MOR385mgBusiness,Government,andSocietySpring2018MW10:00-11:50pmInstructor:Prof.PaulS.AdlerOffice:HOH516Cell:818.406.9721Email:padler@usc.eduOfficehours:byappointment

Courseoverallgoals “Business”isacontestedinstitution.Itcouldhardlybeotherwiseinaworldcharacterizedbyrapidlyimprovingeconomicconditionsformanypeoplebutpersistentsufferingandinequitiesformanyothers.Manypeopleworryaboutthesocialandenvironmentalcostsofabusinesssystembasedonprofit-drivenmarketcompetition,wageemployment,andminimalgovernmentregulation.Manyothers,ontheotherhand,highlighttherapidincreasesinproductivityandimprovementsinlivingstandardsengenderedbyadynamicbusinesssector,andwarnoftherisksofunderminingthosebenefitsbyimposingparticularmoralstandardsorstrongergovernmentregulation.Andothersagainseeinbusinessapotentiallypowerfulleverforpositiveenvironmentalandsocialprogress,ifonlybusinessesweredirectedtowardsmoreethicalandsustainablegoalsbeyondfinancialgain.Thedebatesareintenseamongproponentsofthesepositionsandotherstoo. Whetheryouplantoworkinbusinessoroutsideit,youwillfindyourselfdrawnintothesedebates.Andtheyaredifficultones.Atthecoreofthesedebates,therearecompetingpointsofviewaboutwhatwecancallthe“political-economyofbusiness”—competingpointsofviewabouthowtocharacterizethewayeconomicandpoliticalforcescurrentlyinteractinshapingthecontextandconsequencesofbusinessconduct,andabouthowtheseforcesshouldinteractinanidealworld.Whileobjectiveevidencecanservetoclarifysomeoftheissuesinvolvedinthesedebates,interpretationsandrecommendationsdifferradicallyacrossthecompetingperspectives,becausetheseperspectivesdifferintheirunderlyingtheoriesofsocietyandofhumannatureandintheirvaluepresuppositions. Thetheoryunderlyingthiscourseisthatwhilewearealldrawnintothesedebates,themainissueshereinvolvebothfactsandvalues,andasaresultthereisnoscientifictheorythatcanreliablyleadustoobjectivelycorrectconclusions.Onmanyoftheissues,itisdifficulteventoreachaworkableconsensus—andnevertheless,wecannotescapetheobligationtotry.Theprincipalgoalofthiscourseistoprepareyoutodealwiththischallengebygivingyouanopportunitytoexplorethesecompetingperspectivesindepthandtoclarifyyourownviewsonthem.

Coursespecificobjectives Thecoursehasobjectivesineachofthreedomains:political-economy,strategicplanning,andcritical-thinkingskills.Ithinkofthemassuccessivelydeeperlayers.Critical-thinkingisthefoundational

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skillforstrategicplanning,andinthiscourse,strategicplanningisthelensthroughwhichwewillstudypolitical-economy.Uponsuccessfulcompletionofthecourse,studentswillbeableto:inthepolitical-economydomain:

(1)explainthemaincompetingperspectivesinpolitical-economy;(2)analyzevarioussocialandpolicyissuesfromthevantagepointaffordedbyeachofthese

perspectives;(3)understandthestrengthsandweaknessesofeachoftheseperspectives.

inthestrategicplanningdomain:(4)analyzesituationsfromthepointofviewofmultiplestakeholders;(5)analyzehowthesediversestakeholdersinteractinshapingtheconductofbusiness;(6)identifyandassessalternativecourseofactioninlightofmultiplecriteria;(7)developcreativeimplementationapproachesthatrespondtospecificcontextualchallenges;

inthecritical-thinkingdomain:(8)balanceadvocacyandinquiryindiscussion;(9)climbdowntheladderofinferencetoidentifytheoriginofdivergentviews;(10)findcommongroundinambiguous,complex,andcontroversialproblems.

RequiredmaterialsØ CourseReaderatBookstore(required)Ø OtherreadingsonBlackboard

Ø IfyouhaveanyquestionsorneedassistancewiththeBlackboardCoursePages,pleasecontacttheMarshallHelpDeskat213-740-3000orHelpDesk@marshall.usc.edu

Classprocess Eachweekaddressesadifferenttopic,usuallyintwosuccessivesessions:afirstsessionfocusedonacasestudyandthenasecondsessionfocusedonsomerelatedreadings.Notethesequence:inthiscourse,unlikemanyothersthatusecasestudies,wedonotusecasestoillustratehowtoapplythetheoryexplainedinthereadings.Rather,thecaseshereportraysituationsthatarecomplexandambiguous—likethedifficultsituationswefaceintherealworld,wherethechallengeisworkoutwhattherealproblemis,andwhatkindsofapproachestoresolvingitshouldbeconsidered.Inthisway,thecourseaimstohelpyoubuildstrategicplanningandcritical-thinkingskills. Thatsaid,youwillusuallyfindithelpfultoprepareboththecaseandreadingsatthesametime.Thereadingswilloftengiveyousomeperspectiveonthecaseandperhapssuggestsomelinesofanalysis. Theclasssessionsthatarefocusedoncaseswillusuallybeginwithshortoralpresentationsbyoneortwostudentteams,presentingtheiranalysisofthecaseasiftheywereconsultantsandtherestoftheclassweretheclientinthecaseandrepresentativesofotherrelevantstakeholdergroups.Wethenopenthediscussiontotheclassasawhole.Asagroup,wewilltrytobuildacompleteanalysisofthesituationandaddresstheproblemsandissuesitpresents. Theclasssessionsthatarefocusedonreadingswilltaketheformofafacilitateddiscussionratherthanalecture.

Preparingthecase ThedetailedSessionInformationsectionbelowgivesmorespecific“studyquestions”forthecasediscussions.However,thesestudyquestionsareonlypromptstogetyougoing:theyarenotanagendaforyouranalysisorforourclassdiscussion.Itisforyoutoidentifythespecificissuesposedbythecaseandtodecidehowtheycanbebestaddressed.Iwillexpectyoutoconsiderthecaseinthelight

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ofalltheassignedreadingsforthetheme,andtocometoeachclasspreparedtopresentanddefendyourownanalysis.

Team“ConsultingReports”Atthebeginningofthesemester,Iwillassignstudentstoteams,andoverthecourseofthe

semestereachteamwillprepareConsultingReports(CRs)ontwoofthecasesinthesyllabus.YoushouldthinkoftheseCRsasifyourteamwereoutsideconsultantsreportingtoyourclient

(theclass).Somecasesgiveyouflexibilityinselectingyourclient:yourteamwillneedtoconsultwithmeinmakingthisselection.DetailedguidanceontheseCRsisintheAppendixonGuidelinesforCaseNotesandConsultingReports.TheywillbegradedusingthecriteriashownintheAppendixonGradingSheetforCaseNotesandConsultingReports.

IhavefoundthatmasteringtheseGuidelinesisoneofmostvaluableskillsIcanteachyou.Yourprofessionalcareerdependscruciallyonthestrategicplanningandcritical-thinkingskillsthesereportsrelyon.

Toensuremaximumvaluefromtheworkyouinvestinpreparingthesereports,eachtimeyoudoanoralreport,Iwillmeetfor60minuteswithyourteamassoonaspossibleafterclass(preferablyrightafterclass),todiscussthereport’sstrengthsandweaknesses,andtobrainstormhowthereportcouldbestrengthened.Afterthemeeting,Iwillsendtheteamandtheclassfurtherfeedback.

Note:Asconcernsthegradingoftheoraldelivery,IwillnotpenalizepeopleforlanguagedifficultieswhentheirfirstlanguageisotherthanEnglish.

Preparingthethemereadings Iexpectyoutocometoclasspreparedfordiscussion,byhavingreadthatday’srequiredreadings.Mygoalinthesesessionsisnottolectureyouonthematerials:myassumptionisthatyouhavereadthemandwillbringtoclassyourobservations(whatwasmostinteresting?new?mostimportanttofixinmemory?)andyourquestions.

