Solution Manual For Exploring Strategy, 10th Edition

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3Contents1.Introduction62.Using this manual73.Planning your approach74.Designing the teaching scheme105.A guide to using the work assignments176.A guide to using the case studies187.MyStrategyLab248.Exploring strategy teachers’ workshops24Chapter 1.Introducing strategy25Part ITHE STRATEGIC POSITION33Chapter 2.The environment34Chapter 3.Strategic capabilities46Chapter 4.Strategic purpose62Chapter 5.Culture and strategy73Part IISTRATEGIC CHOICES87Chapter 6.Business strategy88Chapter 7.Corporate strategy and diversification99Chapter 8.International strategy111Chapter 9.Innovation and entrepreneurship122Chapter 10.Mergers, acquisitions and alliances130Part IIISTRATEGY IN ACTION139Chapter 11.Evaluating strategies140Chapter 12.Strategy development processes151Chapter 13.Organising for success165Chapter 14.Leading strategic change173Chapter 15.The practice of strategy187Case Teaching NotesThe LEGO Group: adopting a strategic approach196The global pharmaceutical industry – in the land of shrinking giants201Vodafone: developing communications strategy in the UK market207Global forces and the Western European brewing industry211A source of cheap energy or a source of problems – the potential benefits and costs of shale gas215H&M in fast fashion: continued success?219The Formula 1 constructors: capabilities for success228

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Johnson, Whittington, Scholes, Angwin and Regnér,Exploring Strategy, 10thedition,’s Manual on the Web4Integration of a Corporate Social Responsibility programme in Coloplast234Manchester United FC: still successful despite new threats239Pierre Fabre: culture and the challenges of internationalisation251Adnams – a living company256Ryanair: the low-fares airline – future directions?264Marks & Spencer: is this as good as it gets?307Hotel Du Vin: strategic entrepreneurship and innovative continuity in the boutique hotel sector313Going for growth: Teva’s global strategy317CRH PLC: dimensions of successful corporate strategy321SABMiller: from strength to strength328The internationalisation of Tesco – new frontiers and new problems335Gridsum and the Microsoft partner ecosystem: engaging in China and beyond?339Severstal and the global steel industry343FeedHenry – innovating in the cloud349Flight Centre Limited358Strategic leadership and innovation at Apple, Inc.362‘Where’s Irene and just exactly what is she up to?’ The acquisitionof Cadbury PLC by Kraft Foods, 2010371Gazprom and NIS: the oil and gas industry in Serbia377International HIV/AIDS Alliance (B): a strategy for 2020385The Mexican narco-trafficking problem391Dancing with the mouse: a strategic metamorphosis at Ocean Park, Hong Kong400GMB: strategic leadership in a trade union407Academies and Free Schools416Paul Polman and the revitalisation of Unilever419LEAX: managing growth in a volatile world425Changing tracks at Babcock Rail431In the boardroom at HomeCo437QR National – Aurizon442

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61. IntroductionExploring Strategyrepresents one of the most comprehensive packages of material and supportfor teachers and students of strategy. The following materials and assistance are now available:•Thetextwith improved design and layout to assist readers – including objectives for eachpart of the book and chapter learning outcomes, concept definitions, chapter summaries,additional reading and much more.•Over seventyillustrationsand fourteenkey debateseach including questions to facilitatetheir use as mini cases or class discussions.•Fifteen chapter-endcase exampleswith specific relevance to the content of the chapter andwith questions relating to the major learning issues in the chapter.•Chapter-endwork 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 teachingnotes (in this manual and on the website). The case collection contains a rich mixture ofmaterial, 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 10thedition but are still useful to tutors and students).•The accompanying MyStrategyLab (www.pearsoned.co.uk/mystrategylab) contains materialsfor students and tutors and is added to and updated on a regular basis.•The Strategy Experience simulation (included in MyStrategyLab) gives students hands-onexperience of strategic analysis and decision making. The simulation can be used byindividual 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 concernedwith how teachers might gain most advantage from the book and associated materials. Theyalso act as a forum in which to meet other strategy teachers.

