AB3601

STRATEGIC MANAGEMENT

Academic Year : 2016/17 Semester : 2

Course Assoc Prof Other Dr. Clive CHOO

Coordinator : WONG Sze-Sze Instructor(s) : Asst Prof Jingoo KANG
Asst Prof Josh KELLER
Pre-requisites : AB1601/AB1501 Mr. Chew Yoong WAN

No. of AUs : 4

Course Description and Scope

The Strategic Management Course focuses on identifying and understanding the sources of
superior firm performance. This course introduces theoretical concepts and frameworks
useful for analyzing the external and internal environments of the firm, and guiding the
formulation and execution of different types of strategies. Strategic issues are examined from
the perspective of a chief executive or general manager, focusing on how s/he can formulate
effective strategies and develop the necessary resources and capabilities to achieve
sustainable competitive advantage in a global and volatile competitive environment.

Course Learning Objectives

There are two primary learning objectives for this course. The first learning objective is to
develop a students ability to engage in critical thinking. At the end of this course, students
should be able to:
synthesize information to recognize the external opportunities and threats as well as the
internal strengths and weaknesses that impact a firms competitive advantage, and
critically evaluate whether a firms business or corporate or international strategy would
lead to sustainable competitive advantage, and
analyze complex and dynamic interdependencies among strategic issues.

The second learning objective is to develop a students ability to engage in ethical reasoning.
At the end of this course, students should be able to identify ethical issue(s) and exhibit
informed ethical judgment when faced with an ethical decision.

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Course Instructors
Instructor Office Phone Email
Location
Clive CHOO S3-B2A-28 6790 6348 AWECHOO@NTU.EDU.SG
Jingoo KANG S3-01C-89 6790 6237 JINGOO@NTU.EDU.SG
Josh KELLER S3-B2C-97 6790 5784 JWKELLER@NTU.EDU.SG
*Chew Yoong WAN
Sze-Sze WONG S3-B2B-47 6790 6138 ASZEWONG@NTU.EDU.SG
* The instructor is not a full-time faculty. Please contact your instructor in advance if you require consultation.

Learning & Teaching Methods

This course is structured in a seminar learning format, where a 4-hour seminar is conducted
every week for a total of 13 sessions. Seminar 1 commences in the week beginning January 9,
2017 while seminar 13 will end in the week beginning April 10, 2017 (recess is scheduled in
the week beginning February 27, 2017). Each seminar is intended to inform and equip
students with the conceptual tools to synthesize, evaluate and analyze strategic or ethical
issues. In addition, seminar activities have been developed to provide opportunities for
students to sharpen their critical thinking and/ or ethical reasoning skills through:

1. Case analyses, where students apply the conceptual tools that they have learnt in the
seminar to critically analyze different strategic issues.

2. An ethical reasoning exercise where students can apply ethical concepts.

3. A group project, where each student group presents their analysis of a strategic audit of a
publicly-listed firm, OR a market entry proposal about the market viability and strategies
to introduce a product or service to a selected country (other than Singapore).

4. Collaborative learning, where students work in a group and participate in class discussion
so that they learn to defend and/or integrate different perspectives on strategic issues in a
critical manner.

5. A final exam, where students apply their knowledge of course material learnt throughout
the course in an integrative manner.

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Course Assessments - Summary

Component Percentage Individual/Group

Group Oral Presentation (Strategic Audit or Market
20 Group
Entry)
Class Participation 20 Individual
Critical Thinking Analysis 5 Individual
Ethical Reasoning Analysis 5 Individual
Final Exam 50 Individual
Total 100

Required Textbook and Case Reader

Textbook: Michael A. Hitt, Duane Ireland & Robert E. Hoskisson. Strategic Management:
Competitiveness and Globalization: Concepts (11th Edition). Mason, Ohio: South-Western
Cengage Learning. ISBN: 9781285425184. This text is available in the Business Library
reserve collection (HD30.28.H676 2015).

