STRATEGIC PLANNING WITH AN EXPERIENTIAL CASE Developments in Business Simulation & Experiential Exercises, Volume 13, 1986 94 STRATEGIC PLANNING WITH AN EXPERIENTIAL CASE Jerald R. Smith, University of Louisville ABSTRACT This paper describes a relatively simple hut powerful experiential exercise which can be used as an in- class activity at any level of college class, from freshman through graduate. It is effective for demonstrating and practicing the following skills: decision making, creativity, strategic planning, communication, and group dynamics. INTRODUCTION Although the scenario of this experiential case appears simple, the class discussion and excitement it elicits are tremendous. The entire exercise takes from 30 to 50 minutes. It can be used En any size class. The objectives are: 1. To experience a brainstorming session with a group of peers. 2. To understand the creative process and to apply the principles of brainstorming. 3. To work under a tight time constraint which requires some early planning and group organization. 4. To apply the decision making process to a group situation. 5. To experience a market- and product-strategic planning session. Types of classes it could be used in Include: Principles of Management Principles of Marketing Small Business Management Introduction to Business Business Policy and any class in the area of behavior, group dynamics, communication, etc. Materials Required: Metal paper clips Description of the Exercise The class is divided into several groups of from three to five students. The instructor can either give instruction verbally or an instruction sheet can be distributed. It is optional as to whether an observer is assigned to each group, depending on what the key objective of the instructor is in using the exercise. The scenario takes place at a meeting of the management team of a firm which produces metal paper clips. The president of the firm speaks: “Members of the management team. I am very sad to announce our company is in big trouble. As you are well aware, the firm has not been profitable for the last 18 months and we can’t go on like this much longer. We need to come up with some ideas to increase our sales of paper clips - and fast! I would like each of you to think about new uses of paper clips, new forms of paper clips, and alternate products we could produce using the technology we already have.” At this point the instructor hands out a metal paper clip to each person in the classroom. “For the next (5 or 10) minutes, write down your thoughts to two issues: First, list the possible reasons paper clip sales are down all over the industry. Second, list as many new products that can he made from a paper clip, including new ways of marketing our current product and new, modified, or alternate products, using our present, or closely related technology. After thinking about it individually for a few minutes, I will signal when you should begin sharing ideas as a group. You will have (10-20) minutes to discuss various ideas with your group. The objective is to come up with as many ideas as possible. Good luck.” Either before the dialog or at this point the instructor could discuss creative thinking and the principles of brainstorming. The length of time allowed, as suggested within the parenthesis above, is at the option of the instructor, according to the amount of time she/he wishes to devote to the activity. When the allotted time is over, each group is given the opportunity to present ft’s list. The instructor should list each item on the board and use hash marks to Indicate when an item has been mentioned more than once. According to the time remaining, the instructor would allow the class to discuss the items and perhaps come up with the ten best ideas. Debriefing There are several possibilities of topics for the debriefing session, dictated by the manner in which the instructor uses the exercise and the type of class it is used in. Some of these include: 1. Group process: what happened in your group? Why? Who became the informal leader? Why? 2. Organization: did the group try to get organized? Did an individual member o the group organize it, or try to organize it single-handedly? 3. The Brainstorming process: were group members able to make wild and unusual suggestions without being evaluated or laughed at by other members? How much synergy surfaced; e.g., how many times were modifications made to an original idea that produced either another idea or an idea which produced vet another idea? 4. Creativity: how creative were the individual members of the group; bow creative was the group? How innovative were the groups’ ideas, overall? 5. Productivity: what contributed to how productive the group was, or conversely, what contributed to the lack of productivity of the group? 6. Communication: what were the communications patterns in the group? How many times do two people talk to each other instead of to the group? 