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Johnson, Whittington, Scholes, Angwin and Regnér,Exploring Strategy, 10thedition,’s Manual on the Web7Details 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 manualThis manual is designed for the assistance of teachers of strategy in planning how to gainmaximum advantage from the textExploring Strategyand the associated teaching and learningmaterials. 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 ateaching scheme.•Choosing additional material to include in a course.•Using the work assignments for the Illustrations, case examples and those at the end of eachchapter.•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 toteaching strategy or are designing new courses. Experienced teachers may wish to pass overSections 3 and 4.3. Planning your approachThis section provides some general guidance on how the design of a strategy course can bevaried to meet the requirements of the participants and the practicalities of the situation. Thefactors 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 courseStrategy courses can be designed to meet many different needs. At one extreme, the course maymainly be concerned with raisingawarenessof why organisations need to change and developover time and some of the ways in which this occurs. Alternatively, a course may be designed toimprove theskillsof participants in the formulation and implementation of strategy. Betweenthese extremes are other purposes for strategy courses. For example, improving managers’understandingofhowtheirjobfunctionfitstheoverallstrategicdevelopmentoftheorganisation, helping to break down the very narrowoperational outlookof many managers orintegratingmaterial from other parts of a business or management course. The following issome 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, 10thedition,’s Manual on the Web8•Ifawarenessis the key purpose, the text can be used to provide a basic framework (saythrough a lecture series) and devote as much time as possible to illustrative work. Theillustrations and case examples in the text should prove valuable and teachers should try tosupplement these with their own topical material (press cuttings, material from companywebsites, etc.). Where participants have access to live organisations, use of issues fromthose organisations should be encouraged (e.g. by presentations). Guest speakers could alsoprove valuable – particularly, interesting success stories. The case studies and videos can beused mainly to encourage discussion and illustrate particular aspects of strategy. Workassignmentsshouldbeusefultoconsolidatesomeofthekeyconceptsinstrategicmanagement.•Ifskills developmentis most important, then the purpose of the text should be to helpparticipants 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, andparticipants 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 skillsdevelopment and the understanding of key concepts. With some groups, it may be possibleto require participants to develop their skills on real, company-based issues, through aproject. For example, students can be asked to undertake an analysis of a particular industryor company (which could be done on the basis of secondary data), to assess the strategicchoices available to an organisation and propose how issues of implementation would bemanaged. Many of the advanced level work assignments are specifically designed to testreaders’ in-depth understanding of issues and/or ability to use them in a project situation.•Where therelationship between strategy and the separate business functionsis of primaryimportance, group work (preferably with cross-functional teams) could be very helpful. Thiscould be for work on the case studies, in-company work or business simulations.3.2 Level of participantThe purpose of a strategy course is likely to differ with the level of participant (see Table 1). Forexample, this could relate to their age, job function or type of course which they are studying.•Foryoungerpeople with little full-time work experience the text should prove useful inproviding a systematic approach and illustrations of strategy in practice. The illustrationsand case examples in the text (and associated work assignments) should be used to relatetheory to practice. Case studies and the video material should be used in fairly focused waysto consolidate stages in the learning rather than in an all-embracing way until later in thecourse. Selected readings should also prove helpful. The standard level work assignmentswill be the most appropriate for this group.•Where participants havesome work experiencebut are nevertheless fairly junior (e.g. finalyear sandwich course students and many supervisory-level courses), the same comments arerelevant except that there are more opportunities to encourage participants to relate to real-life situations through presentations, in-company projects, etc.•Formore experienced managers(e.g. in many part-time MBA programmes or in-companycourses) it should be possible to reduce the formal inputs of concepts and methods on thegrounds that these are clearly laid out in the text and can be read prior to class sessions or asa means of pulling together the issues discussed in class. It is then possible to devote themajority 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, 10thedition,’s Manual on the Web9also likely that the issues raised in Chapters 12–15 will warrant more emphasis since theyraise critical issues of processes of strategic management confronting practising managers.It may also make sense to begin the course by discussing different ways of understandingstrategy and strategic management. The strategy lenses introduced in the Commentary at theend of Part I provide a basis for this since they reflect on how strategy might be seen andinterpreted in different ways.Table 1 Using the text and cases with different participantsNo work experienceLimited workexperienceExperiencedmanagers1.Typical groupsUndergraduatesSandwich degreestudents, supervisorylevel, full-time MBAPart-time MBA, in-company courses2.Sequencing ofmaterial fromtextIn chapter sequenceIn chapter sequenceIn chapter sequence(possibly highlightingof Chapters 12–15earlier)3.Relativeemphasis ofissuesMain emphasis onChapters 1–11More balancedemphasisGreater emphasis on‘process issues’ andCommentaries4.Text to readAfter class sessionsAfter class sessionsBefore or after classsessions5.Applied work(case studies,etc.) used toIllustrate issues fromthe text in a carefullyfocused wayPractice analyticaland conceptualunderstandingAs a way of improvingunderstanding andskills6.AdditionalreadingSelected keyreadingsSelected keyreadingsSelected key readings3.3 Study modeThe mode of study should also influence course design.•Forfull-timecourses, 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 forsignificant 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 consolidatingthe concepts/approaches from the text. However, the chance of live in-company work maybe more limited – although projects based largely on secondary data can be very effective.•In contrast,part-timestudents should be more in touch with ongoing management issues butmay have less preparation time available and find it more difficult to meet in groups. It maybe, therefore, that some group time needs to be built into the programme. It can also behelpful to provide selected readings linking theory and practice to part-time students as abasis for group/class discussions or presentations.•Increasingly,distance learningelements are being used in business and managementprogrammes. The structured nature of the text together with the illustrations, case examples,