Engagement Activeengagementisakeyelementinthelearningprocessinthiscourse.Engagementhasthreedimensions:(a)yourpre-classpreparation,(b)yourin-classcontributionstodiscussions,and(c)yourafter-classcontributionof“take-aways.”GradingforthesethreecomponentsisdescribedinmoredetailintheAppendixonGradingEngagement.Tosummarizetheintent:(a)Beforeclass:Sinceyourabilitytolearnfromcasediscussionsisdirectlyproportionaltothequalityofyourpreparation,Irequestthatyoupreparea“CaseNote”—awrittensummaryofyouranalysis—ofeachcasewediscussinthecourse(exceptthecasesonwhichyouaredoingateamConsultingReport).Pointformisappropriate.TheseCaseNotesshouldbepostedto(notpastedinto)theAssignmentpageonBlackboardbeforethebeginningoftherelevantclasssession.(Latesubmissionswillnotbecountedtowardthegrade.)PleasepostthemasMS-Worddocuments,usingtheCaseNotesTemplateinthisSyllabus’sAppendix.Note:Youwillneedtoprepare13casesoverthesemester.YouwilldoteamConsultingReportpresentations(describedabove)ontwoofthesecases:onthesetwo,youdon’tneedtosubmitaCaseNote.EveryoneneedstoprepareaCaseNoteonthefirstcaseofthesemesterasateam(unlessyourteamhappenstobedoingateamConsultingReportpresentationforthatcase).Oftheremaining10cases,Iwillcountthe8CaseNoteswiththebestgradestowardsthecoursegrade.(b)Inclass:Asinmanyofyourotherclasses,youractiveparticipationintheclassdiscussionisacrucialpartofthelearningprocess:yourcontributionshelpbothyouandtherestoftheclassmasterthetargetconceptsandskills.Inclass,Iwilloften“coldcall,”sopleaseavoidembarrassmentbytellingmebefore

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classifyouarenotprepared.Andifyouareuncomfortablewithclassparticipation,pleaseletmeknowatthebeginningoftermandIwillworkwithyoutohelpyouovercomethisbarrier.(c)Afterclass:Inacase-oriented,discussion-basedclasssuchasthis,muchofthelearninghappensafterclass,asthe“dustsettles”andthekey“take-away”lessons(TAs)becomeclearerinyourmind.Within24hoursofeachcase-discussionsession,youwillneedtopostashortnotesummarizingyourTAs(10linesorlonger)onourBlackboardDiscussionspace.TheseTApostingsmightalsoincluderesponsestootherstudents’TAsalreadyontheDiscussionspace.Theymayalsodiscussconnectionsyouseebetweenthecaseandtheassociatedreadings,priorclasssessions,orotherreal-worldissues.(d)Extracreditopportunity:Thissyllabusisupdatedeachyear,partlyasafunctionofstudentinput.Ifyoucomeacrossmaterial(articles,videos,podcastsetc.)thatyouthinkmightbeusefullyincorporatednextyear,pleasepostalinkinyourTake-AwayBBposting.IfIagreethatthematerialissuitable,youearnextracredit.

TeamworkIencourageyoutoprepareforclasswithoneormoreclass-mates.Youwilllearnalotmoreif

youpreparethecasesandreadingsinagroupdiscussion.ButIdorequestthatoncethediscussionisover,youprepareyourCaseNotesindividually:IconsiderthisamatterofAcademicIntegrity.

YourCRsrequireconsiderableteamwork.However,unlikeyourexperiencewithsomeotherteamassignmentsinothercourses,youwillfindthattheworkinvolvedinpreparingthesepresentationscannotbesimplydividedupamongyourteam-members.Yourteamwillneedtoiterateafewtimestocreateastrongargument.

Giventheimportanceofteamwork,Iaskstudentstogivetheirteam-membersfeedbackaftereachoftheiroralCRpresentations.ThePeerFeedbackandEvaluationForm(seeAppendix)providesatemplate.Afteryourfirstoralpresentation,youshouldcompletetheform,thensendittoeachofyourteammembersandtome,anddiscussitinateammeeting.Thegoalhereistoensurethatyourteamsurfacesandaddressesanyteamprocessissuesintimetoimprovethesecondtimearound.

AfteryoursecondteamCRpresentation,pleasere-dotheassessmentandsendittome.Thegoalhereistoallowmetoassessifthereisanyreasontoadjustupordownanyindividualgrades.

Mid-termandFinalexams Boththemid-termandfinalexamswillfocusonyourmasteryoftheassignedcoursereadings(notthecasestudies).Thesewillbein-class,closed-bookexams.

Grading Historically,theaveragegradeinthiscourseisB+.Coursegradesarecalculatedbasedonhowyouperformintheclassbothrelativetothecoursegoalsandrelativetootherstudents.Thefirstpartofthatcalculationisbasedontheweightedaverageofyourperformanceineachofseveralcategories:

Component Weight

1stteamConsultingReport 10%

2ndteamConsultingReport 15%

Classengagement:Ø CaseNotes(1required,andbest8ofremaining10)Ø In-classparticipation

20%10%

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Ø Take-Aways(best11of13) 10%

Mid-termexam 10%

Finalexam 25%

Total 100%

Yourfinalcoursegradewilldependonachievingapassinggradeineachindividualcoursecomponent.

Classattendance Engagementisessentialtoyourlearninginthiscourse,andyoucannotengageduringclassesthatyoudonotattend.Ifyoumustmissacase-discussionclass,itisparticularlyimportanttopreparetherelevantCaseNoteandsubmititbeforetheclass.

Classrepresentative YouwillbeaskedtoelectaClassRepresentativeduringoursecondorthirdweek.Thestudentrepresentativewillactasaliaisonbetweenstudentsandmyself,toprovideinformalfeedbackandcommunication,particularlyonissuesthatindividualstudentsmaynotwishtoraisepersonallywiththeinstructor.

Technologypolicies Formostofourclasstime,Iwillaskyoutocloseyourlaptops.YourclassmatesandIwillappreciateyourundividedattention.Yourwillnotneedtotakemanynotes.(IfyouhaveaDSPcertificationrelevanthere,pleasespeakwithme.) Videotapingfacultylecturesisnotpermittedduetocopyrightinfringementregulations.Audiotapingmaybepermittedifapprovedbytheprofessor.UseofanyrecordedordistributedmaterialisreservedexclusivelyfortheUSCstudentsregisteredinthisclass.

Classroometiquette Anatmosphereofmutualrespectandprofessionalismisinorder.Soplease...

Ø arriveatclassontime:latearrivalsaredisruptivetoyourfellowclassmatesandtotheconductoftheclass;

Ø avoidleavingtheclassroomwhiletheclassisinprogress:biologyhasitsimperativesofcourse,butourclassisacollectiveconversationofwhichyouareanintegralpart;

Ø turnoffyourcellphonesbeforeyouentertheclassroom—nocalls,notexting;

Ø donotengageinsideconversationsduringclass;Ø donotpackupandleavetowardstheendoftheclassuntilitiscleartheclassisover.

StudentswithDisabilities USCiscommittedtomakingreasonableaccommodationstoassistindividualswithdisabilitiesinreachingtheiracademicpotential.Ifyouhaveadisabilitywhichmayimpactyourperformance,attendance,orgradesinthiscourseandrequireaccommodations,youmustfirstregisterwiththeOfficeofDisabilityServicesandPrograms(www.usc.edu/disability).DSPprovidescertificationforstudentswithdisabilitiesandhelpsarrangetherelevantaccommodations.AnystudentrequestingacademicaccommodationsbasedonadisabilityisrequiredtoregisterwithDisabilityServicesandPrograms(DSP)eachsemester.AletterofverificationforapprovedaccommodationscanbeobtainedfromDSP.Please

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besuretheletterisdeliveredtomeasearlyinthesemesteraspossible.DSPislocatedinGFS(GraceFordSalvatoriHall)120andisopen8:30a.m.–5:00p.m.,MondaythroughFriday.ThephonenumberforDSPis(213)740-0776.Email:ability@usc.edu

SupportSystemsStudentCounselingServices(SCS)-(213)740-7711–24/7oncall

Freeandconfidentialmentalhealthtreatmentforstudents,includingshort-termpsychotherapy,groupcounseling,stressfitnessworkshops,andcrisisintervention.https://engemannshc.usc.edu/counseling/

NationalSuicidePreventionLifeline-1-800-273-8255Providesfreeandconfidentialemotionalsupporttopeopleinsuicidalcrisisoremotionaldistress24hoursaday,7daysaweek.http://www.suicidepreventionlifeline.org

Relationship&SexualViolencePreventionServices(RSVP)-(213)740-4900-24/7oncallFreeandconfidentialtherapyservices,workshops,andtrainingforsituationsrelatedtogender-basedharm.https://engemannshc.usc.edu/rsvp/

SexualAssaultResourceCenterFormoreinformationabouthowtogethelporhelpasurvivor,rights,reportingoptions,andadditionalresources,visitthewebsite:http://sarc.usc.edu/

OfficeofEquityandDiversity(OED)/TitleIXcompliance–(213)740-5086Workswithfaculty,staff,visitors,applicants,andstudentsaroundissuesofprotectedclass.https://equity.usc.edu/

BiasAssessmentResponseandSupportIncidentsofbias,hatecrimesandmicroaggressionsneedtobereportedallowingforappropriateinvestigationandresponse.https://studentaffairs.usc.edu/bias-assessment-response-support/

StudentSupport&Advocacy–(213)821-4710AssistsstudentsandfamiliesinresolvingcomplexissuesadverselyaffectingtheirsuccessasastudentEX:personal,financial,andacademic.https://studentaffairs.usc.edu/ssa/

DiversityatUSC–https://diversity.usc.edu/TabsforEvents,ProgramsandTraining,TaskForce(includingrepresentativesforeachschool),Chronology,Participate,ResourcesforStudents

USCDepartmentofPublicSafety–UPC:(213)740-432124-houremergencyortoreportacrime.ProvidesoverallsafetytoUSCcommunity.dps.usc.edu

AcademicConduct USCseekstomaintainanoptimallearningenvironment.Studentsareexpectedtosubmitoriginalwork.Theyhaveanobligationbothtoprotecttheirownworkfrommisuseandtoavoidusinganother’sworkastheirown.AllstudentsareexpectedtounderstandandabidebytheprinciplesofacademichonestyoutlinedintheUniversityStudentConductCode(seeUniversityGovernance,Section11.00)ofSCampus(www.usc.edu/scampusorhttp://scampus.usc.edu).TherecommendedsanctionsforacademicintegrityviolationscanbefoundinAppendixAoftheStudentConductCode.

