed resources are required for the course. They are available in the WLU Bookstore or
online. Each student must purchase his or her own individual materials.
1. Textbook: Strategic Analysis and Action, 9th edition, Crossan, Rouse, Rowe, and Maurer
(C,R,R&M) (Prentice Hall, 2015) Available in the bookstore
OR
2. Ebook: Strategic Analysis and Action, 9th edition, Crossan, Rouse, Rowe & Maurer
3. BU481 Summer 2016 Cases: The cases for the course are available as per Exhibit 1. Students
must purchase the cases themselves. Specific instructions on how to order cases are on page 11
of this syllabus and will be posted on MyLS.
4. Assigned articles to read, when legally allowed, will be posted on the MyLS system. Otherwise they will be
provided through the library. The article list is provided in Exhibit 2 as well as on MyLS.
MyLearningSpace
The MyLearningSpace (MyLS) technology will be used in this course. In addition to the email,
announcement, calendar, and grade posting functionality, students will also find any handouts used by the
instructor. Any information for the class will be posted on MyLS and will be primary way to communicate
with the class.
NOTE: Our class schedule, reading assignments and discussion questions also appear on MyLS. Please
check MyLS regularly for this information and other course news as changes may be made throughout
the term.
METHOD OF INSTRUCTION
The majority of classes involve discussion of business cases, while some classes will use exercises, videos, and
lectures. Each case is a record of a strategic issue or issues faced by business managers. It contains the facts,
opinions, and biases that business managers had to work with. Some cases present decision situations while
others provide the basis for in-depth discussion of particular issues and concepts. Lectures and exercises deal
with the conceptual and theory-based material found in the text and readings.
In order to maximize learning, students are expected to read and analyze the assigned material prior to
class. At a minimum, students should plan to spend at least two hours of preparation time for each class.
Participating in study groups prior to class can help you prepare your analysis and recommendations for class.
EVALUATION
The overall grade for this course will be a composite of performance from the following components (each
item is presented in more detail below).
Class Contribution (Individual)
Quizzes (Individual)
Case Analysis Memorandum (Group project)
Final Examination
Total

20%
15% (3 quizzes, 5% each)
25%
40%
100%

Quiz and assignments dates will be provided by your BU481 instructor. Your instructor has full discretion
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when evaluating student performance and assigning grades. You are encouraged to consult the University
Calendar to refresh your awareness of general grading policies. Within SBE, instructors endeavour to maintain
consistency of grading across courses and sections. However, there may be variation in grade distributions
across sections, due to differences in effort and ability. You are encouraged to talk to your instructor if you
have questions or need further clarification.
Students with disabilities or special needs should contact Lauriers Special Needs Office regarding its
services and resources. All students are encouraged to review the Calendar for information regarding
student services available on campus.
Class Contribution
In-class contribution is worth 20% of your final mark. You are expected to be present and prepared
for every class, ready to share your views in the classroom discussion. Think of our sessions less as a
class in which you are a student than as a board meeting that you are required to attend and contribute to
meaningfully so that effective decisions can be reached on important issues. The class contribution grade
recognizes your contribution to the learning of your class colleagues. Assessment of contribution follows
the usual norms. People may be called upon to contribute (some faculty make more or less use of the cold
calling method), but it is safe to assume that waiting to be cold-called will not earn you a satisfactory
contribution grade. You will need to contribute voluntarily. Within this process, students names may be
divulged in the classroom to other members of the class. Students who are concerned about such disclosure
should contact the course instructor to identify whether there are any possible alternatives to such disclosures.
Your instructor and your peers will evaluate your contribution in each class; however, the instructor has the
discretion for determining whether your assessment is accurate. A name card is mandatory at each class in
order to earn participation marks. The best 20 out of 22 possible participation marks will be retained for the
participation grade calculation. The scale upon which contribution is evaluated is outlined below.
Your ability to interact constructively is important for successful career growth. An objective of BU481 is to
develop your confidence and skills in critique, debate, argument, and persuasion that will enable you as a
graduate to add value in workplace decision-making. Please do not be reticent about sharing novel ideas or
creative solutions as they frequently demonstrate depth of thought that is valuable in class and in work
situations. At the same time, it may not be possible for all students to contribute in every class. In grading
class contribution, you will be assessed according to the extent to which you have established a meaningful
presence in the classroom, over the course of the semester, by making solid contributions on a regular basis.
Your goal should be to provide insights that pass the "so-what" test. This can range from helping to sort out
the key facts in a complex case to developing an analysis that builds on prior comments, thereby moving the
class discussion forward.
Contribution has aspects of both quantity and quality, with the focus on quality. With regards to quality some of
the criteria are as follows:

