MGMT 110 Lecture Notes - Lecture 8: Chris Argyris, Lesson Learned, Knowledge Society

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31 May 2018

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Week 9 – Managing Knowledge and Learning

• Koledge is poe. We thik that koledge is good, ut itiue is ette –

(Clegg 2015)

• The ol opetitie adatage the opa of the futue ill hae is its aages

ability to learn faster than thei opetitos Aie de Geus 

Learning and Change

We ae, i  ie, faed ith a etiel e situatio i eduatio hee the goal of

education, if we are to survive, is the facilitation of change and learning. The only man (sic)

who is educated is the man who has learned how to learn; the man who has learned how to

adapt to change; the man who has realised that no knowledge is secure, that only the

process of seeking knowledge gives a basis for security. Changingness, a reliance on process

rather than upon static knowledge, is the only thing that makes sense as a goal for

eduatio i the ode old – (Carl Rogers 1969)

• Knowledge: ideas, meanings, understandings and explanations of how phenomena

of interest actually work (acquired by a person through experience or education)

• Knowledge management: the process of managing knowledge to meet existing and

future needs

• Organizational Learning: when the knowledge that organizational members have is

explicitly known and codified by the organization

Knowledge Management

What is knowledge?

• Colletie doai of atio hih is laguage‐

mediated

• Draw on a body of collective and sustained

knowledge – medical terminology

• Meaning is drawn from within the medical

community & competent use of the categories

p. e.g. pathologial lug

• knoledge is the indiidual aility to dra

distinctions within a collective domain of action,

based on an appreciation of context or theory, or

oth p.979

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Sources of Knowledge

• Much of what people know comes from formal bodies of knowledge, especially

science

• Learning by doing

- Learning while managing

- Common sense, reflection, and informal conversations with their colleagues tell

them how to react and what to do in certain situations

• Learning by seeing

- Learning by watching others managing or being managed by others

• Hearing stories

- Shared narratives of how things happened in the organization, how problems

were experienced and resolved etc.

- Accounts of how a tricky problem was solved, an important deadline was met, or

a disobedient employee was disciplined, communicate the message of how

things are done in the organization

- Form a template for managers own experiences

• Popular accounts

- Popular and celebrated accounts of exemplary CEOs, usually shared through

popular media

- Provide a clear focus on how to do things, summarizing them in case studies

What is the differene eteen knoing that and knoing ho?

• Knowing that → knowing about something

• Knowing how → actually going about doing it

Types of Knowledge

• Tacit knowledge

- The knowledge you actually use when you do things, but you cannot necessarily

articulate it

- Personal beliefs, values and perspectives

- Hard to communicate

- Personal cognitive map that helps you navigate – consciously or not – through

routines, practices, and processes

- Polai ;  We ko oe tha e a tell

• Explicit knowledge

- Formalized and accessible. It can be communicated and shared

- The knowledge you can consciously talk about and reflect on, usually elaborated

and recorded in such a way that others can easily learn it

Four basic patterns of knowledge:

1. Socialization (the move from tacit to tacit): People learn codes of conduct and rules

of behaviour implicitly from other people without ever thinking about their meaning.

Knowledge guides your actions but you have little awareness why and how it does so

2. Combination (the move from explicit to explicit): People combine ideas they are

already well aware of. A ogaizatio allies ith aothe ad koledges ae

combined (Badaracco, 1991).

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3. Internalization (the move from explicit to tacit): Things that you learned once

become a pattern in your repertoire; you begin to take them for granted, and you

forget that you learned them in the first place.

4. Articulation (the move from tacit to explicit): Through articulating and sharing within

the organization, new knowledge becomes accessible and part of official processes.

Organizational Learning

• Organizational learning is the process of detection and correction of errors in an

organizational context

• The premise was that it was not only managers who should know what was

happening – other members of the organization might also know and might even be

able to think of better ways of doing things

• Organization can learn from tacit knowledge by its members

• Before Taylor, managers set the agenda and the objectives of what was to be done,

but they did not know how workers actually achieved what they did. The lack of

koledge o aageets side ade it had fo aages to tell ealistiall ho

much time workers should take to do a certain task

• Can organizations learn?

- In secular organizations, what persist are the routines, practices, and stories that

eod ad eat the ogaizatios idiidual haate

- The specific character of an organization is formed through its routines,

processes, practices, and stories

- A ogaizatios ultue is hee ogaizatioal koledge is stoed

- To change organization culture (its store of knowledge), organizations must

relinquish old habits and learn new ones

Learning as Adaptation

• Levitt and March (1988) understand learning as a process of adapting to the

environment that an organization is dealing with

• Organizations turn past experiences into routines and learn in this way.