Emergencypreparedness/coursecontinuity

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Ifanofficiallydeclaredemergencymakestraveltocampusinfeasible,USCEmergencyInformationhttp://emergency.usc.eduwillprovidesafetyandotherupdates,includingwaysinwhichinstructionwillbecontinuedbymeansofBlackboard,teleconferencing,andothertechnology.

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COURSESCHEDULE

Date Theme Case

INTRODUCTION

MonJan8 Whatisalifeworth? FordPinto

WedsJan10 Thecontestedplaceofbusiness

FOUNDATIONS

WedsJan17 Valuesinpolitical-economy

Jan22,24 CompetitiveandRegulatedcapitalism Uberanditsstakeholders

Jan29,31 Ethicalcapitalism WholeFoods

Feb5,7 Socialism TheUSSRin1988

Feb12,14 Social-democracy Sweden,Inc.

STAKEHOLDERS/DOMAINS

Feb21 Investors BenandJerry’s

Feb26,28 Customers Advertisingtochildren

Mar5 Suppliers RanaPlaza

Mar7 Mid-termexam

Mar19,21 Community,socialmovements Wal-Mart

Mar26,28 Employeesandthegigeconomy Uberanditsdrivers

April2,4 Gender CliffordChance

April9,11 Unions LaConexionFamiliar

April16,18 Cooperatives Mondragon

April23,25 Environment Shapingthefutureofsolar

May7 Finalexam

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ADVANCEDREADING

Ifyouareinterestedintheunderlying“theory”ofthiscourse,youcanconsulttheseresources:

Oxfordbibliographies:PoliticalEconomy(availableat:http://www.oxfordbibliographies.com/view/document/obo-9780199756384/obo-9780199756384-0103.xml)

J.A.CaporasoandD.P.Levine,TheoriesofPoliticalEconomy,CambridgeUP1992.

F.Stilwell,PoliticalEconomy:TheContestofEconomicIdeas,OxfordUP2011.

S.BowlesandH.Gintis:“Contestedexchange:politicaleconomyandmoderneconomicthought,”AmericanEconomicReview,1988

SESSIONDESCRIPTIONS(Itemsmarkedwithanasteriskareinthecoursereader.TheotherareonBB)

INTRODUCTION

MonJan8:Whatisalifeworth?Case:FordPinto(in-classhandout)WedsJan10:ThecontestedplaceofbusinessinsocietyAssignedreadings:

Re-readthePintocase*C.Handy:“What’sabusinessfor?”HBRDec2002M.Friedman:“Thesocialresponsibilityofbusinessistoincreaseitsprofits,”NewYorkTimes

Magazine,Sept13,1970D.Vogel:“Limitsofthemarketforvirtue,”EthicalCorporation,2005T.Moore:“CanWeReininCorporatePowerWithinCapitalism?OrisSocialismNecessary?”Socialist

Alternative2004Studyquestions:

1. HowwouldeachofthefourauthorsoftheassignedreadingsanalyzetheFordPintocase?2. Howwouldeachofthemevaluateeachoftheotherthree?Whatwouldtheyagreeanddisagree

on?3. Whichcomesclosesttoyourviews?

FOUNDATIONS

WedsJan17:Valuesinpolitical-economyNopreparationrequiredJan22,24:Competitivecapitalismandregulatedcapitalism

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*Case:Uberandstakeholders(HBS9-315-139,rev’dFeb2017)Assignedreadings:

M.FriedmanandR.Friedman:FreetoChoose,Preface,Introduction,Ch1M.Friedman:CapitalismandFreedom,Ch.2N.Goodwin:“Thelimitationsofmarkets:Backgroundessay,”GlobalDevelopmentandEnvironment

Institute,TuftsUniv.2005Studyquestions:

1. AssessUber’spositioninmid-2015.Whatchallengesdoesitface?Wouldithavebeenabletobesosuccessfulwithoutraisingsomuchcontroversy?

2. Doupsetstakeholdersthreatenfuturegrowth?WhatoptionsdoesUberhavetoovercomeresistancefromdifferentgroups?

3. WhatadvicewouldyouhaveforUberinsettingthecompany’sfuturedirection?Optionalsupplementaryreading:

*Note:Managingforstakeholders(UVA-E-0383,rev.Mar2013)1Jan29,31:Ethicalcapitalism*Case:WholeFoods:Balancingsocialmissionandgrowth(HBS9-410-023,rev’dSept2011)Assignedreadings:

*M.E.Porter,M.R.Kramer,“Creatingsharedvalue,”HBR2011*J.D.MargolisandH.A.Elfenbein:“Dowellbydoinggood?Don’tcountonit,”HBRJan2008*R.Sisodia:“Fourtenetstofixcapitalismandunlockyourbusiness’spotential,”IESEinsight2016*J.O’TooleandD.Vogel:“Twoandahalfcheersforconsciouscapitalism,”CMR2011

Studyquestions:1. InwhatwaysdoyouthinkWholeFoodshascreatedvalueforsociety?Andhowhavetheirefforts

tocreatesocialvalueledtobusinessresults?2. HowhasWholeFoodsgrownwhilealsotryingtostaytruetoitssocialmission?I.e.what

organizationalstrategiesandprocesseshaveenabledthemtobalancetheseseeminglyconflictinggoals

3. Inthelastfewyears,hasWholeFoodsbeenmorefocusedongrowththansocialmission?Howdoestheirsupportforlarge-scaleorganicfarmsfitwiththeirbroadersocialmission?

4. Whatchanges,ifany,wouldyourecommendtoMackeyforWholeFood’sstrategygoingforward?

Feb5,7:Socialism*Case:TheUSSR1988:Thesearchforgrowth(HBS9-795-060,revJuly1996))Assignedreadings:

K.MarxandF.Engels:“TheCommunistManifesto,”1848:Parts1and2F.Hayek:“Theusesofknowledgeinsociety,”AER1945WPCockshottandAFCottrell:“InformationandEconomics:ACritiqueofHayek,”1996

Studyquestions:1. WhatwastheSovieteconomicstrategy?

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2. Wasthatstrategydoomedtofailure?3. ShouldGorbachevdo?

Optionalsupplementaryreading:B.Naughton:“IsChinasocialist?”JEP2017E.C.Brown:“Laborrelationsinsovietfactories,”ILRR1958

Feb12,14:Social-democracy*Case:Thewelfarestateanditsimpactonbusinesscompetitiveness:SwedenInc.forsale?(HBS9-703-

019Assignedreadings:

J.Madrick:“Iftaxeswerelower,theeconomywouldeconomywouldgrowfaster,right”NYT2002H.GintisandS.Bowles:“Thewelfarestateandlong-termeconomicgrowth”AER1982D.Mitchell:“HopingtoRestoreGrowth,VotersRebelAgainstSweden'sHigh-TaxWelfareState,”

HeritageFoundation,2006Studyquestions:

1. IstheSwedishwelfarestatesuccessful?Onwhatcriteria?2. Doesthewelfarestatepromptorhinderinnovationandeconomicgrowth?3. IfSwedesareconcernedwiththeinstabilitiesandrisksofcapitalismwhicharisefromthecapitalmarket,whydotheyaddressthoseindirectlythroughthewelfaresystemandlabormarketregulationratherthanmoredirectlybyinterveningmoreextensivelyinthecapitalmarkets?