Cases: All cases, with the exception of the National Kidney Foundation case, have to be
purchased from the reception counter at the Undergraduate Office at S3-B3A. The National
Kidney Foundation case will be made available in NTULearn.

Other Resources
Hosmer, L.T. (1994). Strategic planning as if ethics matter. Strategic Management Journal,
Volume 15, Issue S2, pp. 17-34.

Several journals are available as E-journals at NTUs library website. You may download
articles by first searching for a particular journal and then for the article from the following
link: http://www.ntu.edu.sg/Library/Pages/collection/e-journals.aspx

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Seminar Schedule and Activities

Seminar Topic Learning Objectives Seminar

(Week Activity
Starting)
1 Introduction 1. Understand the strategic management Briefing by your
(9/1) to Strategic framework instructor on
Management a. Strategic values, mission and vision course
and External b. Industrial organizational (I/O) model assessments,
Environment and resource-based model of firm expectations, E-
learning etc.
Analysis performance
c. Strategic formulation and strategic
(Chapter 1 implementation
and Chapter 2 d. Commonly used financial ratios
in required
textbook) 2. Understand 4 external environment
analytical tools (Part 1)
a. Porters five-forces model

2 External 3. Understand 4 external environment To be

(16/1) Environment analytical tools (Part 2) announced by
Analysis b. Strategic groups analysis your instructor.
(continued) c. Competitor analyses
d. General environment analysis
(Chapters 2
and 5 in
required
textbook)

3 Internal 1. Explain what are core competencies American

(23/1) Environment 2. Present frameworks for identifying core Fast-Food in
Analysis competencies Korea*
a. Value-chain analysis
(Chapter 3 in b. Resource-based framework to evaluate
required sustainable competitive advantage
textbook)

4 Business 1. Present Porters three generic business Ducati Case*

(30/1) Strategy strategy and the 4th integrated cost and
differentiation strategy
(Chapter 4 in 2. Discuss factors that impact the choice of
required business strategy
textbook)

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Seminar Topic Learning Objectives Seminar
(Week Activity
Starting)
5 Corporate 1. Categorize the different types of product Ducati Case*
(6/2) Strategy diversification
2. Understand the motives for product
(Chapter 6 in diversification
required 3. Understand how to use a portfolio
textbook) management tool (BCG matrix and/or
GE/McKinsey matrix)
4. Understand, broadly, how corporate
strategy can influence firm performance

6 International 1. Understand the motives for international / To be

(13/2) Strategy geographic diversification announced by
2. Identify the sources of national advantage your instructor.
(Chapter 8 in 3. Categorize the different types of
required international strategy
textbook) 4. Identify different possible modes of entry
5. Understand the concept of liability of
foreignness
6. Link the conceptualization of product and
geographic diversification together

7 Strategic 1. Define strategic leadership and highlight Cumi Indias

(20/2) Leadership why it is important Global
and Ethical 2. Discuss five key strategic leadership Strategy: The
Reasoning actions China Puzzle*
3. Understand and apply ethical reasoning
(Chapter 12 in
required Refer to the Hosmer (1994) article listed in
textbook) the Other Resources section.

RECESS WEEK

8 Acquisition 1. Understand the motives and types of National

(6/3) acquisitions Kidney
(Chapter 7 in 2. Understand the various stages that make Foundation
required up a typical acquisition process Case*
textbook) 3. Identify potential issues and remedies that
might occur during the acquisition
process
4. Identify and understand why successful
acquisitions have certain attributes

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Seminar Topic Learning Objectives Seminar
(Week Activity
Starting)
9 Cooperative 1. Understand what is a strategic alliance Cumi Indias
(13/3) Strategy 2. Identify the various forms a strategic Global
alliance can take Strategy: The
(Chapter 9 in 3. Identify specific types of business-level China Puzzle*
required and organizational-level strategic
textbook) alliances
4. Identify competitive risks within strategic
alliances and potential remedies