Assessment
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Category
Components of in-class contribution
Outstanding (O) A student makes a truly grounded and ground-breaking contribution that lifts
the learning experience to a new level of personal and professional
meaning for all the participants.
These are memorable, one-of-a-kind, in-the-moment aha-s that punctuate
how a class gets to experience strategy. These contributions are rare and
extremely valuable beyond the teaching point at hand. You should not
expect to receive a 4 every class.
Excellent (E)
Comments add substantial value to the discussion.
Student breaks new ground and raises the flow of discussion to a higher
level, often by synthesizing material and applying multiple lenses/techniques.
Comments linked to those of others, facilitating the flow of the discussion.
Student demonstrates knowledge of readings and other relevant course
material. Student incorporates relevant insights from other courses or current
affairs.
Adds energy and enthusiasm to the class.
Good (G)
Comments advance the flow of the discussion (including responses to
questions from the instructor).

Present (P)

Absent (A)

Student demonstrates clear grasp of case material. Information presented is

relevant to the discussion.
There is evidence of analysis rather than just the expression of opinion
(although some espousal of opinion is acceptable, even necessary at times).
Repeats what has already been said, adds no additional value.
Pure statement of case facts; relevance not made clear.
Present, listening, but silent.
Absent from class.

Each class, your in-class contribution will be marked by the instructor and up to three of your peers. Your
instructor will spread as equally as possible the opportunity to evaluate your peers performance in a class over
the course of the term. For the class in which you take this evaluator role, you will receive a contribution mark
of at least 2. However, a peer evaluator may contribute during that class and earn a higher than 2
contribution grade. You are allowed, and encouraged, to contribute in the class when you are a peer evaluator.
When your turn comes to perform peer evaluation, you will receive a class list/seating chart at the beginning of
the class. Please keep track of contributions and, at the end of the class, take 5 minutes to assign each
participant a grade from 0 to 4 according to the contribution chart above (for your convenience, this will be
copied on the back of the class list). Please clearly write down who was absent that day. Place an asterisk next
to those 2-3 students who you think contributed the most to the class learning that class. Most importantly,
please return your marked contribution sheet to your instructor at the end of the class.
In addition, each student will perform a self-assessment for every class based on the same scale. The instructor
compares the average of the peer evaluators score and the students self-evaluation to his/her evaluation of
the students performance for each class and assigns the grade they feel is appropriate. You should not
expect to receive a 4 every class.
Your overall contribution grade will be a combination of class attendance and in-class contribution. If you
attend all classes and do not participate, you will receive 50% of the total possible grade for contribution. Do
not hesitate to contact your instructor if you have additional questions about contribution.
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Quizzes
During the semester there will be three announced quizzes. These quizzes will be based on assigned
preparation for class and are designed to demonstrate students learning and understanding of key strategy
concepts and tools covered during the term. Only students with a valid doctors note for absence that results
in a missed quiz should contact their instructor prior to the start of the quiz to make arrangements.
Students who require academic accommodations to be put in place, for disability-related reasons, need to
follow the process outlined by the Accessible Learning Centre.
Additional information about the quizzes will be provided in class. Each of the quizzes will be worth 5% of
the total grade in BU 481.
Case Analysis Memoranda (CAM)
Each student will be involved in a CAM assignment which is a group project worth 25% of the final grade.
Within it the student will present his/her analysis, recommendation and implementation plan to the situation
posed in an assigned case. This assignment will be described more fully in a separate handout to be provided
by your instructor. Groups are self-selected by the students through MyLS; each student is responsible for
finding their own group within the class. Group sizes should be between 3-6 members. The assignment must
be submitted both in hard copy and as an MLS electronic version through Turn-it-in.
In the case where a CAM report is not handed in on time, in both the hard copy and electronic versions,
all students in the group can receive a penalty at the discretion of the instructor.
Final Examination
The final examination will be a two and one half hour case exam held during the final exam period. No
electronic materials or devices are allowed to be used (e.g. laptops, tablets, iphones, etc). The date and
location of the final exam will be announced when available. The case exam tests the students ability to apply