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Johnson, Whittington, Scholes, Angwin and Regnér,Exploring Strategy, 10thedition,’s Manual on the Web10readings, case studies, video, work assignments and website material lends itself to form thebackbone of learning modules. Section 4 below, which reviews work assignments, providesguidelines on how the issues and materials in the book can be used to provide a structuredlearning ‘path’ for students.3.4 Time availableThe study hours available will also influence the course design and the use of text and cases.•Forlongprogrammes (50 hours +) it should prove possible to use the text and casesextensively and to supplement the course with other materials and activities.•Forshorterprogrammes, a more selective use of the materials is possible. For example, acourse concerned largely with strategy formulation could confine the use of the text toChapters 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 implementationwould be centred on Chapters 12–15. The other chapters would be recommended as follow-up or contextual reading.•Where time isvery limited– particularly with more experienced managers – sessions mayconsist of an introduction to some basic ideas through the frameworks from the text togetherwith a case study (or similar activity). More extensive use of the text would be in theparticipants’ own time either pre- or post-course. The authors regularly use such anapproach on short courses for senior managers. The work assignments also provide avaluable checklist and/or self-study guide around these basic concepts.4. Designing the teaching scheme4.1 Pre-course workIt should be clear from the above that there are many circumstances where pre-course workcould be essential. The text and case studies are designed to facilitate this. Where pre-coursework 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. Forexample, it might prove useful for participants to read Chapter 1 and be expected to discusswhat is meant by strategy or to read Chapter 3 and discuss what strategic capabilities mattermost in organisation.•Preparation ofillustrations, case examples or case studymaterial. Here, specific guidancecan be found in the teaching notes in Section 6 and in the work assignment debriefs.•Anycompany specific datathat they might need. For example, if participants are toundertake 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 askedto reflect on how strategic issues are managed in their own organisation. Or students couldbe asked to bring some topical data (e.g. articles or press cuttings) that might be used todevelop a presentation on the course.