10 Organization 1. Define organizational controls and Baoshan Case*

(20/3) Structure and discuss the different types of controls
Controls 2. Identify the various forms of
organizational structures
(Chapter 11 in 3. Match organizational structures with the
required various business/corporate/
textbook) international strategies

11 Corporate 1. Define corporate governance To be

(27/3) Governance 2. Explain an agency relationship and announced by
agency problems your instructor.
(Chapter 10 in 3. Explain how internal and external
required governance mechanisms mitigate agency
textbook) problems

12 Present the To analyze the strategic issues pertinent to Consult your

(3/4) analyses in the strategic audit or introduction of a instructor for
the group product/service to a new market details on the
project. presentation

13 Present the To analyze the strategic issues pertinent to Consult your

(10/4) analyses in the strategic audit or introduction of a instructor for
the group product/service to a new market details on the
project. presentation

* Your instructor will provide the discussion questions for these cases.

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Seminar Case Discussion Questions

Week 3: American Fast-Food in Korea

1. Is the Korean fast-food industry an attractive industry?

2. Critically evaluate how macro-environmental factors in Korea impact the attractiveness of

its fast-food industry.

Week 4: Ducati

1. What are the value chain activities of Ducati after Minoli became the CEO?

2. How do these activities contribute to the cost and differentiation drivers of Ducati?

3. Critically assess the extent to which Ducati has core competencies.

Week 5: Ducati

1. Did Minoli change Ducatis business strategy when he became the CEO? Critically
evaluate the success of its business strategy under Minolis helm.

2. Suppose that Honda wants to enter Ducatis strategic group in the sports segment of the
motorcycle industry. Could Honda be successful?

3. In the concluding passage of the case, Minoli was, among other alternatives, considering
entering Harleys niche, the cruiser market. Suppose you have been hired as the strategy
consultant to Minoli, what would you recommend to Minoli on the viability of Ducati
entering the cruiser market?

Week 7: Cumi Indias Global Strategy: The China Puzzle

1. What were the external and internal drivers for Cumi Indias overseas expansion in the
middle of the 2000s?

2. Critically evaluate Cumi Indias decision to enter the abrasives market in China.

3. What international strategy should Cumi India adopt in the global abrasives industry?

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Week 8: National Kidney Foundation

1. Based on the quantitative data provided in the case, do you think that NKF was successful
during Durais helm?

2. Based on the five core strategic leadership actions (in Chapter 12 of the required
textbook), how would you compare the strategic leadership of TT Durai and Eunice Tay?

Week 9: Cumi Indias Global Strategy: The China Puzzle

1. Why did Cumi India enter the Russian and South African markets through acquisitions?

2. Critically evaluate Cumi Indias approach to managing the Russian and South African
acquisitions.

3. Should Cumi India have entered China through an acquisition?

Week 10: Baoshan

1. In July 2001, Wang Xiaoqi commented that, It is important for the steel industry over
the next five years to launch enterprise groups through alliances between domestic steel
makers in different regions and with foreign companies. Do you agree with this
statement? Clearly provide the supporting reasons.

2. What are the possible benefits and risks of the three-way cross-border cross-shareholding
alliance to Baoshan?

3. If a three-way merger between the three companies (Baoshan, POSCO and NSC) is
possible, would you recommend the merger? Clearly provide the supporting reasons.

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Course Assessments - Detail
(1) Individual Class Participation 20%
An objective of this course is to improve your ability to think and reason through strategic
management issues. As such, presenting your ideas and arguments is a vital way to enhance
and enrich both you and your peers learning experience. The success of each seminar will
depend on the level of involvement, engagement, and enthusiasm each student brings to class.

In addition, each group (approximately of 4-5 students) will be responsible to present oral
analyses of the seminar case discussion questions of one seminar case. I will assign and let
you know of the seminar case that your group is responsible for after each group has been
formed.

