General Management
|[pic] |IBEAR GSBA 529 |
| |Strategic Formulation for Competitive Advantage |
| |Popovich 204, Tuesdays – Thursdays 9:00 – 11:30 |
| |Fall 2013, Term I, 19 August – 10 October |
Terance J. Wolfe, Ph.D.
Email: Terance.Wolfe@marshall.usc.edu
Office: Bridge 307-F
Phone: 213.740.0765
FAX: 213.740.3582
Office Hours: By appointment
Course Overview
This course is designed to get you to think about the organization as a whole; in particular, from the vantage point of the general manager or chief executive officer responsible for managing across all areas of organizational operations. As such, the course focuses on the formulation of management strategy; especially as it is affected by external opportunities and threats, and internal strengths and shortcomings. A basic premise of this course is that strategy does not exist independently of the strategist. Therefore, the course presents you with the opportunity to examine the influence of your style, knowledge, values, attitudes, and competencies on your personal predispositions towards policies, and individual and organizational courses of action.
Objectives. The purpose of this course is to focus on the theory and practice of strategy formulation. The major objectives for the participants are to:
1. Develop individual skills in strategic analysis, assessment, and evaluation.
2. Understand your personal style and functional organizational orientation as they affect your approach to strategy formulation.
3. Examine the dynamic relationships between the organization and its resource, technological, market, social, political, and economic environments.
4. Further an appreciation for the role and complexity of the position and responsibilities of general management.
5. Encourage you to take an integrative, holistic perspective on management and organization.
Course Format
The course is designed around a series of lectures and integrative applications of strategy concepts to real world cases (including a team project). In a given class session, you can expect any combination of lecture, class discussion, case analysis, and/or quizzes. Quiz dates and topics are identified in the Schedule of Sessions.
Students are expected to have read the assigned material and to be fully prepared for class discussions. Some class time may be provided for small group discussions, but you should expect to meet face-to-face or virtually outside of class with other team members to prepare some case discussions as well as your team project assignments.
Cases and Team Projects
We will analyze ten (10) Harvard Business School case studies in class. The cases selected will introduce you to a variety of industries, companies, managerial styles, and organizational and strategic issues which will broaden your understanding of strategy. Plan to be well-prepared and expect to be cold-called for your analysis of case material.
Learning from cases involves four parts:
. Your own preparation and analysis of the case.
. Class discussion of cases, during which other views and potential solutions are presented and discussed.
. Your active participation in class discussion, which entails not only holding and demonstrating a point-of-view, but also engaging in constructive discussion to further understand the nuances and complexities of a case.
. My feedback and comments on the class discussions.
In addition, each student will participate on a term project team. Each team will conduct a comprehensive strategic analysis (CSA) of an assigned publicly traded company. The companies selected will represent four different industries (to be determined). Each industry group will have three “players”. The requirements of a “comprehensive strategic analysis” will be described in class.
Team participants will function as consultants charged with the responsibility of formulating an appropriate strategy given the company’s current circumstances. There will be several project-related deliverables distributed throughout the term. They will require that you meet together in study teams between class sessions to formulate the issues in your comprehensive cases.
Course Materials
Text (required):
Grant, R.M. (2013) Contemporary Strategy Analysis, 8th ed. Wiley.
ISBN 978-1-119-94188-0. Referred to as “G” in the Class Schedule (pg 13)
Course Reader – articles and cases. Available on-line at Harvard Business School
Summary of Class Requirements
In addition to the assigned readings, please come to class prepared to:
1. Complete a quiz on the assigned reading material
2. Submit a completed three-four page strategy application synopsis for two of the assigned cases of your choosing. The synopsis must include your assessment of the strategic situation based upon your application of appropriate course concepts, as well as your specific strategic recommendations. See guidance below.
3. Participate in a meaningful way to class discussions
4. Apply course concepts to your assigned team project in collaboration with your other team members
By the conclusion of this course (October 7), in cooperation with your other team members, you will complete a comprehensive strategic analysis of your assigned company, submit a written assessment of your analysis and strategic recommendations, and make an “industry-level” in-class presentation with two other teams.
