The University of Texas at Dallas

Executive MBA Program

TITLE: Strategic and

Managerial Perspectives

COURSE DESCRIPTION: A one credit hour course intended to begin the process of
developing an executive perspective on business decision making and on the implementation of
plans and policies. This executive perspective is in contrast to that of the functional manager
and to that of the technical professional. More specifically, the goal of the course is to help
students develop a perspective on, and understanding of, business administration that is
appropriate for an executive who is either responsible for the overall results of a firm or the
results of a large and important business unit within a firm.

LEARNING OBJECTIVES: (what the student who successfully and satisfactorily completes
the course should know or be able to do):

• Understand the basics of the “executive perspective” and the sub-perspectives it

includes.

• Gain minimal skills and a level of confidence in thinking within these perspectives and
in making practical and well-founded executive-level business decisions.

• Develop a basic awareness of “messes” which are collections of several, interrelated

business problems and are characterized by complexity, ambiguity, and uncertainty.
Solving messes is what executives get paid large amounts of money to do.

MEANS OF ASSESSMENT (how the student's achievement of the above academic outcomes
will be evaluated):

• Class attendance: 30%

• Class participation (including completion of any written assignments): 20%
• 4 short, group papers (no more than 3 pages each, double spaced) on the following
topic: “Examples of the Application of Three of the Executive Perspectives Used by
Students and/or Case Study Characters in Dr._ _‘s Class.” A paper should be written for
each of the four classes. Therefore, after each class, your group should meet to discuss
the perspectives used in the class and then a group paper should be written. The paper
will be turned in at the next S&MP class and for the last class, two weeks later: 50%

Grades will be awarded on a Pass/Fail basis.

COURSE INSTRUCTORS:
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Dr. Jasper H. Arnold
Dr. Richard Miller
Dr. Ram Rao
Dr. David Springate
Dr. Richard Tozer
Contact and Other Information
Name Phone E-mail
Dr. Jasper H. Arnold 972-883-4235 jarnold@utdallas.edu

Dr. Richard Miller 913-351-3130 richardmiller@kc.rr.com

Dr. Ram Rao 972-883-2580 rrao@utdallas.edu

Dr. David Springate 972-883-2647 Spring8@utdallas.edu

Dr. Richard Tozer 972-521-3440 rtozer@hotmail.com

Text:

Case and Readings Packet.

Scholastic Dishonesty

Scholastic dishonesty includes, but is not limited to, cheating on assignments or

examinations, plagiarizing (misrepresenting as your own work any part of work
done by another), submitting the same assignment, or substantially similar
assignments to meet the requirements of more than one course without the approval
of all instructors, depriving another student of necessary course materials, or
interfering with another student's work. If in doubt about the ethics of your actions,
consult the instructor. Violations of this policy are serious matters and will be dealt
with severely.

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 Assignments

Class 1: Rao and Arnold

Read “The Five Minds of the Manager” and “Meta-Goals (Overarching Objectives) of
the EMBA Program”.

Read the Tesco, Plc. case and be prepared to discuss the following questions:

1. What explains Tesco’s transformation into a major retail force over the last ten
years? Possible explanations include a) a customer orientation b) Terry Leahy
c) “inept competition” d) “The Tesco Way.”

2. What do you think of the decentralized “Steering Wheel” system practiced at

Tesco as a method of providing incentives and guidance to managers? If you
like the idea, in what kinds of companies is it particularly suited? In what kinds
of companies would it be a mistake? If you don’t like the idea, what should
Tesco be doing instead?

3. Consider Tesco’s international strategy. Do you think Terry is right in believing

that economies of scale in retailing are largely within country rather than across
country? Will “The Tesco Way” work overseas? What advice would you offer
Terry to increase the chances of him meeting his 10 year goal of having Tesco’s
non-UK business be as important as the UK business?

4. Consider the opening quote. Will food retailing become an international

industry? What will be the indication that this has occurred?