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Johnson, Whittington, Scholes, Angwin and Regnér,Exploring Strategy, 10thedition,’s Manual on the Web114.2 Starting the courseThe specific requirements of each course will vary but here is some guidance on how courses instrategy might be started:•A traditional approach would be to run through the issues in Chapter 1 and relate them tothe structure of the course. This is most successful if the course follows the text quiteclosely and in chapter sequence.•With groups of experienced managers, it can be stimulating to begin with a session ondifferent approachesto strategic management and strategy development using the materialfrom Chapters 1, 12 and 15 and the Commentary at the end of Part I that introduces the fourstrategy lenses. This does not preclude a follow-up that works through the chapters insequence, but helps put that approach into context.•An alternative approach is to begin the course with acase study, case example orillustration. The chapter end case for Chapter 1 (Glastonbury), the first illustration inChapter 1 or the first case in the case section of the book (Lego) are provided for thispurpose. This approach starts the course with participants talking about the strategic issuesrelevant to that company and industry, and gives pointers to issues that will be covered inthe rest of the course. A similar opening can be achieved by asking one or more participantsto talk about the key strategic issues in theirownorganisation or for an organisation that iswell known to many participants.4.3 Planning the topicsThe text lends itself to a range of different treatments and we encourage teachers to use it in away which suits their own style and the needs of the participants. Some approaches might be asfollows:•The most straightforward teaching scheme is one that follows the sequence of topics fromthe text. For example, on a final year undergraduate programme the text can be ‘covered’ inone-hour lectures leaving time for applied activities. It is strongly recommended that alecture series of this type be used toaugmentthe text (e.g. by addressing more fully some ofthe concepts or explaining how they can be used in practice) rather than replicate what is inthe text.•Courses can be taught on an ‘issues basis’. For example, by focusing on the main strategicchoices 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 backgroundreading 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. Classesthen focus on the issues raised by the cases. Here, it makes sense to choose the cases tofocus on particular issues or themes. The case version of the book provides an extensivechoice 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 ofthe cases.

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Johnson, Whittington, Scholes, Angwin and Regnér,Exploring Strategy, 10thedition,’s Manual on the Web12•On other courses, the text can be used somewhat differently. For example, one of theauthors teaches a part-time MBA course where the opening few weeks of the programmerun parallel sessions following the ‘content’ issues in Chapters 2–5 and the ‘process’ issuesof Chapters 12 and 15 and the Commentary. This is augmented by a readings programmeand a group project running through the course.4.4 Balance of the courseThe teaching scheme will need to be balanced in relation to many of the needs identified inSection 3 in two different ways:•The degree ofemphasisgiven to different topics as discussed above.•Themixtureand sequencing of lectures, seminars, case studies, group work, etc. These arelargely determined by the circumstances for which the programme is designed as outlined inSection 3. It is useful to look at some typical ways in which this mix can be planned:•Case study/applied material onlycourses, where the text is used as pre-reading and/orfollow-up. This approach is not very common on open access courses but can be veryuseful in an in-company workshop where a review of the organisation’s own strategyforms the basis of the programme, and frameworks and techniques from the text aredrawn upon as appropriate.•Case study/applied material-basedprogrammes. Here, the applied material is preparedbefore the class sessions and forms the basis of a discussion of key concepts during thesession. This is the Harvard approach and the text could be used either as pre-reading orfor follow-up. The case studies, case examples, illustrations, website material and workassignments would form the basis of such a course.•Lectures and applied work. Here, the formal lecture accounts for perhaps 20–30% ofthe programme, the remainder being used for applied work – case studies, presentations,projects, etc. The text, case studies, case examples, illustrations, website materials andwork assignments are ideal for providing the backbone of a course of this type. Thedangers are that students do not read widely enough so teachers need to provide properguidance 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 beingused to provide practical examples of the issues in the text/lectures. This is onlyrecommended for undergraduates.4.5 AssessmentMany courses will require participants to be assessed. The text and cases (and the above adviceon course design) provide opportunities for a wide variety of different assessments. For example:•Formal examinationscan be used to test understanding of the key concepts presented in thetext. There are dangers that students give overly theoretical answers to questions. One wayof avoiding this is to use short quotations from case studies, articles or illustrations as thebasis of the issue that requires discussion in the examination question. This could includerequiring answers that are directed at explaining concepts to managers as they could beasked to do, perhaps, in a job interview.