4. Canthe“Swedishmodel”surviveinthecontextofglobalizationandEuropeanintegration?

STAKEHOLDERS/DOMAINS

Feb21:Investors*Case:BenandJerry’s:PreservingmissionandbrandwithinUnilever(HBS306-037,rev’dJan2007)Assignedreadings:

W.Mitchell:“Strategicanalysisprimer”2014M.Kelly:“Thelegacyproblem”2003L.Stout:“Theproblemofcorporatepurpose,”IssuesinGovernanceStudies,2012C.Elson:“Fivereasonstosupportshareholderprimacy,”Directorship2010

Studyquestions:1. WhydidUnileverwanttobuyBenandJerry’s?2. WhydidBenandJerry’sselltoUnilever?3. HowshouldUnileverevaluateCouette’sperformancetodate?4. HowwouldBenCohenevaluateCouette’sperformance?

Feb26,28:Customers,regulation,andself-regulation*Case:SweetDeal:Industryself-regulationofbreakfastcerealadvertisingtochildren(HBS9-712-463,

Mar2014)

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Assignedreadings:*Note:IndustrySelf-regulation:Sustainingthecommonsinthe21stcentury?(HBS9-315-074Rev

March2016D.WilsonandJ.Roberts:“Specialreport:HowWashingtonwentsoftonchildhoodobesity,”

Reuters,2012D.Bakst:“Governmentcontrolofyourdiet:ThreatstoFreedomtoeat,”HeritageFoundation2013

Studyquestions:1. Whatarethesourcesofchildhoodobesity?2. WhatroleshouldtheRTEcerealmanufacturersplayinmitigatingthisproblem?3. Whataretheprosandconsofeachofthethreemainoptions(unilateralaction,theGMA

proposal,thenewcross-industryself-regulatoryorganizationsketchedinEx7)?Considereachfromtheperspectivesofsociety,theRTEcerealindustryasawhole,andeachfirmindividually.

4. WhatshouldGeneralMillsdo?5. Whatshouldhealthadvocatesdo?

March5:Suppliers*Case:RanaPlaza:WorkplaceSafetyinBangladeshA,B(HBS9-514-034,HBS9-514-035,revFeb2015)Assignedreadings:

I.Maitland,“Thegreatnon-debateoverinternationalsweatshops,”BritishAcademyofManagementProceedings,1997

I.Suwandi,J.B.Foster:“Multinationalcorporationsandtheglobalizationofmonopolycapital,”MonthlyReview,2016

R.Locke:“CanGlobalBrandsCreateJustSupplyChains?”BostonReview2013Studyquestions:

1. Inyourview,whatresponsibilitydothebigbrandswhosourcefromfactoriesatRanaPlazabearforthetragicdeathsthere?

2. Whatcanwe,asconsumersandascitizens,dotoimprovethings?March7:Mid-termexamMar19,21:Community,socialmovements*Case:Wal-Mart:Thestorewars(KelloggKEL658)Assignedreadings:

ExploretheLAANEwebsite(www.laane.org)andotherlocalnewsformaterialaboutWalmartanditsChinatownstore.

Wikipedia:“Socialmovement”Studyquestions:

1. CharacterizeandevaluateWal-Mart’sstrategyinInglewood.Whatweresomeofitsmistakes?Couldtheyhavebeenavoided,andifso,how?

2. CharacterizeandevaluatetheargumentsofferedbyWal-Mart’scritics.Aretheypersuasive?3. WhywastheoutcomedifferentinChinatownin2013?

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Mar26,28:Employeesandthegigeconomy*Case:Uberanditsdriver-partners:Laborchallengesintheon-demandtransportationnetworking

sector(NA0429)Assignedreadings:

S.HarrisandA.Krueger:“AProposalforModernizingLaborLawsforTwenty-First-CenturyWork:The“IndependentWorker,”HamiltonProject

J.Capretta:“Theon-demandeconomyandworkerbenefitsandprotections”AEI/AspenJ.Schor:“Thesharingeconomy:labor,inequality,andsociabilityonfor-profitplatforms”Sociology

CompassStudyquestions:

1. WhatfactorssupporttheclassificationofUberdriversasemployees?Asindependentcontractors?

2. Whatwouldyourecommendtolegislatorsconcernedabouttheadequacyofourlaborlaws?WhatwouldyourecommendtoUberdrivers?WhatwouldyourecommendforUbermovingforward?

April2,4:Gender*Case:CliffordChance:WomenatWork(HBS9-415-038)Assignedreadings:

*Anoteonwomenandpower(StanfordOB-78rev’d8/11)R.GreszlerandJ.Sherk:“EqualPayforEqualWork:ExaminingtheGenderGap,”Heritage

Foundation,2014Studyquestions:

1. Whatanalysisdoyoumakeofthetwoincidentshere?2. Whatwouldyouadviseyoungwomenatthefirmtodo?3. WhatwouldyouadviseCliffordChance’sleadershipteamtodo?NOTE:LawfirmslikeCliffordChancebillclientsbythehour(actually,bythetenthofanhour)andexpecttheirassociatestobillaveryhighnumberofhoursperyear(1900atCliffordChance)inexchangeforveryhighsalaries.Theassociates’salariesaresetbyseniority,notbyhoursbilled.Buthoursactuallybilledwillaffectannualbonusinmanyfirms,andwillingnesstoworksuchlonghourswillaffectchancesofpromotion.

April9,11:Unions*Case:Sprint:LaConexionFamiliar(A)(Ivey9A97C001)Assignedreadings:

J.Sherk,“WhatUnionsDo:HowLaborUnionsAffectJobsandtheEconomy,”HeritageFoundation,2009

*J.Pfeffer,“Inpraiseoforganizedlabor:Whatunionsreallydo,”Ch.26inWhatweretheythinking?Unconventionalwisdomaboutmanagement,HarvardBusinessSchoolPress,2007

M.S.Mitchell,M.R.Simpson:“Reasonsemployeesgiveforjoiningaunion,”FisherPhillips,2009R.Freeman:“Doworkersstillwantunions?Morethanever,”EPI2007

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Studyquestions:1. WhatistheproblemthatSprintfaces?2. WhatshouldSprintmanagementdo?3. Whatimplicationswillthisdecisionhaveonthefutureofitslongdistanceservicemarket?4. HowimportantistheCommunicationsWorkersofAmerica’spotentialreactiontoanydecision

Sprintmakes?IstherearoleforunionsintheUSAtoday?April16,18:Alternativeorganizationalforms:cooperatives*Case:Cansocialenterprisescalewhileremainingsustainable?TheMondragonCooperatives(IMD766)Assignedreadings:

PhilGasper:“Areworkers’cooperativesthealternativetocapitalism?”ISReview,93B.Adder:“Whyaren’ttheremoreworkerco-ops?”TheAmericanCatholic,2010

Studyquestions:1. ShouldtheMondragonCorporationsupplyadditionalfundstoFagor?2. HowshouldtheCorporation’sdecisionimpactitsbroaderstrategy?3. Couldthisformofeconomicorganizationworkonalarger,nationalscale?

MonApril23,25:Environment*Case:Shapingthefutureofsolarpower:Climatechange,industrialpolicy,andfreetrade(HKSGCase1992.0)Assignedreadings:

*Note:“’New’theoriesofinternationaltrade,”(HBS9-390-001)*Note:“Climatechangein2017:Implicationsforbusiness,”(HBS9-317-032RevJune2017)F.Smith,K.Jeffreys:“Afree-marketenvironmentalvision,”inD.BoazandE.Crane(eds.),Market

Liberalism:AParadigmforthe21stCentury,CatoInstitute,1993M.Mazzucato:“BuildingtheEntrepreneurialState:ANewFrameworkforEnvisioningand

EvaluatingaMission-orientedPublicSector,”LevyInstituteStudyquestions:

1. WhydidtheUSgovernmentpromoteSolyndra?2. Shouldgovernmentsundertakeindustrialpolicy?Andmorespecifically:shouldtheytakethelead

indevelopingtechnologiesthatcanrespondtothechallengeofclimatechange?3. WhatshouldtheUSgovernmentdoaboutChina?

May7:Finalexam

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GuidelinesforCaseNotesandConsultingReportsNOTE:TheseGuidelinesareforbothyourweeklyCaseNotesandtheteamConsultingReports.IhavepresentedtheminthecontextoftheConsultingReports,butthecontentoftheanalyticworkyouneedtodoisidenticalinnature.Inpractice,Idon’texpectasthoroughordetailedananalysisfortheCaseNotesasfortheConsultingReports(forexample,IamnotexpectingaSensitivityanalysis);butthiskindofanalysisisaskillthatadvanceswithpractice,andthemorerigorousyourweeklyCaseNotes,themoreyourskillwillimprove. TheseGuidelinesreflecttheaccumulatedinsightsofmanycolleagueswithwhomIhavetaughtwithovertheyears.Theyareconsistentwith,andofferelaborationon,Marshall’s“USC-CT”frameworkforCriticalThinking:

U:Uncoverthevariouspotentialproblems,challenges&opportunitiesvis-à-visorganizationalgoals.S:Selectthemostcriticalproblem(s),challenge(s)and/oropportunity(ies).Prioritize.C:Createamultitudeofpotentialsolutions.C:Choosethesolution(s)thathasthepotentialtobethemosteffective.T:Translateyoursolution(s)intoaneffectiveimplementationplan.