Class 2: Miller

Read the Basic Industries case. You’re Pete Adams faced with the requirement to
solidify your recommendations and presentation to the finance committee of the board
of directors. Please analyze and be prepared to discuss:
1. What exactly is the nature and critical characteristics of the situation you’re in?
2. What’s going on here and why is it happening this way?
3. What is the strategy of the Metal Products Division of Basic Industries? What
was Brewer’s strategy that led to his ability to turn the Metal Products Division
from the worst loser in Basic to the highest performer? What does this strategy
have to do with you, Pete Adams, and your proposal to the finance committee?
4. What will you propose to the finance committee and why?
5. What must you see, recognize and do to succeed and get a “shot” at being
Brewer’s successor?

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Class 3: Tozer

Please read Michael E. Porter’s Harvard Business Review article, “How Competitive
Forces Shape Strategy,” and come prepared to discuss the following:

1. According to Porter, what are the six elements that comprise an industry?
2. List, define, and explain the five forces that, according to Porter, act between
and among these elements to determine industry profitability.
3. Assuming this model is applicable, what are the implications for the
company
you work for now?

In class we will complete a comprehensive business/industry simulation game that

illustrates the complexity of managing a full function business and the key factors in
Porter’s model.

The instructor may begin the session by randomly selecting one or more students to
make a standup three-minute presentation to the class.

Class 4: Springate

Case: Clarkson Lumber Company

We will explore the perspectives of the financial analyst, the operating manager and the
responsible executive in this introductory case.

Consider:

1. Why does Mr. Clarkson have to borrow so much money to support this
profitable business?

2. Do you agree with his estimate of the company’s loan requirements? How
much will he need to borrow to finance his expected expansion in sales (assume
a 1996 sales volume of $6.0 million)?

3. As Mr. Clarkson’s financial advisor, would you urge him to go ahead with, or to
reconsider, his anticipated expansion and his plans for additional debt
financing? As the banker, would you approve Mr. Clarkson’s loan request? If
so, what conditions would you put on the loan?

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 Overarching Objectives of the EMBA Program
Goal 1: To provide you, our student, with an educational experience and a personal
improvement experience that profoundly enhances your success on the job and that takes
you as high in your career as you choose to go.

Goal 2: To achieve the previous goal our program will create an Executive Perspective.
This perspective includes various sub-perspectives:
• The Strategic Perspective
o Develop a policy formulation and implementation orientation in
contrast to a functional / task-focused / project management
orientation.
o What business are we in?
o How do we serve customers?
o How do we beat or avoid competitors?
o How do we make an acceptable profit and return on investment?
o How do we achieve our strategic objectives? What is our “road map”
to success?
• The Analytical Perspective
o Develop a bias for data and “number crunching”.
o Develop an ability to perform “deep analysis” – e.g., considering
contextual factors, the external environment, organizational
capabilities, cultural factors, interpersonal and personal factors
impacting a business decision, etc.
o Create the ability to deal with ambiguity and uncertainty.
• The Business-as-a-System Perspective
o Enable you to see the interconnectedness of organizational
components and external environment elements.
o Enhance your abilities to anticipate and manage second- and third-
order effects of decisions.
o To build your decision making abilities and your understanding of
business as a chess game with the attendant need for “down board
thinking”.
• The Collaborative-Leader Perspective
o Develop your skills as a collaborative leader who is able to create a
team environment and work successfully in it.
o Develop a deep understanding of self and others.
o Gain mastery of group decision making benefits and methods.
o Enhance your communication skills in a variety of one-on-one and
group situations.
o Boost your understanding of emotional intelligence and the ability to
use it effectively.
• The Worldly Perspective
o Foster a global/international point of view.

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 o Increase your understanding of cultural differences and how to
manage them.
o Develop sophistication of thought: the ability to use judgment,
intuition, and assumption-testing.
o Develop ethical values and ethical behaviors.
• The Managing-For-Change Perspective
o Shift your orientation from being reactive about change to being
proactive.
o Develop knowledge and skills for managing change successfully.
o Develop an entrepreneurial orientation and associated skills.

Goal 3: To create individuals who are skilled and effective at career management.

Goal 4: To develop each student in a customized, personal manner in order to improve the
student’s on-the-job effectiveness and executive potential.

July 20,2006