Course Assignments and Grading
You will be evaluated based on the following criteria:
|Attendance and punctuality |Expected!!! |
|Class participation |15% |
|Quizzes (n = 6, drop 1; net =5). |25% |
|Written case synopses (n = 2; 10% each) |20% |
|Comprehensive Strategic Analysis and in-class presentation |40% |
| |100% |
1. Class Participation (15%)
Being here, being “present”, and being on time are key. It is a measure of courtesy and a sign of respect for the instructor and your classmates to attend and to be on-time. Being “present” also means NO electronic devices beyond accessing case material.
Participation in class discussions involves active participation that contributes to the class. Active participation means asking questions, answering questions, making observations, commenting on other students’ comments, or challenging a view. The second requirement is that what you say actually makes a contribution – merely repeating comments made by other students or telling the class that you agree with what someone else said does not count. Your comments should move discussion forward. Talking for the sake of talking, talking just to be recognized, is a waste of all of our time. Please self-monitor.
2. Quizzes (25%)
There will be six quizzes scheduled throughout the semester (check Schedule of Sessions below for specific quiz dates). There is no midterm or final exam. Each quiz is worth five percent of your total grade. The lowest quiz score will be dropped. If you miss a quiz, that’s the one that gets dropped – no exceptions. If you miss more than 1, you are SOL.
Quizzes focus on your knowledge of key course concepts as presented in the required text/readings assigned for that week or as reviewed in class. As a rule (there may be exceptions to this rule), quizzes will have twenty questions. Questions will be objective in nature – that is, true – false, multiple choice, fill-in-the-blank, or matching. Quizzes will always be given promptly at 9:00AM (or maybe between 8:50 – 8:55). If you think you will need more time, arrive early! Late arrivers will not be given a time extension. In general, quizzes will take about 20 minutes. Thus, papers will be collected by 9:20 – regardless of your arrival time. There are NO make-ups for quizzes.
3. Case Synopses (20%)
Each student will submit two (2) three-four page case synopses. Each synopsis is worth ten (10) percent of the total grade. Case synopses are due at the start of class. Submissions received after 9:05 will be penalized.
A written case synopsis will have the following format:
a. Which strategic management concepts are useful in the analysis of this case?
b. Why do you think each of your selected concepts is useful for understanding this case?
c. What strategic understanding did you develop as a result of this case analysis?
d. Based upon your analysis, what specific strategic recommendations would you make for the situation presented?
e. A case synopsis must be submitted through the “Turnitin” function in BB.
4. Written Comprehensive Team Strategic Analysis (40%) – due October 7
Each participant will work with her/his team to complete a comprehensive strategic analysis of an assigned company and industry. This analysis will constitute 40% of the total grade. There are several goals for this assignment:
• To provide each student with the opportunity to participate in a comprehensive strategic assessment.
• To familiarize each student with the various concepts, tools and techniques of contemporary strategy analysis and their application to a real situation.
• To provide a personal and, therefore, meaningful application of the framework of strategic analysis.
Guidelines for the comprehensive strategic assessment will be discussed during the first week of class.
The target length for the paper is 20 – 30 pages of 12 point, double-spaced, paginated text excluding bibliography and appendices.
Final written strategic analyses for each team are due on October 7.
Each “industry” (comprised of three teams each) will be responsible for a seventy (70) minute presentation and discussion on October 7. Presentation times for each Industry will be determined by a draw from a hat.
The 70 minutes should be structured approximately as follows:
|Macro-environmental forces impacting industry |10 minutes |
|Industry structure and challenges |10 minutes |
|Review of each competitors SWOT, key success factors, distinctive competencies, key |34 minutes (8.5 minutes/team) |
|strategic issues, recommended strategies | |
|Questions and discussion |16 minutes |
A copy of the “industry-level” powerpoint presentation is also due on October 7.
Term Project Grading Components .
Instructor Evaluation – 20%. Twenty (20) percent of total grade; fifty (50) percent of team project grade. Each team member will receive the same grade.
Peer Evaluation (1) – 7.5%. Team Project Member (7.5%). A challenge of team assignments is to monitor equal contributions to team performance. To control for this, each team member will complete an anonymous peer evaluation of each of her/his other members. Peer evaluations of team members will represent 7.5% of each individual’s total grade, and 18.75% of each individual’s team project grade. Peer evaluations have a “forced-distribution” such that all team members cannot receive the same grade. The number of “A’s” available to each team is limited. See attached peer evaluation form.