Theyaredesignedtohelpyoustructureargumentsabout“strategic”issues.Suchissuesaretypicallydeeplyambiguous:ourmaintaskinthesesituationsistoresolvethisambiguity.Theseissuesarethereforeratherdifferentfromthoseyouencounterinmanyothercourses,wheretheessentialtaskisnottoresolveambiguitybuttoresolveuncertaintyandcomplexity.Whereissuesareuncertainandcomplexbutnotambiguous,wecanoftenresolvethemthroughcalculationofsomekind,evenifthecalculationsarethemselvesverycomplex.Bycontrast,whereissuesareambiguous,themeaningofourgoalsandthesignificanceofthefactsathandareindispute,andcalculationsthereforedonotconvince.Thewayforwardhereisnotbycalculation,butbyreasonedappealtointuition,soastoresolvethesedifferentmeaningsanddevelopingasharedunderstanding.

***Thinkofyourcaseanalysisasaconsultingengagement.Imaginethatyouhavebeengivena

chancetostudythefocalorganizationandtocomeupwithadiagnosisandasetofrecommendations.(Notethatthesesameguidelinesapplyifyouarepreparingaproposaltobringtoyoursupervisorortoyourpeersaboutanissueintheorganizationyouworkin.)

Afewissuesareimmediatelyposed:*Youwillneedtoexplicitlyidentifyaspecificclient,sinceyouractionrecommendationswillneedtobeonesthatthisclientcanimplement.*Inthiscourse,youhavesomelatitudeinchoosingyourclient:evenifthecaseiswrittenfromthepointofviewofagivenfirmorperson,youmightchoosetotakeasyourclientoneoftheotherstakeholders.However,inchoosingyourclient,makesurethecaseandassociatedreadingsprovideyouwithenoughmaterial.Pleaseconsultwithmebeforehandsoweagreeonyourchoiceofclient.*Theissuestoberesolvedmaynotbeobvious;butthisisalsotrueofmanyreal-worldsituations.TheStudyQuestionsinthesessiondescriptionsareofferedonlytogetyourthinkinggoing—theyarenotanagendaforyouranalysis.

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*Inthissituation,youarenota“subjectmatterexpert”butrathera“facilitator”:yourclientwillknowmoreabouttheissuesandcontextthanyou,soyourjobisnotto“sell”themonyourrecommendationbuttolayoutasaclearchainofreasoningsothattheycanuseyourinputtoclarifytheirownthinking.

Youwillmakethispresentationtotheclass,butyoushouldthinkoftheclassasifweweretheclientandhis/herleadershipteam.(Dokeepinmind,however,thatinsomeclasssessions,somestudentswillbeassignedtoplaytheroleofrepresentativesofotherstakeholdergroups.)Giventhiscontext,andgiventhetimeconstraintsonyourpresentation,youshouldnotwastetimerepeatingthecasefactsthatwouldbeknowntothisaudience.(Inrealengagements,youmightreviewthesecasefactstoestablishcommongroundandtobuttressyourcredibility;butinclass,thatwillbeawasteofprecioustime.)

***Yourpresentationsshouldincludethefollowingelements:First,youneedasinglesummaryslidethatstatesyourkey“take-awaymessage.”Thebestway

todothisistostatesuccinctly(a)thekeyissuefacingtheclientorganization,(b)therootchallengethatmakesitdifficulttoresolvethisissue,and(c)yourmainrecommendationforovercomingthisrootchallenge.

Second,youshouldlayoutanoverviewofyourpresentation—theagenda.Thisslideshouldtelluswhattopicsyouwilladdressinwhatorder.Itwillbemuchmoreimpactfulifsimultaneouslyyoucansummarizeinashortphrasethekeyconclusionofeachofthesepartsofthepresentation.Ifyoudothisslidewell,itcanlayoutinskeletonformthesubstantivelogicofyourargumentleadingtoyourkeyrecommendation. Third:thebodyofthereport.HereyoumaywanttoreiteratethekeyIssuefacingtheclientifyoursummaryslide’scharacterizationofthatissueneedsmoreexplanation.Thekeyissueistheproblemtoberesolved,soitisimportantthatyoustateitinawaythatyourclientwillimmediatelyrecognizeasanaccuratestatementoftheirproblem.Yourstatementoftheissuecreatesa“sharedcontext”withyouraudience.Itissometimesprettyobvious,andyoumayhaveaddresseditsufficientlyinyoursummaryslide;butsometimesitislessobviousandwarrantsaslideanddiscussiontoitself.ThisistheUSC-CTstep:“U:Uncoverthevariouspotentialproblems,challenges&opportunitiesvis-à-visorganizationalgoals.” Youneedtobeasclearaspossibleaboutthetime-horizonofthisIssue.Thetimehorizonyousetwillconditionyouranalysis,recommendationandimplementationplan.ThesewillallberatherdifferentiftheIssueyouaddressissomethingthatneedstoberesolvedoverthenextsixmonthsversus,say,thecomingthreeyears.Ifyouchoosealonger-termissue,thenitgoeswithoutsayingthatyouwilldealwiththeshorter-termissuesthatitsimplementationposesinyourImplementationplan.Lessobviously:ifyoufocusonashorter-termissuebutyouthinkthereisalonger-termissuelurkingbehindit,youshouldaddressthelatterinyourImplementationplantoo,assomethingtheclientshouldstartconsidering. HavingidentifiedthekeyIssue,yournexttaskisto“peeltheonion”anotherfewlayerstoidentifytheRootchallengefacingtheclient.ThisistheUSC-CTstep:“S:Selectthemostcriticalproblem(s),challenge(s)and/oropportunity(ies).Prioritize.”ThinkofthisstepasperformingToyota’s“FiveWhys.”1TheRootchallengeisthefactorthatmakesitdifficultfortheorganizationtoresolveits

1AsexplainedonWikipedia:Theproblem(orwhatIamcallingthechallenge)isthatmycarwon’tstart.Ask:

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keyIssuesuccessfully.Thinkofyourtaskhereasakintoaphysician’s:thepatient(client)comesinwithawholesetof“presentingsymptoms”(i.e.Issues)—it’syourjobtoidentifytheunderlyingdisease(i.e.Rootchallenge).Foraconsultantaswithadoctor,agoodroot-challengeanalysisyieldsinsightthatisactionable:actionabilityiscrucial,sincetherestofyourpresentationisgoingtofocusonresolvingthisrootchallenge.

Notethatorganizationsusuallyfacemultipleissues,andforanyoneofthese,theremaybemorethanonerootchallenge.Butyousimplydon’thavetimetoaddressmorethanoneissueandonerootchallengeinashortpresentation.Theburdenisonyouto“addvalue”—asmuchvalueaspossible—foryourclientbyidentifyingthemostcriticalissueandthehighest-leveragerootchallenge.

IdentifyingaRootchallengeisoftendifficult—butitisimmenselyvaluableforyourclient.Inreallife,itisoftenmuchmorevaluabletoyourcolleaguesandclientstoidentifytherightquestionthantofindtherightanswer.Yourdiagnosisofthisrootchallengeshouldbeargued,notjustasserted,usingtherelevantfactsofthecaseandwhateveranalytictoolsseemnecessary.SomeofthesupportinganalysismayneedtogointoanAppendix.

Notetoothatsometimestheclienthasastrongopinionastothenatureoftheirrealproblem,andthisopinionmaybeexpressedinthecase,butyoumaythinktheiranalysisisnotaccurate.Inthissituation,youhavetoconvincethemthatyourdiagnosisismoreaccuratethantheirs.Andsometimesthecasedescribesasituationwithoutexplicitlyidentifyinganyspecificissuesatall,perhapsbecausetheclientorganizationisdoingverywell—hereyourtaskwillbetoidentifythedeepsourceoftheirsuccessandakeysourceofvulnerabilityinthefuture,andwhattheycoulddoaddressthatvulnerability.