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Johnson, Whittington, Scholes, Angwin and Regnér,Exploring Strategy, 10thedition,’s Manual on the Web13•Case study examinationsare a commonly used method of assessment. There are typicallytwo approaches here.i)Thecase study is distributed before the examination, but not the questions. Students arethen able to prepare, perhaps in groups. The questions are then provided in theexamination and answered on an individual basis. Students are however able to use theirprepared notes. The biggest danger with this approach is that students overwhelmthemselves with prior analysis, and simply replicate their notes, failing to answer thequestions posed on the examination paper.ii)An alternative approach is to use a brief case study together with the questions providedto the students in the examination setting or shortly before it. The problem here is thatstudents’ speed of reading can vary considerably – particularly if they are reading thecase in English as a second language.•Project-based assessmentinvolves students (or groups of students) applying the conceptsand techniques in the book to a real organisation. This could be done, for example, by parttime students working on their own organisations. Or it can be done with students workingon nominated organisations using secondary data.•Student presentationsare another method of assessment, popular with many strategyteachers. They can be used to assess students’ work on illustrations, case examples, casestudies or in-company project work that they have undertaken. It is desirable to combine anassessment of the presentation with a write-up.•Executive reportsare used by one of the authors. These are an unannounced 30-minutewrite-up of the critical issues in a pre-seen case study or article in the form of a briefexecutive report.•Participant’s topic– where participants are required to present a write-up and/or presentationon 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 linkingtheory to practice and can be assessed through presentation and/or write-up.A note onGroup Projects.Group projects can bean excellent form of learning and thereforelend themselves to be incorporated into the assessment package. The group project provides anextra learning dimension from the individual project namely, theprocessby which the groupundertook the project and managed themselves. We would advise that the project write-upshould include issues of process as well as content. Many teachers shy away from groupprojects because they feel that the assessment of individual contributions can be difficult (whichit is!). However, the potential learning from group work is so great that we would encourageteachers to experiment with assessing the project work. There are several ways in which worriesabout assessing individuals can be alleviated. First, the group project can be part of anassessment package and weighted accordingly (e.g. 30–40% of the overall mark). Second, theformal requirement may be that the group project is assessed only on a pass/fail basis. Thestudent’s examination mark is that gained in other assessments. Third, the group can be given anoverall group average mark and be asked to advise the tutor on the individual marks of groupmembers (in relation to their contribution). Where the authors have used this particularapproach, it has proved useful to providelimitswithin 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 keylearning points from the group work.

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Johnson, Whittington, Scholes, Angwin and Regnér,Exploring Strategy, 10thedition,’s Manual on the Web144.6 Sample teaching planThis is an example of a teaching plan for a 500-strong cohort of level 3 undergraduates takingstrategic management as a core double-weighted module over two semesters. Total contacthours are 36 hours, group work comprises 110 hours and independent study 154 hours. Themodule comprises a mixture of lectures, interactive workshops, group work, independentlearning and online-mediated study (via an online learning management system such asMyStrategyLab). Case studies are a key learning vehicle for the module. Students are alsorequired to conduct group and individual research into organisations. A series of surgerysessions and online-mediated sessions are available to students wishing to reinforce theirlearning. Key skills are developed in the areas of teamwork, oral and written communications,selection and application of data collection methods, research and referencing skills, dataanalysis 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 clarifyunderstanding of the theory. The theory comes early in the module, in order to have somethingto work with. The module lectures (focusing more on the theory) are therefore mostly inSemester 1 and early Semester 2.Successful studying for the module requires the following:•Working through theExploring Strategyinteractive 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 understandingof 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 involvesanalysingtheorganisation,developingandrankingstrategicoptionsandmakingapresentation on one aspect of the organisation. Each individual then writes up a part of theanalysis.3.A two-hour case study-based examination (60%).This requires application of the theoryto a case study that is issued two weeks before the exam and students analyse it in theirstudy groups prior to the exam.