Peer Evaluation (2) – 5%. Industry Group Member (5%). To ensure each team within each industry cooperates in the development of the final company/industry presentation, each team within an industry will do a peer evaluation of all the team’s within its industry. Peer evaluation of industry members account for five (5) percent of each individual’s total grade, and 12.5% of each individual’s team project grade. Each team member will receive the same grade.
Class Rankings – 7.5%. Each team presentation will be ranked by the rest of the class from 1 (most effective) to 12 (least effective). The team ranked most effective will receive an A+; the team ranked least effective will receive a B-. The remaining teams will be distributed in between. Seven-and-a-half (7.5) percent of your total grade, and 18.75% percent of your group grade, will be assessed through class rankings. Each team member will receive the same grade.
Academic Integrity Policy
The Marshall School is committed to upholding the University’s Academic Integrity code as detailed in the SCampus Guide. It is the policy of the Marshall School to report all violations of the code. Any serious violation or pattern of violations of the Academic Integrity Code will result in the student’s expulsion from the degree program.
It is particularly important that you are aware of and avoid plagiarism, cheating on exams, fabricating data for a project, submitting a paper to more than one professor, or submitting a paper authored by anyone other than yourself. If you have doubts about any of these practices, confer with a faculty member.
Resources on academic dishonesty can be found on the Student Judicial Affairs Web site (.). The “Guide to Avoiding Plagiarism” addresses issues of paraphrasing, quotations, and citation in written assignments, drawing heavily upon materials used in the university’s writing program. “Understanding and avoiding academic dishonesty” addresses more general issues of academic integrity, including guidelines for adhering to standards concerning examinations and unauthorized collaboration. The “2005-2006 SCampus” () contains the university’s student conduct code.
Students with Disabilities
Any student requesting academic accommodations based on a disability is required to register with Disability Services and Programs (DSP) each semester. A letter of verification for approved accommodations can be obtained from DSP. Please be sure the letter is delivered to me (or to your TA) as early in the semester as possible. DSP is located in STU 301 and is open 8:30 a.m. – 5:00 p.m., Monday through Friday. The phone number for DSP is (213) 740-0776.
IMPORTANT TO REMEMBER
CLASS PARTICIPATION (15%)
• Be fully prepared – ALL THE TIME: Readings & Cases
• Expect to be cold-called
• Class begins at 9:00, ends at 11:30 with one fifteen (15) minute break (~10:15)
• Do not be “coming and going” while class is in session
• ALL electronic devices should be closely monitored for class activities
QUIZZES (25%) (n = 6)
• Twenty questions, objective – multiple-choice, true-false, matching, fill-in-blank
• Begin at 9:00 (or 8:50/8:55); end at 9:20. NO EXCEPTIONS, NO MAKE-UPS. Lowest quiz score will be dropped. If you miss a quiz, that’s the one dropped!
August 22 Q1: Porter article, Grant – C1, C2, C16
August 29 Q2: Grant – C3, C4, C12
September 5 Q3: Grant – C5, C6, C7
September 12 Q4: Kim & Mauborgne article; Grant – C8, C10
September 24 Q5: Grant – C9, C11, C15
October 1 Q6: Grant – C13, C14
CASE SYNOPSES (20%) (n = 2)
• Three-four pages each (see format, page 4)
C1: August 27 ECCO
C2: September 3 Wal*Mart Stores, Inc
C3: September 10 De Beers and the Global Diamond Industry
C4: September 12 The US Wine Industry
C5: September 17 How Apple’s Corporate Strategy Drove High Growth
C6: September 19 Walt Disney Company: Entertainment King
C7: September 24 Disney and Pixar: To Acquire or Not to Acquire
C8: September 26 Philips vs Matsushita
C9: October 1 General Mills
COMPREHENSIVE STRATEGIC ASSESSMENT (40%)
• 20-30 page team paper plus appendices
• “Industry-level” multiple team presentations
• Intermediate deliverables (bullet-point format)
September 3 Current (T0) statement of industry, vision, mission, strategy
September 17 Macro-scan, five forces, key success factors (KSFs)
September 24 Internal value chain
October 1 S W O T, Key strategic issues (KSI’s)
• Final Deliverables
October 7 All presentations
October 7 Written team project – ALL teams
October 7 Powerpoint decks for each “industry-level” presentation
TEAM TERM PROJECT
COMPREHENSIVE STRATEGIC ASSESSMENTS
The Comprehensive Strategic Assessment (CSA) team term project will cover four industries and twelve companies (3 companies for each industry).