Incasessuchastheoneswestudyinthiscourse,therearetypicallymultipleinternalandexternalStakeholdersrelevanttoyourclient’sdecision-making,andthesestakeholdershavedifferentinterests,rights,andconcerns.Stakeholdersareanygroupsaffectedbytheissueordecisiontheclientisfacing,orinapositiontoaffecttheclient’sdecisions;butyouranalysiswillbemoreusefulifyoufocusontheseactors’stakesinthedecisionissueathand,ratherthanzoomingtoofurtherouttothewholefieldofaction.Somestakeholdersmaynotbeobviousatfirstsight—theymaybefarafield,“downstream”or“upstream.”Youneedtoaskyourself:Whoarethepartiesaffectedhere?Whatrightsorinterestsorconcernsoftheirsareinvolved?Whatisthenatureoftheclientorganization’seconomicandpoliticalrelationstothesestakeholders?Somewhereinthecourseofyourpresentation,youwillneedtoconsiderthesestakeholders.Youshouldfoldthatdiscussionintoyourpresentationwhereveritaddsmostvalueforyourargument:thismayturnouttobeinyourcharacterizationofthekeyIssue;itmaybeindefendingyourcharacterizationoftheRootchallenge;itmayinidentifyingandassessingyourOptions;oritmaybeinplanningyourImplementationplan.Butitshouldcontributesomethingtoyouranalysissomewhere.

AfterdefiningtheKeyIssueandRootchallenge,andperhapsafteryouhavepresentedyourStakeholderanalysisandtheexplainedtheinsightsthatflowfromthat,youneednexttoidentifythestrategicOptions–asmallnumber(usuallythreeorfour)plausiblecandidatesforaddressingtheRoot

1. Why?-Thebatteryisdead.(firstwhy)2. Why?-Thealternatorisnotfunctioning.(secondwhy)3. Why?-Thealternatorbelthasbroken.(thirdwhy)4. Why?-Thealternatorbeltwaswellbeyonditsusefulservicelifeandhasneverbeenreplaced.

(fourthwhy)5. Why?-Ihavenotbeenmaintainingmycaraccordingtotherecommendedserviceschedule.

(fifthwhy,arootcause)

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challengefacingtheclientorganizationandtherebyhelpingitresolveitskeyIssue.ThisistheUSC-CTstep:“C:Createamultitudeofpotentialsolutions.”Theseoptionsrepresentalternativecompassheadings—overalldirectionstheclientcouldfollowtoovercometheRootchallenge.Assuch,theyarestatedinrelativelyabstractterms,incontrasttotheimplementationplanwhichwillspecifyadetaileditinerary(seebelow).YourstrategicOptionsshouldthereforenotbelaundrylistsofthingsworthdoing:theyshoulddefinethecriticalchoicethattheclientmustmakeamongalternativedirectionstheclientcouldtake.Tobemaximallyusefultotheclient,theseoptionsshouldbe(a)plausiblebut(b)fundamentallydifferent,indeedmutuallyexclusive–justasonecannotsimultaneouslypursuetwodifferentcompassheadings.Inpractice,youwouldwanttomakesurethatyourlistofoptionsincludestheoneslikelytobeunderdiscussionwithintheclientorganization:byexplicitlyaddressingtheseoptions,youwillbehelpingyourclientreachareasonedconsensus. HavingarticulatedtheseOptions,yournexttaskistojustifyyourrecommendationofoneoftheovertheotherswithreasoningthatcouldconvinceaskepticalclient.ThisistheUSC-CTstep:“C:Choosethesolution(s)thathasthepotentialtobethemosteffective.”Thekeytoconvincingtheclientistorecognizethattherearelotsofpointsofviewintheclientorganization(andintheclass)onhowtoovercometheirRootchallengeandtherebyresolvetheirKeyissue:yourjobistoconvinceusthatthestrategyoptionyourecommendisthemostlikelyonetoachievesuccess.Thebestwaytodothisisasfollows:*FirstyouneedtoidentifyacommonsetofCriteriaagainstwhichtoevaluatetheoptions.Abroadrangeofstrategicandoperationalconsiderationsarepotentiallyrelevant,butitisuptoyoutocomeupwithasmallsetofkeycriteria.Useasfewaspossibletoavoidgettinglostintheweeds.Andmakesuretheyareasindependentaspossible,otherwiseyouareimplicitlydouble-counting.Youneedtojustifyyourchoiceofcriteria:youcanoftendothatbyreferringtotheprioritiesimpliedbytheorganization’sbasicmissionandbusinessstrategy.Inidentifyingthecriteria,itoftenhelpstoconsiderwhatitisabouteachOptionthatmakesitattractivetoitsproponents.Ontheotherhand,however,ifyourargumentisgoingtobeconvincing,yourcriteriashouldbeonesthatproponentsofalltheoptionswillagreeto.So,forexample,ifyouweretryingtochoosearestaurantfordinnerwithyourfriendstonight,andtheoptionswereChinaWok,SushiDan,orHamburgerHamlet,itwouldnotbeveryhelpfultohaveasacriterion“greatChinesefood,”butperhapsusefultohave“greattastingfood.”*Thenyoushouldtakeeachcriteriononeatatime,andshowhowyouroptionscompareonthatcriterion.Havingidentifiedqualitativelyeachoption’sprosandconsonthiscriterion,youshouldbeabletoscoretheoptionsrelativetoeachotherforthiscriterion.Usuallyascaleof1-4sufficesifyouhavethreeOptions:ifyouuseawiderscale,suchas1-10or1-100,yourisk(a)givingafalseimpressionoftheprecisionofyouranalysis,(b)encouragingunproductivedebateoverminordifferences,and(c)implicitlygivingonecriterionmoreeffectiveweightthanothersbecauseithasagreatvarianceofscores.Keepinmindthatyouarenotheretryingtoconductarealquantitativeanalysis:youarejustusingnumberstomakeyourqualitativeargumentsmoreexplicit.Note:ifyouroptionsareallgenuinelyplausible,thenyoushouldnotendupwithscoresforoneoptionbeinginferiortothoseofanyoftheotheroptionsonallyourcriteria:thatwouldimplythatthefirstoptionis,inreality,notaseriousoptionatall.*Toaddupthesescoresinaconvincingway,youthenneedtoproposeasetofweightsforthesecriteriaaccordingtotheirrelativeimportanceintheprioritiesoftheorganization,andexplainwhytheseweightsarethemostappropriate.Topreservethequalitativenatureofthereasoninginthatanalysis,usesimpleweights:1-4shouldsufficeifyouhavethreeOptions,and1-5shouldsufficeforfourOptions.Againyouaretryingtoavoidlosingthequalitativenatureofthereasoningandavoidhavingtojustifydistinctions(e.g.betweenaweightof25%and30%)thatyoucan’tdefend.*Multiplyingscoresbyweights,youcancreateaweightedscoreforeachoptionandthusrank-ordertheoptionsfrombesttoworst.Note:puttingnumberstotheseweightsandscoresisagreatwayto

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clarifyyourthinking;butthenumberswillnotconvinceyourclient:youneedtoexplaininmoreintuitive,qualitativelanguagetherationaleforyourconclusion,andthenumbersarehereonlytohelpmakemoreexplicityourreasoning.*Finally,youshouldtestthesensitivityoftheresultingoption-rankingtoplausiblealternativeestimatesoftheweights.(Irecommendyoufocusonalternativeweightsratherthanalternativescores,becauseinprincipleitshouldbeeasiertogetconsensusonthescores,andtherealdisagreementsaremorelikelytobeexpressedindifferentviewsontherelativeweightsofdifferentcriteria.)Hereiswherethebenefitsofaformal,quantitativedecision-analysisrevealthemselves:itcanshowwhetherreasonablepeopleusingreasonablebutdifferentweightswouldreachdifferentconclusions.Ifyoursolutionisnot“robust”againstsuchdisagreements,closescrutinyoftheanalysiswillhelpyoudifferentiatebetweenthe“realissues”—wheredisagreementwouldchangethefinalconclusion—andthe“non-issues”—wheredisagreementdoesn’tmattertothefinalranking.Thebestwaytodothisistoask:whatwouldproponentsoftheotheroptions(theonesyouarenotrecommending)argueiftheyweremakingtheirbestcase?Whatweightswouldtheywanttouse?Thenyoucandiscusstherelativeplausibilityoftheseweightscomparedtoyourpreferredweights.Thisanalysisshouldbesummarizedonaslide—butIrecommendyoufindawayofpresentingyourresultsqualitatively,i.e.withoutrecoursetoquantifieddata:heretoo,numbersrarelyconvinceanyone,soyoushouldusethemonly(a)toclarifyyourownthinkingand(b)tobuttressthecredibilityofyourqualitativereasoning:leavethequantitativeanalysisitselfinanAppendixslide.