(2) Individual Critical Thinking Analysis 5%

You are required to submit a written analysis on the following question from the Columbia
Sportswear case, which will be provided to you by Week 3:

Compare and contrast each competitor (i.e., Nike, VF Corporation, L.L. Bean and REI) to
Columbia Sportswear. Then, evaluate which competitor will pose the greatest threat to
Columbia Sportswear in the outdoor apparel industry going forward? Support your answer
with relevant evidence from the case.

The deadline for submission will be 23:59 on the 13th of February.

Formatting Requirements: The analysis must be written in an essay format and must NOT
exceed 3 pages (this page limit includes all attachments such as tables, figures, appendices
BUT excludes the reference section). The assignment should be double spaced, with 1 inch
margins on all four sides, and typed with either Times New Roman or Arial font of size 12.
Refer to the Submission Guidelines and Academic Integrity section for important
information pertaining to the submission of your assignment.

(3) Individual Ethical Reasoning Analysis 5%

You are required to submit a written analysis on an ethical issue (see p. 14 for the vignette).
The deadline for submission will be 23:59 on the 13th of March.

Formatting Requirements: The analysis must be written in an essay format and must NOT
exceed 3 pages (this page limit includes all attachments such as tables, figures, appendices
BUT excludes the reference section). The assignment should be double spaced, with 1 inch
margins on all four sides, and typed with either Times New Roman or Arial font of size 12.
Refer to the Submission Guidelines and Academic Integrity section for important
information pertaining to the submission of your assignment.

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(4) Individual Assessment: Final Examination 50%

There will be a final exam to assess the knowledge gained by each student during the course.
The final exam will be open book where students are required to answer questions based on a
case. A softcopy of the exam case will be made available to students prior to the exam.
Students should apply all relevant knowledge gained from the course in order to provide
meaningful responses to the exam questions. Students papers will be graded by their
respective instructors.

(5) Group Assignment: Group Oral Presentation 20%

Each group (of approximately 4-5 students) will be required to do a group oral presentation
on their analyses of a strategic audit on a publicly listed firm (see below for a list of
companies that you can choose from). In addition, prepare an executive summary of your
analyses to be submitted.

You are to conduct strategic analyses of one firm from the following list, and employ that
analysis to recommend strategies for the firm:

Companies listed in Singapore stock exchange

OSIM International Limited
Soup Restaurant Group Limited
Global Premium Hotels Limited
Banyan Tree Holdings Limited
Companies listed in foreign stock exchange
H&M
Fast Retailing Company
Gap Inc.
Kirin Holdings Company, Limited
Asahi Group Holdings Limited

Let me know of your choice of the firm by Week 7. The oral presentation will take place in
the last two seminars. I will specify other details for this oral presentation as well as for the
executive summary, including the specific date of your presentation, later in the course.

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Submission Guidelines and Academic Integrity
(1) Submission Requirements: TurnItIn and Late Submissions
Do NOT submit the hardcopy of your written Individual Critical Thinking Analysis and
Individual Ethical Reasoning Analysis assignments to your instructor unless you have
received his/her explicit approval. Instead, use the TurnItIn function in NTULearn
(TurnItIn is a tool that helps detect plagiarism). Refer to the following website to download
the student manual: http://www.ntu.edu.sg/cits/lsa/lao/for-students/learning-
tools/Pages/Turnitin.aspx. TurnItIn will keep a log of your submission date/time for your
instructors reference.

Oral Presentations: Please submit a hardcopy of the presentation slides to me prior to the
presentation on or before the day of the seminar.

The submission deadlines that your instructor has set for each assignment are non-negotiable
unless there are compelling reasons to grant an extension. I may impose a penalty on the
grade of the assignment in the event of a late submission without compelling reasons.

(2) Academic Integrity

Good academic work depends on honesty and ethical behaviour. The quality of your work as
a student relies on adhering to the principles of academic integrity and to the NTU Honour
Code, a set of values shared by the whole university community. Truth, Trust and Justice are
at the core of NTUs shared values.