strategy concepts and tools to evaluate business situations and make an analytical based recommendation(s).
The best preparation for the final exam is to have done the preparation for each case in class. Additional
information about the final exam will be provided by your instructor closer to the date.
COURSE EXPECTATIONS
Studying the experiences of real companies and the actions of practicing general managers develops insight
into, and good judgment about, complex strategy situations. We accomplish this using the case method in this
course. To the extent possible, we must place ourselves into the strategic management situations depicted in the
cases decide what we would do in the circumstances, why, and explain our proposed course of action.
To get the most from this course you will need to engage actively in the entire learning process. This means
devoting time and energy to preparation before class, and then during class, listening to others, engaging with
their ideas, and being willing to put forward and explain your point of view. Collective reasoning and
discovery are critical to the successful application of the case method. Detailed note-taking during case
discussions can be counterproductive to your own learning if it prevents you from participating in the in-class
conversation; however, make sure that you consolidate your learning from the class.
Every BU 481 class is a learning session. The norms we follow are very simple: Any conduct that is not
acceptable in a professional business meeting is not acceptable in a BU 481 session. That means you will be
bound by company rules. This applies to your general conduct, attitude, and classroom behaviour including
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relationships with classmates. Professionalism is a good trait in life and developing discipline and good habits
is part of the purview of this strategic management course. Using your computer or your smart phone during
class for personal activities such as email, texting, surfing the Web, playing games, etc., is distracting,
counterproductive, and unprofessional.
From an instructor perspective, BU481 instructors will be fair and objective in relations with students and in
grading of student assignments. They will be available for student consultation, indicating the posting and
observance of reasonable office hours.
Attendance at all sessions in this course is expected. Circumstances may arise which make it impossible for
you to attend (e.g., illness). As a professional courtesy you are expected to advise your instructor in advance of
your absence. Additional information about Laurier policy around attendance for mid-terms and exams and
protocols around documented illness can be found through the Laurier course calendar:
https://www.wlu.ca/documents/57603/AllHandbook_14_15.pdf.
Preparing for Class
The study questions and any readings assigned with each case (posted on MyLS) are designed to guide and
stimulate your analysis and preparation. During class, it will be assumed that you have done the readings and
the associated analysis. You will be called upon to apply the tools and concepts contained in the readings to the
issues at hand during case analysis. Strategic management concepts and models are tools to aid your analysis
and understanding. Informed discussion of case-specific strategic issues can be assisted by reference to
relevant models and concepts. Lectures throughout the course will supplement the case discussion.
Ground Rules
The case discussion process works best if we are prepared to observe some basic ground rules. Most of the
case studies we will be working on in this course are undisguised. We will be dealing with real people and real
companies. This encourages engagement in the case situations and facilitates follow-up on developments
subsequent to the case events. It also creates some potential disadvantages that we need to minimize.
The process of analyzing, discussing, and learning from cases depends in a significant way on discovery
discovering what the opportunities and problems in the case are as it stands in the time period covered by the
case, evaluating the possible ways of dealing with issues, and thinking about the lessons that can be drawn
from the case. The value of this process is diminished if we short-circuit it by jumping ahead to find out what
happened before we have done our best to understand the case individually, in study groups, and in the
classroom. Similarly, we lose something when someone with special knowledge of the situation does not
respect the necessary process of analysis. In addition, seeing what a company actually did after the period
covered by the case does not necessarily represent the best strategic choice. It is not uncommon for managers
to make poor choices or for good choices to be overtaken by unfortunate events.
Ground Rule #1: Do not call the company. Do not go on the internet, or otherwise attempt to find out what
happened in the case situation. It is not just the subsequent events that matter. Rather, it is the learning and
discovery process your thoughts, analysis and engagement with the case issues that has implications for our
collective learning.
Ground Rule #2: If you already know something about the industry, the company, or even the case events, use
this knowledge carefully with your colleagues (and for that matter, test it carefully before you use it yourself!).