Now,havingdescribedandjustifiedthemain“compassheading”youarerecommending,youcanmovetoimplementationplanning,whereyouprovideyourclientwithadetailed“itinerary”thatwillenablethemtoimplementyourrecommendedstrategy.ThisistheUSC-CTstep:“T:Translateyoursolution(s)intoaneffectiveimplementationplan.”Dependingonthecase,youmaynothaveenoughdatatodevelopthispartofyourpresentationinmuchdetail,buthereiswhatthissectionwouldideallyaddress:*First,youshouldidentifythelikelyhurdles—thefactorswithinthecontroloftheorganization—thatwouldfaceyourclientinpursuingyourproposedstrategy,andsuggestsomecounter-measuresyourclientcoulduseovercomethesehurdles.*Second,youshouldalsoidentifytherisks—thefactorsoutsidetheclient’scontrol—confrontingyourstrategy,thenshowthecounter-measuresthatcouldmitigatetheserisks,andiftheycan’tbemitigated,howtheclientshouldproceediftheserisksdomaterialize.*Synthesizingthisanalysisofhurdlesandrisksandtheirrespectivecounter-measures,youshouldproposeasequencedandtimedimplementationplan,answeringthequestions:whatarethekeystepstobedonetoday,nextweek,nextmonth,nextquarter,andnextyear,andwhoshouldberesponsiblefortheseactivities.Thisplanwillbefarmoreusefulifyousupportitwithsomereasoning—i.e.explainwhyyourecommendthissequencingandtimingratherthananother.*NotethatyourRecommendationwillberelativetoacertaintime-frame.Yourimplementationplanwillfocusnaturallyonwhattheclientneedstodowithinthattime-frame.ButtheImplementationsectionisalsoasectionofyourreportwhereyoumightwanttoaddresslonger-termissues,beyondthattime-frame,thatyoubelievetheclientwillneedtoaddress.*Finally,toconvincetheclientthatyourrecommendationispractical,youshouldconsidertheoverall“bottom-line”—thecostsaswellasthebenefitsofyourplanofaction.Reportsoftenforgetthiselementaryconsideration!It’sanicewaytowrapupthepresentation.

Note:youmaynothaveenoughinformationtogroundallthedetailsofyourimplementationplaninthecasedata.Inthateventuality,itisoftenhelpfultoworkwithsomeplausibleassumptionsand

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showuswhattheplanwouldlooklike.Ataminimum,youwillhaveprovidedtheclientwithatemplate(“straw-man”)thattheycanbuildon.

Notetoo:yourimplementationplanprobablyhasmanyfacets,butitisoftenusefulifyoudevoteaslidetooneparticularlyhigh-leveragecomponent.ThegoalherewouldbetopinpointthemainchallengefacingimplementationofyourrecommendedOption,andthentoproposeawayofaddressingit.Obviouslyyouwon’thavetimetoargueinanydetailforthisanalysis,letalonetodiscussalternativewaysofaddressesit;butevenwithoutthat,thisslidecanconsiderablyaugmentyourpresentation’svalue.Iftheplanofactioninvolves,forexample,anewreportingstructurefortheorganization,youmightincludeadetailedorganizationchartforthenewstructure.Orperhapseffectiveimplementationinvolvestraining:inthatcase,youmightshowusacourseoutlineforthetrainingmodule.Orperhapsitinvolvesaleaderexplainingtothisorganizationtherationaleforanewstrategy:youmightincludeavideothatyoucreatewithyourteam,whereoneofyouactstheCEOarticulatingthismessage.Inthisway,youcanmakemoreconcretetheimplicationsofyourplan,andshowthatyouhaveanticipatedsomeofthedetailedactionplanningthatitwillrequire.

***Yourgoalistodelivertoyourclientasmuch“value”aspossible—thatis,deepinsightsthatthey

willnothavehadthemselves.Sothisprojectisabout“peelingtheonion”—goingdeeperintotheunderlyingcausesandtherebyidentifyingactionrecommendationsthataremorelikelytohavemoresubstantiallypositiveeffects.

Toachievethisgoal,yourteam’sworkwillneedtoproceedinahighlyiterativeway.Youwilltypicallyfindthatyouneedtorevisitandreviseyourcharacterizationsofthekeyissueandtherootchallengewhenyougetintothestrategicoptionsandimplementation.Planonseveraliterations,sinceeachtimeyouworkthroughit,chancesaregoodyouwilluncovermoreissues.

Asaresultoftheneedforthisiterativeprocess,youwillnotbeabletoneatlydivideuptheworkofpreparingyourreportamongyourteammembers.Whereasinotherclassesyoucanoftendelegatespecificpartsofaprojecttospecificteammembers,hereteammemberswillneedtoworkcollaboratively,inface-to-facediscussion.YouwillbeabletodivideuptheworkoflayingoutthePowerpointslides,butthecontentwillneedtobedevelopedcollaboratively.Organizeyourselvesandplanyourworkschedulesaccordingly.

***Asconcernstheoralpresentationitself,herearesomeguidelines:

*Iwillholdyourpresentationstoa15minutetime-limit.Thismaysounddraconian,butitisnotunlikemanyreal-lifesituationswherethetimeaccordedyoutomakeyourcaseistypicallyveryshort.Moreimportantly,thistimelimitforcesyouinyourpreparationtogettoandkeepthefocusonthemostcriticalissues.*Inanalyzingthecase,pleaserelyonlyondataincludedinthesyllabusmaterials(case,readings).Thiswillputyourteamandtherestoftheclassonanequalfooting.Youmay,however,usewhateverconceptualoranalytictoolsyouchoose,wherevertheycomefrom.*Itisofteninterestingtoseewhatactuallyhappenedafterthecasetime-frame(e.g.whatthecompanydidandhowitworkedout):youwillhaveupto5extraminutesforyourpresentationifyouwanttosummarizetheresultsofresearchyouhavedoneonthat.Butremember:thebodyofyourpresentation(thefirst15minutes)needstobeconvincingtoyourclient(theclass)knowingonlywhatweknowinthecasetime-frame.Whatactuallyhappenedisunknowntothematthattime.

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*Youshouldworktoensurethatyourpresentationdevelopsitsargumentsinalogicalsequence.Youwillneedtomakeeachslide“count”—makingaclearpointthatcontributestothelineofargumentleadingtoyourrecommendations.*Yourpresentationmaterials(slides)shouldbeclear—neithertoowordynortoosparse.Consultthestandardreferencesonhowtolayoutvisuallyintelligibleandpleasingpresentationslides.Ideally,yourslidetitlesshouldconsistofassertions(notjustspecifythetopicoftheslide).*PleasealsoincludeNotes(usingtheNotespageoptioninPowerpoint):theseshouldnotbeyourvoice-overscript,butshould(inbulletpointform)explainontheNotespagesoftheyourPowerpointswhateverisnecessarybeyondtheslideitselftomakethemeaningoftheslidecleartoareaderwhowasnotatyourpresentation(orwhowasatthepresentationbut,reviewingthehandoutlater,findstheyhaveforgottenthepointyouweretryingtomake).*YouwillfinditusefultopreparesomeAppendixslides.Thesemightexplainsomeofthedetailsofyouranalysis,orshowyouranalysisofsomeissuesthatareinterestingbutnotquiteimportantenoughtoincludeinyour15-minutepresentationitself.Itisgoodtohavethesereadyincasetheyareusefulinrespondingtoquestions.*Atthestartofclass,youneedtoprovidemewithaprintoutofyourSlides,Notespages,andanyAppendices.*Pleasenumberyourslides:thiswillgreatlyfacilitateourdiscussion.*TheseGuidelinesareparticularlyeffectivefor‘facilitation’consultingratherthan“subject-matterexpert”consulting.Yourteamshouldengagewiththeclassinthatrole—asprocessfacilitators,attemptingtobringtheclientteam(theclass)toaconsensusabouthowtomoveahead.Yourgoalistolayoutachainofreasoningthatyouthinktheclientcanbuyinto—notto‘sell’themonyourrecommendation.IntheQ&Asession,youshouldtrytosurfacethekeyissuesthatremaintoberesolvedratherthandefendingyourrecommendation.

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GradingSheetforCaseNotesandConsultingReportsEachcomponentisworth0-4pointsCase:Team:Stakeholderanalysis*Haveyouidentifiedtherelevantstakeholders?*Haveyouidentifiedtheirmainconcernsrelativetotheclient’scriticalissue?*Haveyouidentifiedtheirabilitytoinfluencetheclient’sdecision?*Haveyoudrawnausableconclusionfromthisanalysisandusedittoinformtherestofyouranalysisand/orrecommendations?