As a student, it is important that you recognize your responsibilities in understanding and

applying the principles of academic integrity in all the work you do at NTU. Not knowing
what is involved in maintaining academic integrity does not excuse academic dishonesty. You
need to actively equip yourself with strategies to avoid all forms of academic dishonesty,
including plagiarism, academic fraud, collusion and cheating. If you are uncertain of the
definitions of any of these terms, you should go to the academic integrity website
http://www.ntu.edu.sg/ai/ForStudents/Pages/index.aspx for more information.

You can approach me if you need any clarification about the requirements of academic
integrity.

Individual and Group Assignments

Please note that assignments marked as individual refer to assignments which have to be
independently produced by the student. Students in the same group can jointly produce group
work to be submitted to the instructor. All non-original information extracted from other
sources must be properly referenced in the individual or group assignments.

Learning can occur in a collaborative setting where students exchange their viewpoints on
issues highlighted in the individual assignments. However, as indicated above, individual
assignments have to be independently written by the student. While we encourage
collaborative learning, we discourage students from distributing their written individual
assignments to their peers as a form of precaution against plagiarism. If a student shares

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his/her written individual assignment with others and the work is subsequently plagiarized,
both the student who shared his/her work and the student who plagiarized may be subjected
to the penalties imposed by the Nanyang Business Schools policies for violation of academic
integrity.

Citing Other Manuscripts

You are to do in-text referencing for your written assignments when citing other manuscripts.
If you copy words directly from a reference, you must put these words in quotation marks
and indicate the source, e.g. Basic rights are meaningless without the essentials of food,
clothing and shelter. (Hosmer, 1994, p.22). If you summarize the words from a reference,
you must still indicate the source at the end of the sentence, for example (Hosmer, 1994).
You are required to provide the complete information for each cited reference either as a
footnote or in a reference section using a standard format of your choice (such as Harvard
Referencing, APA etc.).

Declaration of Academic Integrity

You are required to submit the Declaration of Academic Integrity form found in the next
page to cover ALL submitted assignments in the course. Assignments submitted in the
course will not be accepted if you do not submit the declaration form to me before the
deadline of your first assignment.

An email will be sent to all of you via your seminar site in NTULearn. The email will list out
the declaration of academic integrity. Please reply to that email (just click on Reply), I
have read and accepted the declaration of academic integrity to indicate that you have
read and accepted the following statements. You have to do so by the 3rd week of the
semester.

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Declaration of Academic Integrity: AB3601
An email will be sent to all of you via your seminar site in NTULearn. The email will list
out this declaration of academic integrity.

Please reply to that email (just click on Reply), I have read and accepted the
declaration of academic integrity to indicate that you have read and accepted the
following statements. You have to do so by the 3rd week of the semester.

I confirm that:

1. I have read and understood the Universitys Shared Values & Honour Code,
including the information on practices concerning the academic integrity (found in
the Universitys website on Academic Integrity at the following URL:
http://www.ntu.edu.sg/ai/ForStudents/Pages/index.aspx) and that in the attached
coursework submission I have worked within its expectations.

2. I am aware that failure to act in accordance with the Universitys Shared Values &
Honour Code may lead to the imposition of penalties which may include the
requirement to revise and resubmit an assignment, receiving a lower grade, or
receiving an F grade for the assignment; suspension from the University or
termination of my candidature.

3. I consent to the University copying and distributing any or all of my work in any form
and using third parties to verify whether my work contains plagiarised material, and
for quality assurance purposes.

If you require any further guidance about academic integrity, please talk to me or use the
resources at http://www.ntu.edu.sg/ai/ForStudents/Pages/index.aspx.