If you do have special knowledge please let your instructor know and you will be called upon to help us out in
class at an appropriate time.
Ground Rule #3: Your friends in other sections who have already discussed the case in class, may offer to
assist you with understanding the case. Engaging in such activities is strongly discouraged. Not only does it
impair your learning, but it can also disrupt your sections learning. It is not the right answer that is most
important here. It is the process of getting to an appropriate answer that will provide short and long term
benefit to you as a strategist.
Ground Rule #4: During class your attention should be focused on the discussion that is taking place in the
classroom and learning from, listening, and contributing to that process. Thinking and developing new ways of
thinking is what should be occurring during class. In order to minimize the need for note-taking, copies of
relevant overheads may be provided through MyLS. You are encouraged to take a few minutes at the end of
class, or at the end of the day to reflect upon what you learned from the class.
Ground Rule #5: There are times where the instructor may ask you to put away your laptops and electronic
gadgets in order to fully participate in the case/in class discussion. Your instructor will make sure that no
learning will be compromised as you are unplugged.
Ground Rule #6: Perhaps the most important rule is that you show respect when you are in class. This includes
being in your seat, prepared to begin the discussion when the class is scheduled to start. We expect you to be
respectful to your peers, your instructor, and the people in the cases (because they are real too). We all may
make mistakes in class. Your instructors will ask you to take risks in this course in order to push yourself and
your learning. Show respect when someone else makes mistakes while trying to push the boundaries of our
learning.
ACADEMIC INTEGRITY
Academic integrity is expected of all members of the Laurier community. Any act by a student or students
which represents a deliberate attempt to unfairly gain an academic advantage is considered academic
misconduct. Students involved in academic misconduct may receive a failing grade on the course and even a
notation of academic dishonesty on their transcripts. In this course, academic misconduct includes copying or
use of unauthorized aids in assignments and tests; plagiarism or, more specifically, using another individuals
idea(s) without properly crediting them; submission of work generated for another course without prior
clearance by the instructor of this course; making up facts or research findings; aiding and abetting another
students dishonesty; and giving false information for the purpose of gaining credit. The Student Code of
Conduct and Discipline in the WLU Calendar sets out related policies and procedures available here:
https://www.wlu.ca/documents/57603/AllHandbook_14_15.pdf.
Personal integrity is an important
component of Lauriers reputation; model that behaviour as you learn in BU 481.
Plagiarism
Students must write their own essays and assignments (at Laurier this includes case exams and reports) in their
own words. Whenever students take an idea, or a passage from another author, they must acknowledge their
debt both by using quotation marks where appropriate and by proper referencing such as footnotes or citations.
You are reminded that plagiarism (representing another persons ideas, writings, etc., as ones own) is a
serious academic offence; the penalty can be as severe as expulsion.
All required papers (at Laurier this includes case exams and reports) will be subject to submission for textual
similarity review to the commercial plagiarism detection software under license to the University for the

detection of plagiarism. All papers submitted will be included as source documents in the reference database
for the purpose of detecting plagiarism of papers subsequently submitted to the system. Use of the service is
subject to the licensing agreement, currently between Wilfrid Laurier University and Turnitin.com
(www.turnitin.com).
Support Services
Students who are in emotional/mental distress should seek immediate assistance from Counselling Services
(see information below). Their website (http://waterloo.mylaurier.ca/counselling/info/crisisInformation.htm)
provides a complete list of options about how to obtain help.