The industries and companies include the following:
|Petroleum and Coal Products |Airline |
|Royal Dutch Shell, Holland |All Nippon Air, Japan |
|Sinopec, China |Lufthansa, Germany |
|British Petroleum, UK |US Airways, US |
|Fast Fashion |Phamaceuticals |
|Hennes & Mauritz, Sweden |Merck, US |
|Zara/Inditex, Spain |Novartis, Switzerland |
|The Gap, US |Sanofi, France |
GUIDANCE
A “good” CSA will take into account, and answer as appropriate, the issues posed by these questions.
To Be Distributed
CASE DISCUSSION QUESTIONS
For your case write-ups, answer questions a, b, c, and d on page 4 of the syllabus.
In preparation for in-class case discussions, review and be prepared to discuss the following questions.
Case 0: APPLE INC IN 2012
1. Historically, what have been Apple’s competitive advantages?
2. Analyze the personal computer industry. Historically, why did Apple struggle in PCs?
3. How sustainable is Apple’s competitive position in PCs, MP3 players, and smartphones?
4. What are Apple’s long-term prospects for the iPad?
5. What advice would you offer Tim Cook, the new Apple CEO and Steve Jobs’ successor?
Case 1: ECCO A/S – GLOBAL VALUE CHAIN MANAGEMENT
1. Describe the competitive environment of ECCO and determine how well ECCO is positioned (vis-à-vis the competitors) to take advantage of changes in the industry.
2. Analyze ECCO’s global value chain. How well does this configuration match the drivers in this industry?
3. ECCO has a fully-integrated vertical value chain. What are the pros and cons of this strategy? What economic and strategic factors should be analyzed to answer this question?
4. Is ECCO following the inside-out or outside-in strategic perspective? What are the implications of this choice, and how can ECCO increase their sales/marketing efforts?
5. How is family ownership affecting ECCO? Comment on the corporate ownership structure and its implications for strategy-making and implementation. What alternatives exist?
Case 2: WAL*MART STORES, INC
1. What are Wal-Mart’s sources of competitive advantage in discount retailing?
2. How sustainable is Wal-Mart’s position in discount retailing in the future?
3. How effective do you believe Wal-Mart’s diversification into the food industry will be?
4. What risks does Wal-Mart face?
5. What strategic advice would you give Glass & Soderquist in order for them to sustain and improve upon Wal-Mart’s phenomenal success?
Case 3: DE BEERS AND THE GLOBAL DIAMOND INDUSTRY
1. Discuss the potential profitability within each stage of the diamond value chain, taking into consideration how recent forces have changed the potential profitability. For each stage in the chain, consider the following:
a. How intense is the competition?
b. How substantial are the barriers to entry?
c. What is the likelihood of substitutes being developed?
d. What is the bargaining power of the suppliers?
e. What is the bargaining power of buyers?
2. What were the key mechanisms De Beers used to manage the value chain in the past? Did De Beers increase profitability for all participants, and did it increase consumer satisfaction above the levels that might have existed without De Beers’ leadership? Were De Beers’ activities good for everyone?
3. What were the most important new forces that limited De Beers’ ability to control the value chain?
4. Discuss the role of governments in altering industry structure. Consider the role of competition policy and antitrust agencies.
5. Evaluate the decision of De Beers to adopt its new strategy. Will the new role be better for De Beers? Will the new role be better for society?
6. Is the diamond industry structure unique in the opportunities it offers for collusion and price maintenance? Compare De Beers’ market leadership with that of OPEC in the oil sector, or Wal-Mart in the retail sector. Are there lessons that other business sectors can learn from De Beers?
Case 4: CRAFTING WINNING STRATEGIES IN A MATURE MARKET: THE US WINE INDUSTRY IN 2001
1. How attractive is this industry?
2. Following the logic of competitive strategy, should a company enter this industry? If yes, what should its strategy be?
3. Following the logic of competitive strategy, what strategy should an established player follow?
4. What are the factors the competitors in this industry compete on and invest in? How long has the industry competed on these factors?