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 Vignette for Ethical Reasoning Analysis

Ms. Tang is the Chief Executive Officer of SUPPORT, a non-profit organization whose
mission is to raise funds from the public so that it can help the needy. Prior to her
appointment, Ms. Tang had worked as a private fund manager for 15 years, and had been an
active volunteer of SUPPORT. In just a brief span of four years under Ms. Tang's leadership,
SUPPORT's annual charity donations grew from S$12 million to $100 million. This was
achieved primarily from new fundraising strategies that Ms. Tang had implemented and the
support from Ms. Tangs son, an aspiring singer who volunteers by singing at SUPPORTs
grand charitable events. This has helped raise the visibility and profile of SUPPORT. As a
result, SUPPORT was able to expand its reach to help more needy individuals. For example,
the number of individuals who received help from SUPPORT increased from 1% to 4% of
the population in Singapore, and the average annual amount of money dispensed to help the
needy increased from S$150 to S$300 per person.

The success of SUPPPORT was possible due to Ms. Tangs investment skills and successful
fundraising events. Ms. Tang had used her skills as a former fund manager to secretly invest
a portion of the donations that SUPPORT had received into the stock market. Over the past
four years, most of the investments that Ms. Tang had made were profitable, with an average
of a 40% return on investment. Ms. Tang then drew upon this capital gain to implement
costly fundraising activities. This included Ms. Tang taking luxury overseas trips (e.g., flying
first class and staying in 5-star hotels) to attend major conference and learn about new ways
of fundraising, using the money to provide promotion for her sons singing endeavors
(including his singing at SUPPORTs charitable events), and refurbishing SUPPORTs office
at a cost of S$400,000 to accommodate visits by potential wealthy donors.

Question:

Identify the ethical issue at stake regarding Ms. Tangs actions. Pinpoint the relevant
stakeholders and how these stakeholders are affected. If you became one of SUPPORTs
directors, what do you think should be done?

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Course Assessment Criteria
(1) Critical Thinking Rubric

The critical thinking rubric is meant to assess a students ability to synthesize information,
critically evaluate strategic issues, and analyze complex and dynamic interdependencies
among strategic issues. The critical thinking written analysis and group oral presentation will
be evaluated using the traits listed in the rubric. A copy of the rubric will be presented to each
student as feedback for the critical thinking written analysis.

Traits Performance Levels

Excellent Good Room for
Improvement
1. Rigor of analyses Synthesizes the Synthesizes relevant Omits some
relevant contents in contents to identify important contents
a comprehensive and assess critical when identifying
manner to identify issues influencing a and assessing
and assess critical firm or industry. critical issues
issues influencing a influencing a firm
firm or industry. or industry.

2. Organization of Utilizes relevant Utilizes relevant Omits relevant

analyses framework(s) in a framework(s) to framework(s) when
comprehensive evaluate the critical evaluating the
manner to evaluate issues influencing a critical issues
the critical issues firm or industry. influencing a firm
influencing a firm or industry.
or industry.

3. Logical flow of Presents arguments Presents arguments Omits support for

arguments that are all that are supported some important
supported and and coherent when arguments or
coherent when addressing the require more
addressing the complexities and coherence when
complexities and interdependencies addressing the
interdependencies of critical issues. complexities and
of critical issues. interdependencies
of critical issues.

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(2) Ethical Reasoning Rubric

The ethical reasoning rubric is meant to assess a students ability to identify ethical issue(s)
and exhibit informed ethical judgment when faced with an ethical decision. The ethical
reasoning written analysis will be evaluated using the traits listed in the rubric. A copy of the
rubric will be presented to each student as feedback for the ethical reasoning written analysis.

Traits Performance Levels

Excellent Good Room for
Improvement
1. Identifies ethical Describes the Describes the Omits some
issue(s) ethical issue(s) or ethical issue(s) or important details
action(s) in a action(s) and about the ethical
comprehensive ascertains what issue(s) or action(s),
manner and must be decided. or requires more
ascertains what clarity on what must
must be decided be decided.
clearly.

2. Considers Determines a list of Determines a list of Omits at least one

stakeholders relevant relevant critical stakeholder
stakeholders with stakeholders with or requires more
strong justifications justifications on the justification on the
on the choice of choice of choice of
stakeholders. stakeholders. stakeholders.

