AGSB, H de la Costa Campus, Salcedo, Makati City, PHL | February 12, 2013
Our schedules for next sessions:
February 19, 2013 - Continue PDQ and Micromarket Analysis, Case Analysis: Victoria Court
February 26, 2013 - SR, Continue PDQ if did not finish on February 19, Jeopardy. Evan and Athens, by virtue of being full time students were volunteered to formulate the questions coming from ProfJorge slideshare (those discussed in class and those posted in the ProfJorge@Ateneo blog) and Special Reports.
Next session: February 23 or March 1, 2013 Food trip to Quiapo or Binondo. Somebody say Lea or Athens must make prior food trip and lead us to the food stops that we will make. They will tell us how much money to prepare, the meeting place and the itinerary. The students must make an observation report though on what they learned from the trip. Is this OK for everyone?
N.B. The syllabus schedule stays put even if there additional schedules being posted by me or class sec.
How I wish we can make national entrepreneurship, or international entrep/business part of the syllabus. We can go to hot bed of entrepreneurship like Mumbai, Ho Chi Minh City, or locally Cebu. May be next term....Does everybody have a passport?
Comment: It was proposed that we go to Thailand for MBAH 10B. However, I am not available at the said date, and I found out that I have to amend the syllabus before that activity can be done. Sorry
Wednesday, February 13, 2013
The Case for Case Analysis
H de la Costa Campus, Salcedo, Makati City PHL | February 12, 2013
We had the second oral, individual only case analysis (not case discussion - it could not be a narration). Before, I disregarded case analysis in the entrep class; it is a heavy stuff. It calls for heavy listening, alertness, thinking and preparation. As the facilitator, you think as hard as your student and you must be able to keep track of the thread of the analysis to clarify issues.
All the while, I thought that students who enroll in Entrepreneurship, after having undergone various functional areas training should be able to breeze a case analysis.
Some notes:
l. It is not a narration or recitation of facts. The student must take a point of view, a hypotheses and gather only or recite only the relevant facts.
2. Focus on the situation and hypothesize a problem; test whether that is really a problem; go to the alternative and solution. Mentally test the solution - is it realistic, is it good for everyone concerned.? Is it the best under the situation - the time constraints. The problem should be tested against objectives - sales income, financial (ROI, efficiency, turn over etc)
3. So it is always SPADA: situation, problem analysis, alternative and decision (the solution)
4. Focus on the big picture: do not focus on the trunk, the legs or the ear of the elephant. Look at the entire elephant. Be systems oriented (what are the parts of the system? Read Breakthrough Thinking by Hibino and Nadler) Your long training on marketing, finance, or HR can make you myopic. Or focus on the bottom line (what is the bottom line)
5. Debate and contrasts (from other students analysis) enables the student to compare his thinking and his ability vs. his classmates.
6. Insights come out during the analysis. Therefore, when students raise their hands and are eager to recite and talk there are Eurekas and moments of insights lighting a hundred lightbulbs in their brains
This is a step further in becoming a master...MBA, a guru
We had the second oral, individual only case analysis (not case discussion - it could not be a narration). Before, I disregarded case analysis in the entrep class; it is a heavy stuff. It calls for heavy listening, alertness, thinking and preparation. As the facilitator, you think as hard as your student and you must be able to keep track of the thread of the analysis to clarify issues.
All the while, I thought that students who enroll in Entrepreneurship, after having undergone various functional areas training should be able to breeze a case analysis.
Some notes:
l. It is not a narration or recitation of facts. The student must take a point of view, a hypotheses and gather only or recite only the relevant facts.
2. Focus on the situation and hypothesize a problem; test whether that is really a problem; go to the alternative and solution. Mentally test the solution - is it realistic, is it good for everyone concerned.? Is it the best under the situation - the time constraints. The problem should be tested against objectives - sales income, financial (ROI, efficiency, turn over etc)
3. So it is always SPADA: situation, problem analysis, alternative and decision (the solution)
4. Focus on the big picture: do not focus on the trunk, the legs or the ear of the elephant. Look at the entire elephant. Be systems oriented (what are the parts of the system? Read Breakthrough Thinking by Hibino and Nadler) Your long training on marketing, finance, or HR can make you myopic. Or focus on the bottom line (what is the bottom line)
5. Debate and contrasts (from other students analysis) enables the student to compare his thinking and his ability vs. his classmates.
6. Insights come out during the analysis. Therefore, when students raise their hands and are eager to recite and talk there are Eurekas and moments of insights lighting a hundred lightbulbs in their brains
This is a step further in becoming a master...MBA, a guru
Tuesday, February 12, 2013
Tug Toners PDQ observation at Slideshare
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