7. Market/Product Planning: what do you think contributed to the drop in sales En the paper clip industry? What should the mission of the Developments in Business Simulation & Experiential Exercises, Volume 13, 1986 95 firm be? Paper clips, fasteners, paper accessories, office supplies, metal objects, metal and plastic objects... What steps would a firm take at this point to further develop the ideas presented? Summary The exercise described is intended to provide students an opportunity to Interact in a group brainstorming session. Various learning objectives are available to the instructor depending on the focus of the course. The experience becomes experiential with the use of a simple everyday object, a paperclip, which the students look at, bend, twist, and turn over. RESOURCES [1] Busse, Thomas V. and Richard Mansfield, “Theories of the Creative Process: A Review and Perspective,” Journal of Creative Behavior, Vol. 4, No. 2, 1980. [2] Drucker, Peter F., “Strategic Planning: The Entrepreneurial Skill,” Chapter 10 in Management: Tasks, Responsibilities, Practices (New York: Harper and Row, 1973). [3] Ingrassia, Lawrence, "By Improving Scotch Paper, 3M Gets New Product Winner,” Wall Street Journal, March 31, 1983, p. 27. [4] Janis, Irving and Leon Mann, “Decision Making (New York: Free Press, 1977). [5] Pierce, J. A., “Company Mission as a Strategic Too],” Sloan Management Review, Spring, 1982. [6] Shaw, Marvin E., “Group Dynamics--The Psychology of Small Group Behavior,” 3rd edition (New York: McGraw-Hi] 1, 1981). Table of Contents Volume 13, 1986 How to Use Microcomputers in Human Resource Management Courses What's My Line? An Exercise in Job Analysis, Description and Classification Relationships Between Team Cohesion Dimensions and Business Game Performance Four Factors Affecting Group Performance in Business Policy Simulations Enhancing Strategic Management Goal-Setting Skills in the Business Policy Course Using a Business Simulation in the Principles of Management Course - Learning Outcomes and Perceptions Personal Computers: Drexel's Experience Using Psychological Type to Enhance Negotiation Skills The Effects of Conflict Handling Styles on Negotiation Behavior: An Analysis of an Experiential Exercise An Experiential Test of Bargaining Decisions and Representation Self-Grading of Examination by Students, A Viable Alternative to Traditional Procedures Perceived Instructor Enthusiasm and Student Achievement An Experiential Approach to Teaching Subordinate-Oriented Communication Assessing the Effects of a Computerized Study Guide in Macroeconomic Principles: A Statistical Analysis A Sales Management Simulation for the PC an Integrative Tool for the Sales Management Course Teaching Re-evaluation of Salespersons Through the Use of a Simulation Game A Test of Student Performance and Attitudes and Performance Under Varying Game Conditions Developing and Testing Airways: A Marketing Simulation Experiential Learning Revisited: Some Thoughts on Designing More Adaptive Management Education Programs Developing the Competencies of Creativity and Accurate Self-Assessment Self-View and Norms: Some Longitudinal Laboratory Results Strategic Planning with an Experiential Case The ABSEL Research Consortium: Preliminary Steps and Position Papers An Analysis of ABSEL Conference papers (1974-1985) The Creation and Operation of a Data-base System for ABSEL Research Funding for a Research Consortium on Simulation and Experiential Learning Simulation - Indoctrination or Learning The Dilemma In Evaluating Classroom Innovations Personality Variables on Group Cohesion, Team Participation and Total Learning Justifications for and Problems in Developing and Using Computerized Experiential Activities Management Competency Models and the Life-Long Learning Project: What Role for ABSEL External Validity of Business Games Restructuring the University - An Experiential Exercise The Surrogate Class Exercise Images of Effectiveness: A Classroom Exercise The Algebran Industry: A Tutorial Framework Another Chance: A Multi-Leveled, Macro Business Game for Micro-Computers A Water Quality Management Simulation Game Acquisitions? Divestitures? Progress Report on a Conglomerate Game Enterprise: A Multi-Purpose Management Development Simulation Marketer: A Microcomputer Simulation in a High Tech Industry A Pedagogical Analysis of Alternative Tax Elections for Exploration Costs in the Mining Industry Using of Multiple Microcomputers Application Programs to Teach Fundamental Business Concepts and Practices Demonstrating the Role of Simulation in Strategic Operations Planning: A Case Study in Bank Check Processing Location Analysis The Subjective Side of the Decision Support System: A Pitfall for the Panacea A Group-Based Procedure for Revealing Judgmental Heuristics and Biases An Experiential Exercise in Bayesian Decision-Making Values for Selected Parameters in Physical Distribution Simulation and Games Computerized Business Management Simulations for Tyros The Management Decision Laboratory at New York University An Example: The Use of Management Games on Microcomputers by Computer Novices Enhancing Mainframe Simulation Via Microcomputers: Designing Decision Support Systems Integrating Personal Computers Into a Course as a Decision Support Tool A Decision Support System for Capital Funds Forecasting Performance and Attitudinal Affects of a Decision Support Package in a Business Game Using the Real World: Interviews with Woman Mangers The Cooperatively-Authored Student Handbook International Buying: An Experiential Exercise The Research/Teaching Interface: Turning a Pretest into an Experiential Exercise Building Microcomputer Business Simulations Simulation with Discrete and Continuous Mathematical Modeling An Interpolation Approach to Developing mathematical Functions for Business Simulations The Design of Simulation Models Using Thought Organizers The Assessment Center as a Teaching/Learning Device An Approach to Meeting the AACSB Guidelines for Introducing Skills and Personal Characteristics (SACs) Using an Interclass Simulating and Role-Playing Pedagogy Experiential Learning about the World of Work: A Program for Primary and Secondary School Educators Assessment of Relevant Personal Characteristics of Potential Entrepreneurs