3. Analyzes Evaluates Evaluates Omits some

alternatives and alternatives and alternatives and important
consequences reflects on the reflects on the alternatives or
viewpoint of the viewpoint of the viewpoint of the
identified identified identified
stakeholders in a stakeholders. stakeholders.
comprehensive
manner.

4. Chooses an action Decides on a clear Decides on a clear Decides on a course

course of action course of action and of action but
with strong links links the chosen requires stronger
between the chosen action to the ethical links between the
action and the reasoning analyses. chosen action and
ethical reasoning the ethical
analyses. reasoning analyses.

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(3) Group Peer Evaluation

Your instructor has no way to assess the contribution of each student to the completion of
various group-based assignments. Hence, each student is required to rate the contribution of
other group members. All evaluations are held in confidence so no student will know how
other group members rate his/her contribution. You are to evaluate other group members
fairly and objectively, bearing in mind the implications for the other members group grades
(explained below). It is absolutely essential for you to submit the peer evaluation form to
get marks for your group-based assignments. To factor peer evaluations into the final
grades of group-based assignments, the following computation will be used:

If, on average, a student receives a rating of 8 or more, that student receives 100% of
the groups grade.

If, on average, a student receives a rating of less than 8, that student receives a
specific percentage of the groups grade to be determined by the formulae below:

An average rating of 7 to < 8 = 90% + (average rating obtained - 7)*10

An average rating of 6 to < 7 = 80% + (average rating obtained - 6)*10
An average rating of 5 to < 6 = 70% + (average rating obtained - 5)*10
An average rating of 4 to < 5 = 60% + (average rating obtained - 4)*10
An average rating of 3 to < 4 = 50% + (average rating obtained - 3)*10
An average rating of 2 to < 3 = 40% + (average rating obtained - 2)*10
An average rating of < 2 will be investigated by your instructor and the student may
receive 0% of group grades.

Example:
Assume the overall group grades for the AB3601 course is 60 marks. A student with an
average rating of 8.90 gets 100% of 60 marks, i.e., 60 marks. An average rating of 6.29
means that a student gets 82.9% (or 80%+(6.29-6)*10) of 60 marks, i.e., 49.74 marks.

Submit the group peer evaluation form to me by Week 11.

I reserve the right to review the student ratings for questionable circumstances, which
include, but are not limited to, acts of discrimination or malice. A sample of the group
evaluation form is shown below.

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 AB3601 Group Evaluation Form

Please rate each member in your group on four dimensions by using the 1 to 10 evaluation scale shown below. Input a whole number
(no decimals) from 1 to 10 for each dimension. The corresponding % of group grades for each rating is shown below the scale for
reference only.

Poor Average Excellent

1________2________3________4________5________6________7________8________9________10

* 40% 50% 60% 70% 80% 90% 100% 100% 100%

corresponding % of group grades allocated to a member for each rating
* average ratings of less than 2 will be investigated by your instructor

Names of group members Effort put into the Merit of Constructive team Commitment to the # Average
project: contribution: behaviours: team: Score:
The amount of work put The strength of Listens attentively Behaves ethically by Sum up the
into the project, such as contribution, to and seeks inputs accepting full ratings and
coming to meetings on such as the from others; helps responsibility for divide by 4. If
time; contributing ideas; effectiveness of smooth functioning assigned duties; exhibits the average
performing assigned contributions in of the group; group citizenship rating is less
duties terms of quality respect for others; behaviour, such as than 8, please
comprehensively; of outputs; fosters group helping others when provide a brief
helping to organize creativity of camaraderie. needed; places priority explanation at
meetings. ideas. on group meetings. the next page.

1.
2.
3.
4.
5.
6.
# Applies to all group related grades

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 AB3601 Group Evaluation Form

Names of group members Please provide a brief explanation to justify an average rating of
less than 8 for each member, if any.

Your name and signature: ____________________________________________________________

Seminar Group Number: _______________________________________ Date: _________________

Important: Please submit this form personally to me. Under no circumstances should the form be given to any other
member to be handed in.

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