• Learning is played out as adaptation to environmental changes

• Leaig poesses iease a ogaizatios opetee

• Copete tap → when an organization does something well and learns more

about it until it becomes such an expert organization that it does not see the limits of

its achievements. It cannot change in response to the changes in its environment

because it has become so focused on doing things its way, even when it becomes

evident that the old routines are no longer working.

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Document Summary

Week 9 managing knowledge and learning: (cid:862)k(cid:374)o(cid:449)ledge is po(cid:449)e(cid:396)(cid:863). We thi(cid:374)k that (cid:862)k(cid:374)o(cid:449)ledge is good, (cid:271)ut (cid:272)(cid:396)iti(cid:395)ue is (cid:271)ette(cid:396)(cid:863) (clegg 2015) (cid:858)the o(cid:374)l(cid:455) (cid:272)o(cid:373)petiti(cid:448)e ad(cid:448)a(cid:374)tage the (cid:272)o(cid:373)pa(cid:374)(cid:455) of the futu(cid:396)e (cid:449)ill ha(cid:448)e is its (cid:373)a(cid:374)age(cid:396)s(cid:859) ability to learn faster than thei(cid:396) (cid:272)o(cid:373)petito(cid:396)s(cid:859) (cid:894)a(cid:396)ie de geus (cid:1005)(cid:1013)(cid:1012)(cid:1012)(cid:895) Learning and change (cid:862)we a(cid:396)e, i(cid:374) (cid:373)(cid:455) (cid:448)ie(cid:449), fa(cid:272)ed (cid:449)ith a(cid:374) e(cid:374)ti(cid:396)el(cid:455) (cid:374)e(cid:449) situatio(cid:374) i(cid:374) edu(cid:272)atio(cid:374) (cid:449)he(cid:396)e the goal of education, if we are to survive, is the facilitation of change and learning. Draw on a body of collective and sustained. Sources of knowledge: much of what people know comes from formal bodies of knowledge, especially science, learning by doing. Common sense, reflection, and informal conversations with their colleagues tell them how to react and what to do in certain situations: learning by seeing. Learning by watching others managing or being managed by others: hearing stories. Shared narratives of how things happened in the organization, how problems were experienced and resolved etc.

Related Questions

Grade inflation Gone Wild - sTUarTrojsTaCzer

A bout six years ago, I was sitting in the student union of a small liberal arts college when I saw a graph on the cover of the student newspaper that showed the history of grades given at that institution in the past 30 years.

Grades were up. Way up.

I am a scientist by training and I love numbers. So when I looked at that graph, I wondered, How many colleges and universities have
data like this that I can find? The answer is that a lot of schools have data like this hidden somewhere. Back then, I found more than 80 colleges and universities with data on grades, mostly by poking around the Web. Then I created a website (gradeinflation.com) so that others could find this data. I learned that grades started to shoot up nationwide in the 1960s, levelled off in the 1970s, and then started rising again in the 1980s. Private schools had much higher grades than public schools, but virtually everyone was experiencing grade inflation.

What about today?

Grades continue to go up regardless of the quality of education. At a time when many are raising questions about the quality of U.S. higher education, the average GPA at public schools is 3.0, with many flagship state schools having average GPAs higher than 3.2. At a private college, the average is now 3.3. At some schools, it tops 3.5 and even 3.6. A is average at those schools! At elite Brown University, two-thirds of all letter grades given are now A's.

These changes in grading have had a profound influence on college life and learning. When students walk into a classroom knowing that they can go through the motions and get a B+ or better, that's what they tend to do, give minimal effort. Our college classrooms are filled with students who do not prepare for class. Many studies less than 10 hours a week that's less than half the hours they spent studying 40 years ago. Paradoxically, students are spending more and more money on an education that seems to deliver less and less content.
With so few hours filled with learning, boredom sets in and students have to find something to pass the time. Instead of learning, they drink. A recent survey of more than 30,000 first-year students across the country showed that nearly half were spending more hours drinking than they were studying. If we continue along this path, well end up with a generation of poorly educated college graduates who have used their four years principally to develop an addiction to alcohol.