Case 5: HOW APPLE’S CORPORATE STRATEGY DROVE HIGH GROWTH
1. See questions at end of case (page 5)
Case 6: WALT DISNEY COMPANY: THE ENTERTAINMENT KING
1. Why has Disney been so successful for so long?
2. What did Eisner do to rejuvenate Disney? Specifically, how did he increase net income in his first four years?
3. Based upon the case information, has Disney diversified too far in recent years?
4. What strategic advice would you give Eisner as he looks to the future?
Case 7: THE WALT DISNEY COMPANY AND PIXAR ANIMATION: TO ACQUIRE OR NOT TO ACQUIRE
1. Which is greater: the value of Pixar and Disney in an exclusive relationship, or the sum of the value that each could create if they operated independently of one another or were allowed to form relationships with other companies? Why?
2. Assuming that Pixar and Disney are more valuable in an exclusive relationship, can that value be realized through a new contract? Or is common ownership required (i.e., must Disney acquire Pixar)?
3. If Disney does acquire Pixar, how should Bob Iger and his team organize and manage the combined entity? What challenges do you foresee, and how would you meet them?
Case 8: PHILIPS VERSUS MATSUSHITA
1. How did Philips become the leading consumer electronics company in the world in the postwar era? What distinctive competencies did they build? What distinctive incompetencies?
2. How did Matsushita succeed in displacing Philips as No. 1? What were Matsushita’s distinctive competencies and incompetencies?
3. What do you think of the change each company has made to date – the objectives, the implementation, the impact? Why is the change so hard for each of them?
4. What recommendations would you make to Gerald Kleisterlee? To Eumio Ohtsubo?
Case 9: GENERAL MILLS
1. Evaluate General Mills’ implementation of its diversification program. To what extent can such a program be truly planned? How? How permanent can a strategy be in this type of company? Why?
2. What are the main portfolio issues facing General Mills at the end of the case? What should it do about these?
3. What kind of organization and control systems should General Mills adopt? Why? How should it evaluate and reward managers in its various entrepreneurial endeavors? How should it evaluate and reward managers in its more mature lines?
Purposely Left Blank
Rank order each of the members of your group INCLUDING yourself on each of the items below (1 is best, 2 is next best, etc.). The Peer Evaluation counts towards each student’s final grade. Use the back of this form for required comments. See guidance at bottom of this page.
Please list each of your group members below in alphabetical order by last name. Be sure to include yourself.
ALPHA by LAST NAME
Group Members: A. ________________________________________________
B. ________________________________________________
C. ________________________________________________
D. ________________________________________________
E. ________________________________________________
F. ________________________________________________
|Rating Criterion / Group Member |A |B |C |D |E |F |
|1. Quality of contribution to group discussions | | | | | | |
|2. Quality of contribution to writing the assignment | | | | | | |
|3. Quality of contribution to organizing the assignment | | | | | | |
|4. Quality of initiative when something needed to get done. | | | | | | |
|5. Reliability in completing assigned responsibilities | | | | | | |
|6. Amount of effort put forth. | | | | | | |
|7. Commitment to the group | | | | | | |
|8. Leadership, motivation provided to the group. | | | | | | |
|9. Emphasis on getting the task done. | | | | | | |
|10. Emphasis on cooperation and working well with others. | | | | | | |
|11. Would want to work with this group member again. | | | | | | |
|TOTAL | | | | | | |
|Assign an alphabetical grade to each member of the group based on your OVERALL | | | | | | |
|impression of her/his contribution to the group’s performance. You may assign a| | | | | | |
|group member any grade from 0 to A+. However, you cannot assign A’s to more | | | | | | |
|than 70% of your total group members. | | | | | | |
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|A 4-person group cannot have more than three A’s, 5 persons = 4 A’s. | | | | | | |
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|Failure on the part of each team member to observe this constraint will result | | | | | | |
|in each team member receiving a B. | | | | | | |
On the following page, provide at least three directly observable behaviors that represent what you believe each team member did well, AND at least three behaviors that you observed that represent areas for improvement/development for each team member. This is NOT about personalities, but rather it is about those behaviors that are in service and supportive of successful team work and those behaviors that are not.