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Johnson, Whittington, Scholes, Angwin and Regnér,Exploring Strategy, 10thedition,’s Manual on the Web15The module requires commitment and time on the part of the students. They must be able toorganise their own study time – reading, working through the interactive online study guide anddoing the self-assessment tests, analysing the case studies, gathering data on the selectedorganisation, preparing presentations for the workshops and working on the assignment. Usingstudy groups effectively is an important skill. Study group discussions provide an opportunity topractise using the strategy vocabulary. The grid in Table 2 gives a general outline of therequirements 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. Theycommence in week 3, Semester 1 and run throughout the year.Surgery sessions:Six optional surgery sessions are available.Online:Allstudentsarerequiredtocompletetheinteractivestudyguideaccompanying theExploring Strategytextbook. All communication is viathe learning management system (not email) and students should access it atleast twice a week.Guest lectures:A series of guest lectures, ‘Strategy into Practice’, are organised over thecourse of the year. This provides an opportunity to hear how strategy isimplemented in practice by leading business managers.Tables 3 and 4 show topics, reading and cases.Table 2 Outline of module requirementsWork areaPurposeGroup workRead the core text(ExploringStrategy), other recommendedreading and work through theinteractive study guideUnderstand the theoryDiscuss the ideas in groups;consider how to apply themand what their implications areRead and analyse theassigned cases using strategicmanagement theory and theanalytical techniques fromother modules (e.g. finance,HR and marketing)Understand organisationsin practice, and how toapply the theoryDiscuss and compare analysiswithin groups, in workshopsand via the online discussiongroup/discussion board facility.Assess areas of overlap ordisagreement. Identify areas ofuncertainty or difficulty forsurgery/workshop discussionor for debating via the onlinediscussion boardCollect and analyseinformation on the chosenorganisation. Use strategicmanagement theory and theanalytical techniques fromother modules (e.g. finance,HR and marketing)Develop research andanalytical skills. Applystrategic managementtheory to an organisationDiscuss analysis within studygroups. Assign areas forindividuals to investigate ingreater depth for the group.Identify areas of uncertainty ordifficulty for surgery/workshopdiscussion or for debating viathe online discussion board

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Johnson, Whittington, Scholes, Angwin and Regnér,Exploring Strategy, 10thedition,’s Manual on the Web16Work areaPurposeGroup workDevelop group presentationSimulate a team-basedwork situation and apresentation tomanagement – developcommunication andinfluencing skillsDiscuss who is going to makethe presentation, how all groupmembers can be involved,what format it will take.Rehearse and polish thepresentation and prepareanswers to questions thatmight ariseWork on individual assignmentApply strategicmanagement theory to thechosen organisation anddevelop writtenpresentation skillsWork in groups and discussanalysis. Do the final write-upindividuallyWork on the case study for theexamUtilise teamworking tosimplify analysis and worktowards a common aim ofsuccessCompare analysis of the casestudy. Discuss areas ofdisagreement and decide whatposition to take. Help weakerteam members to understandthe issuesTable 3Lecture scheduleLecture(2 hours)TopicPreparation for lectures(Exploring Strategytext and online interactivestudy guide)Semester 1Week 1Introducing strategyChapter 1 text and onlineWeek 2The environmentChapter 2 text and onlineWeek 3Strategic capabilitiesChapter 3 text and onlineWeek 4Strategic purposeCulture and strategyChapters 4 and 5 text and onlineWeeks 5/6Surgery sessionsWeek 7Business strategyChapter 6 text and onlineWeek 8Corporate strategy anddiversificationInternational strategyMergers acquisitions and alliancesChapters 7, 8, 10 text and onlineWeek 9Innovation and entrepreneurshipChapter 9 text and online