Many say that grade inflation is a complicated issue with no easy fix. But there are solutions. At about the same time that I started to collect data on rising grades, Princeton University began to do something about its grade-inflation problem. Its guidelines have the effect of now limiting A's on average to 35 per cent of students in a class. Those guidelines have worked. Grades are going back down at Princeton and academic rigour is making a comeback. A similar successful effort has taken place at Wellesley College in Massachusetts. And through a concerted effort on the part of faculty and leadership, grades at Reed College in Oregon have stayed essentially constant for 20 years.

Princeton, Wellesley, and Reed provide evidence that the effort to keep grade inflation in check is not impossible. This effort takes two major steps. First, school officials must admit that there is a problem. Then they must implement policies or guidelines that truly restore excellence.

I asked Dean Nancy Malkiel at Princeton why so few schools seem to be following Princeton's lead. Because its hard work, she answered. Because you have to persuade the faculty that its important to do the work.

Making a switch will take hard work, but the effort is worthwhile. The alternative is a student body that barely studies and drinks out of boredom. That's not acceptable. Colleges and universities must roll up their sleeves, bring down inflated grades, and encourage real learning. It's not an impossible task. There are successful examples that can be followed. I am looking forward to the day when we can return to being proud of the education that our nation's colleges and universities provide.

Analyze Stuart Rojstaczer's argument in Grade Inflation Gone Wild, addressing the following questions:
What evidence does Rojstaczer use to indicate that there is a problem?
How would you characterize this evidence (for example, scientific, anecdotal), and to what extent are you persuaded by the evidence he provides to suggest that grade inflation has a profound effect on life and learning?
To what extent does he persuade you that a change in policy is
necessary or that such a change would make a difference?

goldporcupine700

CASE 2-3: Starnes-Brenner Machine Tool Company: To Bribe or Not to Bribe?