Exhibit 1: Cases for In Class

All of these cases are available through Ivey Publishing. Details on how to purchase the cases are provided
on the subsequent pages.
Case Title

Provider

Number

1. Cola Wars Continue: Coke and

Pepsi in 2010

Ivey

711462

2. WestJet in 2009: The Fleet

Expansion Decision

Ivey

9B09M063

3. Nintendo WII U: Lessons

Learned for New Strategic
Direction

Ivey

9B14M166

4. Chipotle Mexican Grill Inc. :

Food with Integrity

Ivey

9B13M068

5. Harlequin: The Mira Decision

(Condensed)

Ivey

9B05M037

6. Lincoln Electric Co.

Ivey

376028

7. Tesla Motors, Inc.

Ivey

MH0032

8.

Ganong Brothers

Ivey

9B05M011

9. Walt Disney Co.: The

Entertainment King

Ivey

701035

10. Apple A

Ivey

9B12M027

11. Apple B

Ivey

9B12M028

12. The LEGO Group: Building

Strategy

Ivey

9B11M086

13. CAM Case: The Pub: Survive,

Thrive or Die

Ivey

NA0084

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Acquiring Cases From Ivey

Dear Student,
You have registered for:
Course: Business Policy 1 (BU481) All Sections; Summer Session, 2016
This message explains how to purchase the course materials needed for BU481 which are available on
Ivey Publishing's website (www.iveycases.com). The same coursebook is used for all sections. This
coursepack includes all of the cases that will be used in class, including the case for the CAM group assignment.
Go to the Coursepack link: https://www.iveycases.com/CoursepackView.aspx?id=9203
You will need to log in or create an account. Once you have done so, you can choose to purchase a print or

digital copy of the coursepack. We would suggest you purchase a digital copy because the printed
versions have to be mailed to you and will take longer to receive (and the digital way is cheaper!).
Coursepacks are PDF documents that can be opened using Adobe Reader. Digital coursepacks may
be opened and printed for a period of 30 days from the time you complete your purchase; once
downloaded to your computer, you will have digital access until the course end date. If you want
to keep these materials beyond this time frame, you will need to print the coursepack. This coursepack
is for your personal use only and is not to be shared or distributed in any form.
For technical assistance, please contact Ivey Publishing during business hours.
Ivey Publishing
Ivey Business School
Western University
(e) cases@ivey.ca | (f) 519-661-3882
(t) 519-661-3208 | (tf) 800-649-6355
https://www.iveycases.com/
Digital Download Support:
Instructions for opening your first PDF
Instructions for Mac users
Hours of Operation:
Monday to Thursday: 8:00am-4:30pm (EST)
Friday: 8:00am-4:00pm (EST)

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Exhibit 2: Course Readings

Name of Article
Balanced Score Card:
Measures that Drive
Performance

Authors

Financial Ratios

WLU

Kaplan & Norton

How Competitive Forces

Shape Strategy

M. Porter

What is Strategy

M. Porter

Publisher
Harvard Business
Review (2005);
Vol. 83; Issue 7/8
(July), p. 172-180

WLU Online Library

MyLS

Harvard Business
Review (1979); Vol.
WLU Online Library
57; Issue 2 (March), p.
137-145
Harvard Business
Review (1996); Vol.
WLU Online Library
74; Issue 6 (Nov/Dec),
p. 61-78

Generic Strategies

Blue Ocean Strategy

Location to be found

MyLS

Kim & Mauborgne

Harvard Business
Review (2004); Vol. 82;
WLU Online Library
Issue 10 (October), p.
76-84

Competing on Resources

Harvard Business
Review (2008); Vol. 86;
Collis & Montgomery
WLU Online Library
Issue 7/8 (July/Aug.),
p. 140-150

Evaluating Strategic
Alternatives

G. Day

MyLS

From Strategy to
Implementation

Harvard Business
Press

MyLS

From Competitive
Advantage to Corporate
Strategy

M.Porter

Harvard Business
Review (1987); Vol.
65; Issue 3
(May/June), p. 43-59

WLU Online Library

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