|A:___________________ |
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|B:___________________ |
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|C:___________________ |
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|D:___________________ |
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|E:___________________ |
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|Area for improvement/development (behaviors): |
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|F:___________________ |
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Schedule of Sessions and Readings
|Week |Date |Topic / Assignment |Due |
|1 |Aug 20 |Introduction/ Course Overview |Completed and Scored Learning Style Inventory |
| | |G, Chapter 1: The Concept of Strategy | |
| | |Porter, What is Strategy | |
| | |Learning Style Inventory (LSI) | |
| |Aug 22 |The Concept of Strategy |Quiz #1 |
| | |G, Chapter 2: Goals, Values and Performance |Porter; What is Strategy; |
| | |G, Chapter 16: Current Trends in Strategic Management |Grant: C1, C2, C16 |
| | |Case 0: Apple Inc in 2012 |Discuss Apple Inc in 2012 |
|2 |Aug 27 |External Analysis (1): Macro-Environment |Case Synopsis #1 |
| | |G, Chapter 3: Industry Analysis: The Fundamentals |ECCO A/S |
| | |G; Chapter 12: Global Strategy and Multinational | |
| | |Case 1: ECCO A/S – Global Value Chain Management | |
| |Aug 29 |External Analysis (2): Industry Structure |Quiz #2 |
| | |G, Chapter 4: Further Topics in Industry and Competitive Analysis |Grant: C3, C4, C12 |
|3 |Sept 3 |Internal Analysis (1): Internal Environment |CSA: Current Industry, Vision, Mission, Strategy |
| | |G, Chapter 5: Analyzing Resources and Capabilities |Case Synopsis #2 |
| | |G, Chapter 7: Sources, Dimensions of Competitive Advantage |Wal*Mart Stores, Inc |
| | |Case 2: Wal*Mart Stores, Inc | |
| |Sept 5 |Internal Analysis (2): Organization Design |Quiz #3, Grant: C5, C6, C7 |
| | |G, Chapter 6: Organization Structure, Management Systems | |
|4 |Sept 10 |Business-Level Strategy (1) |Case Synopsis #3 |
| | |G, Chapter 8: Industry Evolution and Strategic Change |De Beers |
| | |Case 3: De Beers and the Global Diamond Industry | |
| |Sept 12 |Business-Level Strategy (2) |Quiz #4, Grant: C8, C10, Kim & Mauborgne article |
| | |G, Chapter 10: Competitive Advantage in Mature Industries |Case Synopsis # 4 |
| | |Kim & Mauborgne, Creating New Market Space |US Wine Industry, 2001 |
| | |Case 4: Crafting Winning Strategies in a Mature Market: The US Wine Industry in 2001 | |
|Week |Date |Topic / Assignment |Due |
|5 |Sept 17 |Business-Level Strategy (3) |Case Synopsis #5 |
| | |G, Chapter 9: Technology-Based Industries and Innovation |Apple Growth Strategy |
| | |Kim & Mauborgne, Value Innovation |CSA: Macro-scan, five forces, key success factors |
| | |Case 5: How Apple’s Corporate Strategy Drove High Growth | |
| |Sept 19 |Corporate-Level Strategy (1) |Case Synopsis #6 |
| | |G, Chapter 11: Vertical Integration, Scope of Firm |Disney: Entertainment |
| | |Case 6: Walt Disney Company: Entertainment King | |
|6 |Sept 24 |Corporate-Level Strategy (2) |Quiz #5, Grant: C9, C11, C15 |
| | |G, Chapter 15: Mergers, Acquisitions, Alliances |CSA: Internal Value Chain |
| | |Case 7: Disney-Pixar |Case Synopsis #7 |
| | | |Disney-Pixar |
| |Sept 26 |Corporate-Level Strategy (3) |Case Synopsis #8 |
| | |G, Chapter 13: Diversification Strategy |Philips vs Matsushita |
| | |Case 8: Phillips vs Matsushita | |
|7 |Oct 1 |Implementing Corporate Strategy |Quiz #6, Grant: C13, C14 |
| | |G, Chapter14: Implementing Corporate Strategy |CSA: SWOT, KSI’s |
| | |Case 9: General Mills |Case Synopsis #9 |
| | | |General Mills |
| |Oct 3 |No Class – Team Presentation Preparation | |
|8 |Oct 7 |Team Presentations – ALL |I1: 9:00 – 10:10 |
| |(Double session) |Team Comprehensive Strategic Analysis Due – 5:00PM |I2: 10:20 – 11:30 |
| | |“Industry-Level” Presentation Slides Due – 5:00PM |I3: 12:30 – 1:40 |
| | | |I4: 1:50 – 3:00 |
CSA = Comprehensive Strategic Analysis intermediate deliverables [pic][pic][pic]
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