The Starnes-Brenner Machine Tool Company of Iowa City, Iowa, has a small one-man sales offi ce headed by Frank Rothe in Latino, a major Latin American country. Frank has been in Latino for about 10 years and is retiring this year; his replacement is Bill Hunsaker, one of Starnes-Brennerâs top salespeople. Both will be in Latino for about eight months, during which time Frank will show Bill the ropes, introduce him to their principal customers, and, in general, prepare him to take over. Frank has been very successful as a foreign representative in spite of his unique style and, at times, complete refusal to follow company policy when it doesnât suit him. The company hasnât really done much about his method of operation, though from time to time he has angered some top company people. As President Jack McCaughey, who retired a couple of years ago, once remarked to a vice president who was complaining about Frank, âIf heâs making moneyâand he is (more than any of the other foreign offi ces)âthen leave the guy alone.â When McCaughey retired, the new chief immediately instituted organizational changes that gave more emphasis to the overseas operations, moving the company toward a truly worldwide operation into which a loner like Frank would probably not fi t. In fact, one of the key reasons for selecting Bill as Frankâs replacement, besides Billâs record as a top salesperson, is Billâs capacity to be an organization man. He understands the need for coordination among operations and will cooperate with the home offi ce so that the Latino offi ce can be expanded and brought into the mainstream. The company knows there is much to be learned from Frank, and Billâs job is to learn everything possible. The company certainly doesnât want to continue some of Frankâs practices, but much of his knowledge is vital for continued, smooth operation. Today, Starnes-Brennerâs foreign sales account for about 25 percent of the companyâs total profi ts, compared with about 5 percent only 10 years ago. The company is actually changing character, from being principally an exporter, without any real concern for continuous foreign market representation, to having worldwide operations, where the foreign divisions are part of the total effort rather than a stepchild operation. In fact, Latino is one of the last operational divisions to be assimilated into the new organization. Rather than try to change Frank, the company has been waiting for him to retire before making any signifi cant adjustments in its Latino operations. Bill Hunsaker is 36 years old, with a wife and three children; he is a very good salesperson and administrator, though he has had no foreign experience. He has the reputation of being fair, honest, and a straight shooter. Some back at the home offi ce see his assignment as part of a grooming job for a top position, perhaps eventually the presidency. The Hunsakers are now settled in their new home after having been in Latino for about two weeks. Today is Billâs fi rst day on the job. When Bill arrived at the offi ce, Frank was on his way to a local factory to inspect some Starnes-Brenner machines that had to have some adjustments made before being acceptable to the Latino. government agency buying them. Bill joined Frank for the plant visit. Later, after the visit, we join the two at lunch. Bill, tasting some chili, remarks, âBoy! This certainly isnât like the chili we have in America.â âNo, it isnât, and thereâs another difference, too. The Latinos are Americans and nothing angers a Latino more than to have a âGringoâ refer to the United States as America as if to say that Latino isnât part of America also. The Latinos rightly consider their country as part of America (take a look at the map), and people from the United States are North Americans at best. So, for future reference, refer to home either as the United States, States, or North America, but, for gosh sakes, not just America. Not to change the subject, Bill, but could you see that any change had been made in those S-27s from the standard model?â âNo, they looked like the standard. Was there something out of whack when they arrived?â âNo, I couldnât see any problemâI suspect this is the best piece of sophisticated bribe taking Iâve come across yet. Most of the time the Latinos are more âhonestâ about their mordidas than this.â âWhatâs a mordida ?â Bill asks. âYou know, kumshaw , dash , bustarella , mordida ; they are all the same: a little grease to expedite the action. Mordida is the local word for a slight offering or, if you prefer, bribe,â says Frank. Bill quizzically responds, âDo we pay bribes to get sales?â âOh, it depends on the situation, but itâs certainly something you have to be prepared to deal with.â Boy, what a greenhorn, Frank thinks to himself, as he continues, âHereâs the story. When the S-27s arrived last January, we began uncrating them and right away the jefe engineer (a government offi cial)â jefe , thatâs the head man in chargeâbegan extra-careful examination and declared there was a vital defect in the machines; he claimed the machinery would be dangerous and thus unacceptable if it wasnât corrected. I looked it over but couldnât see anything wrong, so I agreed to have our staff engineer check all the machines and correct any fl aws that might exist. Well, the jefe said there wasnât enough time to wait for an engineer to come from the States, that the machines could be adjusted locally, and we could pay him and he would make all the necessary arrangements. So, what do you do? No adjustment his way and there would be an order canceled; and, maybe there was something out of line, those things have been known to happen. But for the life of me, I canât see that anything had been done since the machines were supposedly fi xed. So, letâs face it, we just paid a bribe, and a pretty darn big bribe at thatâabout $1,200 per machine. What makes it so aggravating is that thatâs the second one Iâve had to pay on this shipment.â âThe second?â asks Bill. âYeah, at the border, when we were transferring the machines to Latino trucks, it was hot and they were moving slow as molasses. It took them over an hour to transfer one machine to a Latino truck and we had ten others to go. It seemed that every time I spoke to the dock boss about speeding things up, they just got slower. Finally, out of desperation, I slipped him a fi stful of pesos. and, sure enough, in the next three hours they had the whole thing loaded. Just one of the local customs of doing business. Generally, though, it comes at the lower level where wages donât cover living expenses too well.â There is a pause, and Bill asks, âWhat does that do to our profi ts?â âRuns them down, of course, but I look at it as just one of the many costs of doing businessâI do my best not to pay, but when I have to, I do.â Hesitantly, Bill replies, âI donât like it, Frank. Weâve got good products, theyâre priced right, we give good service, and keep plenty of spare parts in the country, so why should we have to pay bribes? Itâs just no way to do business. Youâve already had to pay two bribes on one shipment; if you keep it up, the wordâs going to get around and youâll be paying at every level. Then all the profi t goes out the windowâyou know, once you start, where do you stop? Besides that, where do we stand legally? The Foreign Bribery Act makes paying bribes like youâve just paid illegal. Iâd say the best policy is to never start: You might lose a few sales, but let it be known that there are no bribes; we sell the best, service the best at fair prices, and thatâs all.â âYou mean the Foreign Corrupt Practices Act, donât you?â Frank asks, and continues, in an Iâm-not-really-so-out-of-touch tone of voice, âHavenât some of the provisions of the Foreign Corrupt Practices Act been softened somewhat?â âYes, youâre right, the provisions on paying a mordida or grease have been softened, but paying the government offi cial is still illegal, softening or not,â replies Bill. Oh boy! Frank thinks to himself as he replies, âLook, what I did was just peanuts as far as the Foreign Corrupt Practices Act goes. The people we pay off are small, and, granted we give good service, but weâve only been doing it for the last year or so. Before that I never knew when I was going to have equipment to sell. In fact, we only had products when there were surpluses stateside. I had to pay the right people to get sales, and besides, youâre not back in the States any longer. Things are just done different here. You follow that policy and I guarantee that youâll have fewer sales because our competitors from Germany, Italy, and Japan will pay. Look, Bill, everybody does it here; itâs a way of life, and the costs are generally refl ected in the markup and overhead. There is even a code of behavior involved. Weâre not actually encouraging it to spread, just perpetuating an accepted way of doing business.â Patiently and slightly condescendingly, Bill replies, âI know, Frank, but wrong is wrong and we want to operate differently now. We hope to set up an operation here on a continuous basis; we plan to operate in Latino just like we do in the United States. Really expand our operation and make a long-range market commitment, grow with the country! And one of the fi rst things we must avoid is unethical . . .â Frank interrupts, âBut really, is it unethical? Everybody does it, the Latinos even pay mordidas to other Latinos; itâs a fact of lifeâ is it really unethical? I think that the circumstances that exist in a country justify and dictate the behavior. Remember, man, âWhen in Rome, do as the Romans do.ââ Almost shouting, Bill blurts out, âI canât buy that. We know that our management practices and relationships are our strongest point. Really, all we have to differentiate us from the rest of our competition, Latino and others, is that we are better managed and, as far as Iâm concerned, graft and other unethical behavior have got to be cut out to create a healthy industry. In the long run, it should strengthen our position. We canât build our future on illegal and unethical practices.â Frank angrily replies, âLook, itâs done in the States all the time. What about the big dinners, drinks, and all the other hanky-panky that goes on? Not to mention PACsâ [Political Action Committee] payments to congressmen, and all those high speaking fees certain congressmen get from special interests. How many congressmen have gone to jail or lost reelection on those kinds of things? What is that, if it isnât mordida the North American way? The only difference is that instead of cash only, in the United States we pay in merchandise and cash.â âThatâs really not the same and you know it. Besides, we certainly get a lot of business transacted during those dinners even if we are paying the bill.â âBull. The only difference is that here bribes go on in the open; they donât hide it or dress it in foolish ritual that fools no one. It goes on in the United States and everyone denies the existence of it. Thatâs all the differenceâin the United States weâre just more hypocritical about it all.â âLook,â Frank continues, almost shouting, âwe are getting off on the wrong foot and weâve got eight months to work together. Just keep your eyes and mind open and letâs talk about it again in a couple of months when youâve seen how the whole country operates; perhaps then you wonât be so quick to judge it absolutely wrong.â Frank, lowering his voice, says thoughtfully, âI know itâs hard to take; probably the most disturbing problem in underdeveloped countries is the matter of graft. And, frankly, we donât do much advance preparation so we can deal fi rmly with it. It bothered me at fi rst; but then I fi gured it makes its economic contribution, too, since the payoff is as much a part of the economic process as a payroll. Whatâs our real economic role, anyway, besides making a profi t, of course? Are we developers of wealth, helping to push the country to greater economic growth, or are we missionaries? Or should we be both? I really donât know, but I donât think we can be both simultaneously, and my feeling is that, as the company prospers, as higher salaries are paid, and better standards of living are reached, weâll see better ethics. Until then, weâve got to operate or leave, and if you are going to win the opposition over, youâd better join them and change them from within, not fi ght them.â Before Bill could reply, a Latino friend of Frankâs joined them, and they changed the topic of conversation.