Score:Rootchallengeanalysis*Haveyouclearlyidentifiedacriticalissuefacingtheclient?*Haveyouidentifiedanactionablerootchallengethatunderliesthatissue?*Haveyoumadeacompellingcasethatthisisindeedtherootchallenge?Score:Strategicresponse*Haveyouspecifiedthetimehorizonyouarefocusingon?*Haveyouidentifiedagoodsetofalternativesolutions(“compassheadings”)fortherootchallenge?Aretheyplausible,mutuallyexclusive,andcollectivelyexhaustive?Haveyoumadeeachofthemclearenoughtopermittheirevaluation?

*Haveyoumadeexplicitandjustifiedtheevaluationcriteriayouproposetouseinevaluatingthesealternativesandtherelativeimportance(weights)youassigntoeach?

*Haveyouanalyzedthesealternatives’prosandconsusingthesecriteria,andjustifiedtheevaluation(scores)ofeachalternativeoneachoftheevaluationcriteria?

*Haveyoudoneasensitivitytestonthisanalysistoseeifreasonablepeoplewouldreachdifferentresultsusingplausiblydifferentweights?Haveyouusedthisanalysistopinpointwherethekeyunderlyingdisagreementsmightlie?

Score:Implementationplan*Haveyouidentifiedthekeyrisksinpursuingyourstrategy?*Haveyouproposedspecificcounter-measurestomitigatetheserisks?*Haveyouidentifiedtheinternalandexternalhurdlesfacingyourstrategy?*Haveyouproposedspecificcounter-measurestoovercomethesehurdles?*Haveyoulaidoutatimedsequenceofactionsthatintegratesthesecounter-measuresandmaximizesthelikelihoodofsuccessandhaveyouexplainedwhyyourecommendthissequenceandtiming?

*Haveyouidentifiedaparticularlyimportantimplementationissue/solutionandofferedsomeinsightintothataspectofyourplan?

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*Ifthereareimportantissuesthatneedtobeaddressedeitherintheshorter-termorthelonger-term,haveyouidentifiedthemandproposedresolutions?

*Haveyouassessedtheoverallcostsofimplementingtheplanandcomparedthemtoitsbenefits?Score:PresentationFororalpresentationsofConsultingReports:*Doestheargumentflowinlogicalway?*Istheoralpresentationengaging?*Areaudio-visualmaterialsusedtogoodeffect?*AretheSlidesaccompaniedbyNotesthatadequatelyandsuccinctlyexplainanymeaningthatisnotapparentontheSlideitself?

*WereyoupreparedforquestionswithAppendicesthatyoucoulduseinfollow-upcomments?ForwrittenCaseNotes:*Isthewritingclear?*Isthereaclearlineofargument?

Score:OVERALLscore:

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Gradingengagement

Classengagementhasthreecomponents:pre-classpreparation,in-classcontributiontodiscussion,andpost-classpostingsonBlackboard.TheyareweightedpertheGradingschemeshownearlier.HereishowIwillgradeeachcomponent:

Pre-classpreparation:CaseNotes TheseCaseNotesmustbepostedtoBlackboard’sAssignmentspagebeforethebeginningoftheclasssession.EachNoteearnsyouupto2points,basedonmyassessmentofqualityandthoroughness.Latesubmissionswillnotbegraded.

In-ClassContributionEachclasssessionearnsyouupto2pointsunderthisheading.Iwillusethefollowing“anchors”

asawayofevaluatingyourcontributiontoourdiscussions.Iwillalsogiveyouanopportunitytoevaluateyourselfusingthesamecriteriabothmid-wayandattheendofthesemester:

Excellent(2points):Contributionsreflectedexceptionalpreparationandanenthusiasticcommitmenttoourlearningexperience.Hadalwaysreadtheassignedmaterialandhadthoughtaboutitcarefully.Embracedtheopportunitytolearninourtimetogether,broughtoutthebestinothers,andwasopentosubsequentconversations.Broughtupquestionsthatneedtobefurtherexplored.Addedconsiderablytothequalityofthecourseexperienceforothers.Good(1.5points):Contributionsreflectedanadequatepreparationforclassandcommitmenttoourlearningexperience.Commentshelpedthediscussionmoveforward,butdidnotopennewtopicsorposedifficultissues.Hadreadthematerialbeforeclassandgivenitsomethought.Tookadvantageofthelearningopportunitiespresentedhere.Addedsomethingtothequalityofthecourseexperience.Barelysatisfactory(1point):Attendedclassandattemptedtocontributeoccasionally,butcontributionsoftenreflectedeitherweakpreparationoranapatheticorientationtothelearningopportunitiespresentedhere.Commentsdidnotbuildonorrelatetoflowofclassdiscussion.Hadreadthematerial,butwithoutmuchefforttoengageit.Onbalance,addednothingtotheexperienceoftheclass.

After-classpostingstoBlackboard:“Take-Aways”Shortlyaftereachclasssessionthatisdevotedtoacasediscussion(preferablywithinafew

hours,whileyourmemoryisfresh),youshouldtakesometimetodistillthekeytake-awaylessons(TAs).StartingwiththeweekofJan22,studentsshouldpostashortTAnote(10linesorlonger)onourBlackboardDiscussionspace,atthelatestwithin24hoursoftheendofclass.ThesemightalsoincluderesponsestootherpostingsalreadyontheDiscussionspace.

EachTAearnsyouupto2points,basedonmyassessmentofqualityandthoroughness.Latesubmissionswillnotbegraded.Mygradingcriteriaare:

Coverage:ThebestTAssynthesizethekeyideasthatemergedduringthediscussionandfromthereadings.WeakerTAsfocusonjustasubsetofthoseideas.Insight:WeakTAslistthetopicsweaddressed.GoodTAspinpointthelessonslearnedaboutthosetopics.ThebestTAsalsosuggestnewquestionsthatareraisedbytheselessons.Connections:ThebestTAslinkthelessonsofthisdiscussiontoothersearlierinthecourse.WeakerTAsdon’tmakesuchconnections.

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PointofView:ThebestTAsrevealhowthediscussionhasenrichedyourownthinking.WeakerTAslackthatpersonalengagement,orsimplyreiterateapre-formedpersonalopinion.

Extracreditopportunity Thissyllabusisupdatedeachyear,partlyasafunctionofstudentinput.Ifyoucomeacrossmaterial(articles,videos,podcastsetc.)thatyouthinkmightbeusefullyincorporatednextyear,pleasepostalinkinyourTake-AwayBBposting.IfIagreethatthematerialissuitable,youearnextracredit.

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CaseNotesTemplatePleasefillinthistemplatewithyour(succinct!)responsesandpostit(notpasteit)asaWorddocumentontheAssignmentspageofBBbeforethestartofclass.Myname:Thecase:

1. Whoisyourclient?

2. Ofthevariousissuesfacingtheclient,whichisthecriticalissueyouwilladdress?3. Relativetothiskeyissue,whoarethemainstakeholdersyourclientmustconsider?What

concernsdotheyhaverelativetothecriticalissue?Howmuchinfluencecantheyexertinshapingtotheclient’sdecision?

4. Whatoverallconclusiondoyoudrawfromthisstakeholderanalysisandhowdoesthis

conclusioncontributetoyourargument?

5. Whatistherootchallengetheclientmustovercomeinordertoresolvethiscriticalissue?(Explainyourreasoning,succinctly.)

6. Whatplausible,mutuallyexclusive,strategicoptionsshouldtheclientconsiderfor

overcomingthisrootchallenge?7. Whichoftheseoptionsdoyourecommend,andwhyisitsuperiortotheothers?8. Whatimplementationissuesshouldyourclientanticipate?Howshouldtheyaddressthem?

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PeerFeedbackandEvaluationForm Thisformistobecompletedtwice—afterbothofyouroralConsultingReports.Bothtimes,theyshouldbeemailedtoyourteam-matesandsubmittedviaBBAssignmentstome. Thefirstevaluationwillalertyourteam-matesandmeofanypossibleissues.Thesecondwillhelpmedecideifthereisanyneedtoadjustindividualgradesupordownfromtheteamgrade. Pleaseusethefollowingscaletogradeyourteam-membersandyourself:

F:SeriouslydeficientC:WeakB.GoodA.Excellent

Team-member#1(self)

Team-member#2

Team-member#3

Team-member$4

Name:

Overall,Ilikethewayyou… Comment:

Overall,Iwishyou… Comment:

Preparation:hadcompletedthenecessaryassignmentsontime,hadreadtherelatedmaterial,wasreadytocontributetotheteam

Grade:

Comment:

Input:providedvaluableinputofideastowardstheteam’swork.

Grade:

Comment:

Diligence:tookontherolesnecessarytocompletetheteam’swork,wastimelyincompletinganddistributingwork,andcreatedhighqualitymaterial.

Grade:

Comment:

Facilitation:helpedtheteammaintainapositiveclimateandworktogethereffectively.

Grade:

Comment: