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Solution Manual For Exploring Strategy, 10th Edition

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    3 Contents 1. Introduction 6 2. Using this manual 7 3. Planning your approach 7 4. Designing the teaching scheme 10 5. A guide to using the work assignments 17 6. A guide to using the case studies 18 7. MyStrategyLab 24 8. Exploring strategy teachers’ workshops 24 Chapter 1. Introducing strategy 25 Part I THE STRATEGIC POSITION 33 Chapter 2. The environment 34 Chapter 3. Strategic capabilities 46 Chapter 4. Strategic purpose 62 Chapter 5. Culture and strategy 73 Part II STRATEGIC CHOICES 87 Chapter 6. Business strategy 88 Chapter 7. Corporate strategy and diversification 99 Chapter 8. International strategy 111 Chapter 9. Innovation and entrepreneurship 122 Chapter 10. Mergers, acquisitions and alliances 130 Part III STRATEGY IN ACTION 139 Chapter 11. Evaluating strategies 140 Chapter 12. Strategy development processes 151 Chapter 13. Organising for success 165 Chapter 14. Leading strategic change 173 Chapter 15. The practice of strategy 187 Case Teaching Notes The LEGO Group: adopting a strategic approach 196 The global pharmaceutical industry – in the land of shrinking giants 201 Vodafone: developing communications strategy in the UK market 207 Global forces and the Western European brewing industry 211 A source of cheap energy or a source of problems – the potential benefits and costs of shale gas 215 H&M in fast fashion: continued success? 219 The Formula 1 constructors: capabilities for success 228

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    Johnson, Whittington, Scholes, Angwin and Regnér, Exploring Strategy , 10 th edition, ’s Manual on the Web 4 Integration of a Corporate Social Responsibility programme in Coloplast 234 Manchester United FC: still successful despite new threats 239 Pierre Fabre: culture and the challenges of internationalisation 251 Adnams – a living company 256 Ryanair: the low-fares airline – future directions? 264 Marks & Spencer: is this as good as it gets? 307 Hotel Du Vin: strategic entrepreneurship and innovative continuity in the boutique hotel sector 313 Going for growth: Teva’s global strategy 317 CRH PLC: dimensions of successful corporate strategy 321 SABMiller: from strength to strength 328 The internationalisation of Tesco – new frontiers and new problems 335 Gridsum and the Microsoft partner ecosystem: engaging in China and beyond? 339 Severstal and the global steel industry 343 FeedHenry – innovating in the cloud 349 Flight Centre Limited 358 Strategic leadership and innovation at Apple, Inc. 362 ‘Where’s Irene and just exactly what is she up to?’ The acquisition of Cadbury PLC by Kraft Foods, 2010 371 Gazprom and NIS: the oil and gas industry in Serbia 377 International HIV/AIDS Alliance (B): a strategy for 2020 385 The Mexican narco-trafficking problem 391 Dancing with the mouse: a strategic metamorphosis at Ocean Park, Hong Kong 400 GMB: strategic leadership in a trade union 407 Academies and Free Schools 416 Paul Polman and the revitalisation of Unilever 419 LEAX: managing growth in a volatile world 425 Changing tracks at Babcock Rail 431 In the boardroom at HomeCo 437 QR National – Aurizon 442

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    6 1. Introduction Exploring Strategy represents one of the most comprehensive packages of material and support for teachers and students of strategy. The following materials and assistance are now available: • The text with improved design and layout to assist readers – including objectives for each part of the book and chapter learning outcomes, concept definitions, chapter summaries, additional reading and much more. • Over seventy illustrations and fourteen key debates each including questions to facilitate their use as mini cases or class discussions. • Fifteen chapter-end case examples with specific relevance to the content of the chapter and with questions relating to the major learning issues in the chapter. • Chapter-end work assignments, which provide further opportunities for student assessment, additional work or self-assessment. • Thirty-five case studies (text and cases version only) together with comprehensive teaching notes (in this manual and on the website). The case collection contains a rich mixture of material, including long and short cases from many different sectors and different countries. • Over thirty ‘classic cases’ from past editions (where they are not carried forward into 10th edition but are still useful to tutors and students). • The accompanying MyStrategyLab (www.pearsoned.co.uk/mystrategylab) contains materials for students and tutors and is added to and updated on a regular basis. • The Strategy Experience simulation (included in MyStrategyLab) gives students hands-on experience of strategic analysis and decision making. The simulation can be used by individual students, or as part of a wider classroom exercise. For students: • Revision aids (flashcards, key concepts and glossary (in six languages)) • Multiple-choice questions, work assignments and grade book • Help with case studies (weblinks, FT articles and advice on analysing cases). For tutors: • This Instructors’ Manual • PowerPoint slides • Testbanks • Tutors’ workshops led by the authors are held annually. These are practical days concerned with how teachers might gain most advantage from the book and associated materials. They also act as a forum in which to meet other strategy teachers.

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    Johnson, Whittington, Scholes, Angwin and Regnér, Exploring Strategy , 10 th edition, ’s Manual on the Web 7 Details on all of these items and extensive tutors’ debriefs of work assignments, illustrations, case examples and case studies are included in this manual. 2. Using this manual This manual is designed for the assistance of teachers of strategy in planning how to gain maximum advantage from the text Exploring Strategy and the associated teaching and learning materials. It should provide help with: • Planning a teaching approach to suit the type of participants, time available, etc. • Deciding on how to use the text, illustrations, case examples, readings and case studies in a teaching scheme. • Choosing additional material to include in a course. • Using the work assignments for the Illustrations, case examples and those at the end of each chapter. • Preparing to teach the case studies. • Using the videos. • Using the Exploring Strategy website. The next two sections are intended to be of particular use to teachers who are relatively new to teaching strategy or are designing new courses. Experienced teachers may wish to pass over Sections 3 and 4. 3. Planning your approach This section provides some general guidance on how the design of a strategy course can be varied to meet the requirements of the participants and the practicalities of the situation. The factors listed below will also influence the way in which the text, readings, work assignments, case examples, case studies and videos can be used to best advantage. 3.1 Purpose of the course Strategy courses can be designed to meet many different needs. At one extreme, the course may mainly be concerned with raising awareness of why organisations need to change and develop over time and some of the ways in which this occurs. Alternatively, a course may be designed to improve the skills of participants in the formulation and implementation of strategy. Between these extremes are other purposes for strategy courses. For example, improving managers’ understanding of how their job function fits the overall strategic development of the organisation, helping to break down the very narrow operational outlook of many managers or integrating material from other parts of a business or management course. The following is some guidance on how the use of text and cases might be adapted to these various purposes.

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    Johnson, Whittington, Scholes, Angwin and Regnér, Exploring Strategy , 10 th edition, ’s Manual on the Web 8 • If awareness is the key purpose, the text can be used to provide a basic framework (say through a lecture series) and devote as much time as possible to illustrative work. The illustrations and case examples in the text should prove valuable and teachers should try to supplement these with their own topical material (press cuttings, material from company websites, etc.). Where participants have access to live organisations, use of issues from those organisations should be encouraged (e.g. by presentations). Guest speakers could also prove valuable – particularly, interesting success stories. The case studies and videos can be used mainly to encourage discussion and illustrate particular aspects of strategy. Work assignments should be useful to consolidate some of the key concepts in strategic management. • If skills development is most important, then the purpose of the text should be to help participants understand concepts and analytical tools which they can apply and practice. Most of the case examples and case studies lend themselves to an analytical approach, and participants should be set tasks that require them to produce detailed and practical solutions. Work assignments for the illustrations and at chapter ends should be useful to test skills development and the understanding of key concepts. With some groups, it may be possible to require participants to develop their skills on real, company-based issues, through a project. For example, students can be asked to undertake an analysis of a particular industry or company (which could be done on the basis of secondary data), to assess the strategic choices available to an organisation and propose how issues of implementation would be managed. Many of the advanced level work assignments are specifically designed to test readers’ in-depth understanding of issues and/or ability to use them in a project situation. • Where the relationship between strategy and the separate business functions is of primary importance, group work (preferably with cross-functional teams) could be very helpful. This could be for work on the case studies, in-company work or business simulations. 3.2 Level of participant The purpose of a strategy course is likely to differ with the level of participant (see Table 1). For example, this could relate to their age, job function or type of course which they are studying. • For younger people with little full-time work experience the text should prove useful in providing a systematic approach and illustrations of strategy in practice. The illustrations and case examples in the text (and associated work assignments) should be used to relate theory to practice. Case studies and the video material should be used in fairly focused ways to consolidate stages in the learning rather than in an all-embracing way until later in the course. Selected readings should also prove helpful. The standard level work assignments will be the most appropriate for this group. • Where participants have some work experience but are nevertheless fairly junior (e.g. final year sandwich course students and many supervisory-level courses), the same comments are relevant except that there are more opportunities to encourage participants to relate to real- life situations through presentations, in-company projects, etc. • For more experienced managers (e.g. in many part-time MBA programmes or in-company courses) it should be possible to reduce the formal inputs of concepts and methods on the grounds that these are clearly laid out in the text and can be read prior to class sessions or as a means of pulling together the issues discussed in class. It is then possible to devote the majority of time to applied work (the case studies, group projects, presentations, etc.). It is

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    Johnson, Whittington, Scholes, Angwin and Regnér, Exploring Strategy , 10 th edition, ’s Manual on the Web 9 also likely that the issues raised in Chapters 12–15 will warrant more emphasis since they raise critical issues of processes of strategic management confronting practising managers. It may also make sense to begin the course by discussing different ways of understanding strategy and strategic management. The strategy lenses introduced in the Commentary at the end of Part I provide a basis for this since they reflect on how strategy might be seen and interpreted in different ways. Table 1 Using the text and cases with different participants No work experience Limited work experience Experienced managers 1. Typical groups Undergraduates Sandwich degree students, supervisory level, full-time MBA Part-time MBA, in- company courses 2. Sequencing of material from text In chapter sequence In chapter sequence In chapter sequence (possibly highlighting of Chapters 12 – 15 earlier) 3. Relative emphasis of issues Main emphasis on Chapters 1–11 More balanced emphasis Greater emphasis on ‘process issues’ and Commentaries 4. Text to read After class sessions After class sessions Before or after class sessions 5. Applied work (case studies, etc.) used to Illustrate issues from the text in a carefully focused way Practice analytical and conceptual understanding As a way of improving understanding and skills 6. Additional reading Selected key readings Selected key readings Selected key readings 3.3 Study mode The mode of study should also influence course design. • For full-time courses, a good level of preparation of case study work should be expected. Such preparation provides an opprortunity for smaller groups to work together on tasks for significant periods of time. A tightly organised package of student work (the case studies, group work, presentations, etc.) is, therefore, possible as an important way of consolidating the concepts/approaches from the text. However, the chance of live in-company work may be more limited – although projects based largely on secondary data can be very effective. • In contrast, part-time students should be more in touch with ongoing management issues but may have less preparation time available and find it more difficult to meet in groups. It may be, therefore, that some group time needs to be built into the programme. It can also be helpful to provide selected readings linking theory and practice to part-time students as a basis for group/class discussions or presentations. • Increasingly, distance learning elements are being used in business and management programmes. The structured nature of the text together with the illustrations, case examples,

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    Johnson, Whittington, Scholes, Angwin and Regnér, Exploring Strategy , 10 th edition, ’s Manual on the Web 10 readings, case studies, video, work assignments and website material lends itself to form the backbone of learning modules. Section 4 below, which reviews work assignments, provides guidelines on how the issues and materials in the book can be used to provide a structured learning ‘path’ for students. 3.4 Time available The study hours available will also influence the course design and the use of text and cases. • For long programmes (50 hours +) it should prove possible to use the text and cases extensively and to supplement the course with other materials and activities. • For shorter programmes, a more selective use of the materials is possible. For example, a course concerned largely with strategy formulation could confine the use of the text to Chapters 1–10 (or 11) and the associated illustrations, case examples, readings, case studies, video, work assignments and website material. In this case, ‘Fundamentals of Strategy’ might be considered as a course text. A course on strategic change and implementation would be centred on Chapters 12–15. The other chapters would be recommended as follow- up or contextual reading. • Where time is very limited – particularly with more experienced managers – sessions may consist of an introduction to some basic ideas through the frameworks from the text together with a case study (or similar activity). More extensive use of the text would be in the participants’ own time either pre- or post-course. The authors regularly use such an approach on short courses for senior managers. The work assignments also provide a valuable checklist and/or self-study guide around these basic concepts. 4. Designing the teaching scheme 4.1 Pre-course work It should be clear from the above that there are many circumstances where pre-course work could be essential. The text and case studies are designed to facilitate this. Where pre-course work is needed, it is suggested that it is prescribed in the following way: • The appropriate chapters of the book with a few suggested issues to bear in mind. For example, it might prove useful for participants to read Chapter 1 and be expected to discuss what is meant by strategy or to read Chapter 3 and discuss what strategic capabilities matter most in organisation. • Preparation of illustrations, case examples or case study material. Here, specific guidance can be found in the teaching notes in Section 6 and in the work assignment debriefs. • Any company specific data that they might need. For example, if participants are to undertake project work they may need to access company reports, accounts and websites. To accompany the reading of Chapter 1 and/or Chapters 12 and 15, students could be asked to reflect on how strategic issues are managed in their own organisation. Or students could be asked to bring some topical data (e.g. articles or press cuttings) that might be used to develop a presentation on the course.

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    Johnson, Whittington, Scholes, Angwin and Regnér, Exploring Strategy , 10 th edition, ’s Manual on the Web 11 4.2 Starting the course The specific requirements of each course will vary but here is some guidance on how courses in strategy might be started: • A traditional approach would be to run through the issues in Chapter 1 and relate them to the structure of the course. This is most successful if the course follows the text quite closely and in chapter sequence. • With groups of experienced managers, it can be stimulating to begin with a session on different approaches to strategic management and strategy development using the material from Chapters 1, 12 and 15 and the Commentary at the end of Part I that introduces the four strategy lenses. This does not preclude a follow-up that works through the chapters in sequence, but helps put that approach into context. • An alternative approach is to begin the course with a case study , case example or illustration . The chapter end case for Chapter 1 ( Glastonbury ), the first illustration in Chapter 1 or the first case in the case section of the book ( Lego ) are provided for this purpose. This approach starts the course with participants talking about the strategic issues relevant to that company and industry, and gives pointers to issues that will be covered in the rest of the course. A similar opening can be achieved by asking one or more participants to talk about the key strategic issues in their own organisation or for an organisation that is well known to many participants. 4.3 Planning the topics The text lends itself to a range of different treatments and we encourage teachers to use it in a way which suits their own style and the needs of the participants. Some approaches might be as follows: • The most straightforward teaching scheme is one that follows the sequence of topics from the text. For example, on a final year undergraduate programme the text can be ‘covered’ in one-hour lectures leaving time for applied activities. It is strongly recommended that a lecture series of this type be used to augment the text (e.g. by addressing more fully some of the concepts or explaining how they can be used in practice) rather than replicate what is in the text. • Courses can be taught on an ‘issues basis’. For example, by focusing on the main strategic choices discussed in Part II of the book (e.g. competitive strategy, internationalisation, mergers and acquisitions). Here, Parts I and III of the book would be used as background reading by students to prepare for and inform class discussion on the issues. • A ‘case based’ course uses a series of case studies as the backbone of the course. Classes then focus on the issues raised by the cases. Here, it makes sense to choose the cases to focus on particular issues or themes. The case version of the book provides an extensive choice of cases that can be used for this purpose. It should then be expected that students (a) do recommended pre-reading from the text and (b) apply that reading to their preparation of the cases.

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    Johnson, Whittington, Scholes, Angwin and Regnér, Exploring Strategy , 10 th edition, ’s Manual on the Web 12 • On other courses, the text can be used somewhat differently. For example, one of the authors teaches a part-time MBA course where the opening few weeks of the programme run parallel sessions following the ‘content’ issues in Chapters 2–5 and the ‘process’ issues of Chapters 12 and 15 and the Commentary. This is augmented by a readings programme and a group project running through the course. 4.4 Balance of the course The teaching scheme will need to be balanced in relation to many of the needs identified in Section 3 in two different ways: • The degree of emphasis given to different topics as discussed above. • The mixture an d sequen cing of lectures, seminars, case studies, group work, etc. These are largely determined by the circumstances for which the programme is designed as outlined in Section 3. It is useful to look at some typical ways in which this mix can be planned: • Case study/applied material only courses, where the text is used as pre-reading and/or follow-up. This approach is not very common on open access courses but can be very useful in an in-company workshop where a review of the organisation’s own strategy forms the basis of the programme, and frameworks and techniques from the text are drawn upon as appropriate. • Case study/applied material-based programmes. Here, the applied material is prepared before the class sessions and forms the basis of a discussion of key concepts during the session. This is the Harvard approach and the text could be used either as pre-reading or for follow-up. The case studies, case examples, illustrations, website material and work assignments would form the basis of such a course. • Lectures and applied work . Here, the formal lecture accounts for perhaps 20–30% of the programme, the remainder being used for applied work – case studies, presentations, projects, etc. The text, case studies, case examples, illustrations, website materials and work assignments are ideal for providing the backbone of a course of this type. The dangers are that students do not read widely enough so teachers need to provide proper guidance on additional reading (including those identified at the end of each chapter). • Lecture and illustrative material. Here, the lecture programme may amount to 50–70% of the course with illustrations, case examples, case studies and website material being used to provide practical examples of the issues in the text/lectures. This is only recommended for undergraduates. 4.5 Assessment Many courses will require participants to be assessed. The text and cases (and the above advice on course design) provide opportunities for a wide variety of different assessments. For example: • Formal examinations can be used to test understanding of the key concepts presented in the text. There are dangers that students give overly theoretical answers to questions. One way of avoiding this is to use short quotations from case studies, articles or illustrations as the basis of the issue that requires discussion in the examination question. This could include requiring answers that are directed at explaining concepts to managers as they could be asked to do, perhaps, in a job interview.

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    Johnson, Whittington, Scholes, Angwin and Regnér, Exploring Strategy , 10 th edition, ’s Manual on the Web 13 • Case study examinations are a commonly used method of assessment. There are typically two approaches here. i) The case study is distributed before the examination, but not the questions. Students are then able to prepare, perhaps in groups. The questions are then provided in the examination and answered on an individual basis. Students are however able to use their prepared notes. The biggest danger with this approach is that students overwhelm themselves with prior analysis, and simply replicate their notes, failing to answer the questions posed on the examination paper. ii) An alternative approach is to use a brief case study together with the questions provided to the students in the examination setting or shortly before it. The problem here is that students’ speed of reading can vary considerably – particularly if they are reading the case in English as a second language. • Project-based assessment involves students (or groups of students) applying the concepts and techniques in the book to a real organisation. This could be done, for example, by part time students working on their own organisations. Or it can be done with students working on nominated organisations using secondary data. • Student presentations are another method of assessment, popular with many strategy teachers. They can be used to assess students’ work on illustrations, case examples, case studies or in-company project work that they have undertaken. It is desirable to combine an assessment of the presentation with a write-up. • Executive reports are used by one of the authors. These are an unannounced 30-minute write-up of the critical issues in a pre-seen case study or article in the form of a brief executive report. • Participant’s topic – where participants are required to present a write-up and/or presentation on a strategic issue – often in the context of a topical situation or their own organisation. • Readings – where a readings programme throughout the course is used as a basis of linking theory to practice and can be assessed through presentation and/or write-up. A note on Group Projects. Group projects can be an excellent form of learning and therefore lend themselves to be incorporated into the assessment package. The group project provides an extra learning dimension from the individual project namely, the process by which the group undertook the project and managed themselves. We would advise that the project write-up should include issues of process as well as content. Many teachers shy away from group projects because they feel that the assessment of individual contributions can be difficult (which it is!). However, the potential learning from group work is so great that we would encourage teachers to experiment with assessing the project work. There are several ways in which worries about assessing individuals can be alleviated. First, the group project can be part of an assessment package and weighted accordingly (e.g. 30–40% of the overall mark). Second, the formal requirement may be that the group project is assessed only on a pass/fail basis. The student’s examination mark is that gained in other assessments. Third, the group can be given an overall group average mark and be asked to advise the tutor on the individual marks of group members (in relation to their contribution). Where the authors have used this particular approach, it has proved useful to provide limits within which individual marks can be varied (say 10 marks) and to ensure that students are clear that the final decision rests with the tutor. Fourth, students can be asked to complete an individual piece of work, e.g. on their own key learning points from the group work.

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    Johnson, Whittington, Scholes, Angwin and Regnér, Exploring Strategy , 10 th edition, ’s Manual on the Web 14 4.6 Sample teaching plan This is an example of a teaching plan for a 500-strong cohort of level 3 undergraduates taking strategic management as a core double-weighted module over two semesters. Total contact hours are 36 hours, group work comprises 110 hours and independent study 154 hours. The module comprises a mixture of lectures, interactive workshops, group work, independent learning and online-mediated study (via an online learning management system such as MyStrategyLab). Case studies are a key learning vehicle for the module. Students are also required to conduct group and individual research into organisations. A series of surgery sessions and online-mediated sessions are available to students wishing to reinforce their learning. Key skills are developed in the areas of teamwork, oral and written communications, selection and application of data collection methods, research and referencing skills, data analysis and online communications. The strategic management module has two main learning components: • Acquiring theory and concepts in strategy • Application of theory and concepts to the analysis of organisations. To some extent, these two components interact – application of the concepts helps to clarify understanding of the theory. The theory comes early in the module, in order to have something to work with. The module lectures (focusing more on the theory) are therefore mostly in Semester 1 and early Semester 2. Successful studying for the module requires the following: • Working through the Exploring Strategy interactive study guide together with the textbook • Attending lectures, having prepared for them • Working with study group on analysing case studies and a chosen organisation • Participating actively in workshops. Reflecting this balance, the module has three elements of assessment: 1. Online assessment (10%). A range of question types to test students’ basic understanding of the theory at the end of Semester 1 (e.g. multiple choice, pull down list, matching, ranking and text match). 2. An individual written assignment, including a copy of the group presentation (30%). This requires application of the theory to a chosen organisation. Group work involves analysing the organisation, developing and ranking strategic options and making a presentation on one aspect of the organisation. Each individual then writes up a part of the analysis. 3. A two-hour case study-based examination (60%). This requires application of the theory to a case study that is issued two weeks before the exam and students analyse it in their study groups prior to the exam.

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    Johnson, Whittington, Scholes, Angwin and Regnér, Exploring Strategy , 10 th edition, ’s Manual on the Web 15 The module requires commitment and time on the part of the students. They must be able to organise their own study time – reading, working through the interactive online study guide and doing the self-assessment tests, analysing the case studies, gathering data on the selected organisation, preparing presentations for the workshops and working on the assignment. Using study groups effectively is an important skill. Study group discussions provide an opportunity to practise using the strategy vocabulary. The grid in Table 2 gives a general outline of the requirements of the module. The course structure is as follows: Lectures: All students attend 11 two-hour lectures – 8 in Semester 1 and 3 in Semester 2. Workshops: Each study group has 7 two-hour interactive workshop sessions. They commence in week 3, Semester 1 and run throughout the year. Surgery sessions: Six optional surgery sessions are available. Online: All students are required to complete the interactive study guide accompanying the Exploring Strategy textbook. All communication is via the learning management system (not email) and students should access it at least twice a week. Guest lectures: A series of guest lectures, ‘Strategy into Practice’, are organised over the course of the year. This provides an opportunity to hear how strategy is implemented in practice by leading business managers. Tables 3 and 4 show topics, reading and cases. Table 2 Outline of module requirements Work area Purpose Group work Read the core text (Exploring Strategy) , other recommended reading and work through the interactive study guide Understand the theory Discuss the ideas in groups; consider how to apply them and what their implications are Read and analyse the assigned cases using strategic management theory and the analytical techniques from other modules (e.g. finance, HR and marketing) Understand organisations in practice, and how to apply the theory Discuss and compare analysis within groups, in workshops and via the online discussion group/discussion board facility. Assess areas of overlap or disagreement. Identify areas of uncertainty or difficulty for surgery/workshop discussion or for debating via the online discussion board Collect and analyse information on the chosen organisation. Use strategic management theory and the analytical techniques from other modules (e.g. finance, HR and marketing) Develop research and analytical skills. Apply strategic management theory to an organisation Discuss analysis within study groups. Assign areas for individuals to investigate in greater depth for the group. Identify areas of uncertainty or difficulty for surgery/workshop discussion or for debating via the online discussion board

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    Johnson, Whittington, Scholes, Angwin and Regnér, Exploring Strategy , 10 th edition, ’s Manual on the Web 16 Work area Purpose Group work Develop group presentation Simulate a team-based work situation and a presentation to management – develop communication and influencing skills Discuss who is going to make the presentation, how all group members can be involved, what format it will take. Rehearse and polish the presentation and prepare answers to questions that might arise Work on individual assignment Apply strategic management theory to the chosen organisation and develop written presentation skills Work in groups and discuss analysis. Do the final write-up individually Work on the case study for the exam Utilise teamworking to simplify analysis and work towards a common aim of success Compare analysis of the case study. Discuss areas of disagreement and decide what position to take. Help weaker team members to understand the issues Table 3 Lecture schedule Lecture (2 hours) Topic Preparation for lectures ( Exploring Strategy text and online interactive study guide) Semester 1 Week 1 Introducing strategy Chapter 1 text and online Week 2 The environment Chapter 2 text and online Week 3 Strategic capabilities Chapter 3 text and online Week 4 Strategic purpose Culture and strategy Chapters 4 and 5 text and online Weeks 5/6 Surgery sessions Week 7 Business strategy Chapter 6 text and online Week 8 Corporate strategy and diversification International strategy Mergers acquisitions and alliances Chapters 7, 8, 10 text and online Week 9 Innovation and entrepreneurship Chapter 9 text and online

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    Johnson, Whittington, Scholes, Angwin and Regnér, Exploring Strategy , 10 th edition, ’s Manual on the Web 17 Week 10 Evaluating strategies Chapter 11 text and online Week 11 Surgery session Semester 2 Week 1 Organising for success Chapter 13 text and online Week 2 Leading strategic change Chapter 14 text and online Week 3 Strategy development processes Chapters 12 and 15 text and online Weeks 4,6,8 and 9 Surgery sessions Table 4 Workshop topics Workshop Analytical focus Preparation 1 Business environment: PESTEL, Five Forces Case Example Chapter 2. Global forces and the advertising industry 2 Organisational resources: value chain, strategic capability Case Example Chapter 3. Rocket Internet – will the copycat be imitated? 3 Organisational context: stakeholders, corporate governance, culture Case Example Chapter 5. Bonuses and ‘gaming’ at Barclays Bank 4 Corporate-level strategy: diversification, portfolios, parenting Case Example Chapter 7. Strategic development at Virgin 5 International strategy and the development and evaluation of strategic options Case Example Chapter 8. China comes to Hollywood: Wanda’s acquisition of AMC 6 Implementation of strategy: organising and change management Case Example Chapter 14. Sergio Marchionne: leading change in Fiat and Chrysler 7 Revision Case Example from last year’s examination Workshops 2–6 allocate 30 minutes for group presentations. 5. A guide to using the work assignments This section contains guidance for using the work assignments that appear with each illustration, case example and at the end of each chapter in Exploring Strategy . These notes are not intended

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    Johnson, Whittington, Scholes, Angwin and Regnér, Exploring Strategy , 10 th edition, ’s Manual on the Web 18 to be prescriptive and instructors are encouraged to use these assignments in ways that best suit your own learning situation. The work assignments with each illustration are designed to consolidate one or two learning points from a part of the chapter. The questions with case examples at the chapter end take the main issues from each chapter and suggest ways in which readers can consolidate their understanding by applying these concepts to appropriate case studies, illustrations and/or organisations of their own choice. There are also integrative assignments that look across chapters. The work assignments are provided at two levels of difficulty – in order to give flexibility in their use: Standard are straightforward applications of concepts or frameworks to specific situations. Advanced require a fuller analysis usually linking two or more concepts and/or situations and requiring reading round the issues. The sections below provide chapter-by-chapter guidance on how tutors might use the work assignments to consolidate students’ understanding of the concepts in Exploring Strategy . There are, however, a few general guidelines that you may wish to consider in deciding how to gain most benefit from incorporating these work assignments into the students’ programme of study: • Remember there are many different ways in which you can use these assignments. For example as: • topics for students to pre-prepare for a session, where the concept or issue will be discussed in the light of their preparation; • a basis of a student’s presentation in a class session; • a student assessment ; • a self-study package, which students use to test their own understanding. • Although many of the work assignments draw on illustrations and/or case studies in Exploring Strategy , we have tried to write them in a way that does not make them entirely dependent on this specific source material. Most of these work assignments should be useable in a situation of the tutor’s/student’s choice. • The reverse is also true; the use of illustrations, case examples and case studies should not be confined to the specific issues in the work assignments. With case studies you will find that the authors’ teaching notes in Section 12 suggest many other issues and questions in addition to those cited in work assignments. 6. A guide to using the case studies • Section 12 contains comprehensive teaching notes for each of the case studies that appear in the text and cases edition of Exploring Strategy . These notes have been prepared by the authors of each case study and edited by Steve Pyle. The facing page is a guide to the main focus of each case study and also appears in the book. The table also indicates the focus of the classic cases. These are a selection of cases from recent editions of the book which remain relevant for teaching. These can be found on the companion website.

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