QUESTIONS

1. Is what Frank did ethical? By whose ethicsâthose of Latino or the United States?

2. Are Frankâs two different payments legal under the Foreign Corrupt Practices Act as amended by the Omnibus Trade and Competitiveness Act of 1988?

3. Identify the types of payments made in the case; that is, are they lubrication, extortion, or subornation?

4. Frank seemed to imply that there is a similarity between what he was doing and what happens in the United States. Is there any difference? Explain.

5. Are there any legal differences between the money paid to the dockworkers and the money paid the jefe (government offi cial)? Any ethical differences?

6. Frankâs attitude seems to imply that a foreigner must comply with all local customs, but some would say that one of the contributions made by U.S. fi rms is to change local ways of doing business. Who is right?

7. Should Frankâs behavior have been any different had this not been a government contract?

8. If Frank shouldnât have paid the bribe, what should he have done, and what might have been the consequences?

9. What are the company interests in this problem?

10. Explain how this may be a good example of the SRC (selfreference criterion) at work.

11. Do you think Bill will make the grade in Latino? Why or why not? What will it take?

12. How can an overseas manager be prepared to face this problem?

***Need response by Friday evening or Saturday at the latest!!! These are the details. That's all the instructions that came with the assignment. I'm not sure what else to post. I've got several responses requesting for details. This is it! I need the number portion completed where it says assignment. Please and thank you! This is my 4th time posting. No one has helped me. I followed all the 2 suggestions from the previous folks who offered pointers and still nothing. Someone please help! :(