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Johnson, Whittington, Scholes, Angwin and Regnér,Exploring Strategy, 10thedition,’s Manual on the Web17Week 10Evaluating strategiesChapter 11 text and onlineWeek 11Surgery sessionSemester 2Week 1Organising for successChapter 13 text and onlineWeek 2Leading strategic changeChapter 14 text and onlineWeek 3Strategydevelopment processesChapters 12 and 15 text and onlineWeeks4,6,8 and 9Surgery sessionsTable 4Workshop topicsWorkshopAnalytical focusPreparation1Business environment: PESTEL,Five ForcesCase Example Chapter 2. Global forcesand the advertising industry2Organisational resources: valuechain, strategic capabilityCase Example Chapter 3. RocketInternet– will the copycat be imitated?3Organisational context:stakeholders, corporategovernance, cultureCase Example Chapter 5. Bonuses and‘gaming’ atBarclays Bank4Corporate-level strategy:diversification, portfolios, parentingCase Example Chapter 7. Strategicdevelopment at Virgin5International strategy and thedevelopment and evaluation ofstrategic optionsCase Example Chapter 8. China comesto Hollywood: Wanda’s acquisition ofAMC6Implementation of strategy:organising and changemanagementCase Example Chapter 14. SergioMarchionne: leading change in Fiat andChrysler7RevisionCase Example from last year’sexaminationWorkshops 2–6 allocate 30 minutes for group presentations.5. A guide to using the work assignmentsThis section contains guidance for using the work assignments that appear with each illustration,case example and at the end of each chapter inExploring Strategy. These notes are not intended

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Johnson, Whittington, Scholes, Angwin and Regnér,Exploring Strategy, 10thedition,’s Manual on the Web18to be prescriptive and instructors are encouraged to use these assignments in ways that best suityour own learning situation.The work assignments with each illustration are designed to consolidate one or two learningpoints from a part of the chapter. The questions with case examples at the chapter end take themain issues from each chapter and suggest ways in which readers can consolidate theirunderstanding by applying these concepts to appropriate case studies, illustrations and/ororganisations of their own choice. There are also integrative assignments that look acrosschapters. The work assignments are provided at two levels of difficulty – in order to giveflexibility in their use:Standardare straightforward applications of concepts or frameworks to specific situations.Advancedrequire a fuller analysis usually linking two or more concepts and/or situations andrequiring reading round the issues.The sections below provide chapter-by-chapter guidance on how tutors might use the workassignments to consolidate students’ understanding of the concepts inExploring Strategy. Thereare, however, a few general guidelines that you may wish to consider in deciding how to gainmost 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. Forexample as:•topics for students topre-preparefor a session, where the concept or issue will bediscussed in the light of their preparation;•a basis of a student’spresentationin a class session;•a studentassessment;•aself-study package,which students use to test their own understanding.•Although many of the work assignments draw on illustrations and/or case studies inExploring Strategy, we have tried to write them in a way that does not make them entirelydependent on this specific source material. Most of these work assignments should beuseable 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 notbe confined to the specific issues in the work assignments. With case studies you will findthat the authors’ teaching notes in Section 12 suggest many other issues and questions inadditionto 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 inthe text and cases edition ofExploring Strategy. These notes have been prepared by theauthors of each case study and edited by Steve Pyle. The facing page is a guide to the mainfocus of each case study and also appears in the book. The table also indicates the focus oftheclassic cases.These are a selection of cases from recent editions of the book whichremain relevant for teaching. These can be found on the companion website.

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