Overview of the module requires that you run a simulation over an 18-year period, and that you analyze the outcome of the decisions you make at each decision point. In this course, we will be using the MIT Solar Power Pricing Simulation. Read the following introduction to the SunPower case: The Industry Evolution Management Flight Simulator portrays the growth and competition of firms as an industry evolves. Playing the role of chief executive for one of the firms in the industry, you make key decisions involving pricing, investment and marketing in order to succeed in the marketplace. This version of the simulator has been customized to portray the solar power industry, specifically SunPower and other manufacturers of photovoltaic panels (PVs). While historically the cost of electricity from PV panels has limited them to niche applications, there is massive potential for growth in the market if solar power could become a viable alternative to traditional sources of electricity. In the simulator, your job is to maximize SunPower's cumulative profit over a period of eighteen years. To do this, you make pricing and investment decisions each simulated time period. As a young company with a new innovation, you will start the game with a technology that you hope stays proprietary. In theory you can reap the benefits of technological advancements from the rest of the industry while spreading your advancements to them. In addition, you (or your administrator) have the option of setting several other competitive and market scenarios, including the sources and rates of learning, the strength of knowledge spillovers, entry of new competitors, and external incentives that help to drive consumers towards using solar power. You will receive periodic reports including your income statement and industry data. You need to select your strategies based on those reports, your understanding of the underlying industry structure, and your best judgment about how your competitor and customers may respond. Though the model has been carefully calibrated and tested, it is not designed to predict the future or exactly match the history and special circumstances of SunPower. Rather, it is used to illustrate competitive dynamics important not only in the photovoltaic panel industry but in other contexts you may face. Instead of merely "beating the game," focus on understanding the underlying industry structure so you can develop robust, successful strategies. *** Source: Sterman, J. (2014). Eclipsing the competition: The Solar PV industry simulation. Forio. Retrieved on November 23, 2014 from http://forio.com/simulation/solar-test/index.htm#page=market_research Be sure to review the SunPower case study, as it will provide you with background and context for the simulation: http://forio.com/simulation/solar-test/downloads/SunPower-Henderson.pdf Then, visit the simulation here: http://forio.com/simulation/solar-test/index.htm#page=market_research At the landing page, click on âPlay as an INDIVIDUAL.â Then, choose a Screen ID and click âSubmit.â Familiarize yourself with the simulation. This will require that you get an in-depth understanding of the terminology used in the simulation, as well as the pricing and cost structure of the product. As you begin this simulation (Year 1), your market share is only 2.40%. Your role with the company is to expand your companyâs market share over the multi-year period of operations â while recognizing the highest possible cumulative profit. To do this, you must make favorable pricing decisions, and you must ensure that you are improving your product while simultaneously lowering unit costs. Product improvements are determined by the % of revenue allocated to process improvement (i.e., technological advancement = lower unit costs).

**Helpful link: Should you need to brush up on financial analysis, the following presentation provides a very good overview of financial statement analysis: http://vrpacioli.loyola.edu/ac102/chapter17/chapter17.ppt

**This is the piece below I need help with! Not the paper just the number portion of this assignment.

**Assignment Run the simulation, entering the following data into the simulation for each of four decision points (NOTE: Do not change the assumptions displayed in the âSettingsâ tab): 1) Decision 1: For Years 2008-2012

a) Pricing â Manual

b) Module Price - $0.15

c) Revenue to Process Improvement â 5%

d) Years to Advance â 5 years

2) Decision 2: For Years 2013-2017

a) Pricing â Manual

b) Module Price - $0.13

c) Revenue to Process Improvement â 5%

d) Years to Advance â 5 years 3) Decision

3: For Years 2018-2022

a) Pricing â Manual

b) Module Price - $0.11

c) Revenue to Process Improvement â 5%

d) Years to Advance â 5 years

4) Decision 4: For Years 2023-2025

a) Pricing â Manual

b) Module Price - $0.09

c) Revenue to Process Improvement â 5%

d) Years to Advance â To end At each of the four

(4) decision points above, you are required to analyze the impact of your Module Price on market share and total profits. You are also required to determine how process improvements reduce unit costs over time.

Instructions:

Be sure to copy tables and charts into your Word document to support your analysis. You may need to use Excel to edit the charts and tables.

MGMT 110 Lecture Notes - Lecture 8: Chris Argyris, Lesson Learned, Knowledge Society

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