DMBA630 week 5 assignment

| January 30, 2017

Question
Please I need paper on Competitors Analysis and Competitive Strategy and china is my country of selection where Costco will going to operates, so now I need to look this two companies as competitors and those are RT-Mart Shanghai Ltd. & Yonghui Superstores Co., Ltd, attached is some information, thanks.

Task

Lead

Due

Date and time Completed and submitted to team

Week 5Competitor Analysis and Competitive Strategy–Individual Paper

RT-Mart Shanghai Ltd.

&

Yonghui Superstores Co., Ltd

Week 5 Team Market Discussion

Participate in the three group discussion threads. Make an initial response to one thread and respond to the postings of your teammates in each of the other two threads.

Note: To ensure a main response in each thread, post an initial response in a thread that does not already have an initial response.

Strategy Project Individual assignment: Competitor Analysis and Competitive Strategy

Assignment overview:The objective is to conduct a competitor analysis and develop a competitive strategy for the client company to operate in the one recommended entry country. .umuc.edu/content/enforced/57118-026588-01-2152-GO2-9042/grading%20policies%20and%20advice/Final%20rubric%20individual%20competitor%20analysis%202014.docx?_&d2lSessionVal=DPkNVlOjJxZV9YCHB7b1pJ76q”>grading rubricfor this assignment is here and posted in the module Grading Guidelines and Rubrics.

Assignment:Each individual team member willidentify and assess 2—3 competitors in the recommended country, including at least one global competitor and one local competitor. Each individual paper will conclude with an assessment of thecompetitive advantages of the client company (comparing client strengths and weaknesses with competitors’ strengths and weaknesses).Note that not all Strengths of a company are competitive advantages, as competitors may have those same or similar strengths. You are looking for those very few strengths or assets that will give your company a competitive edge. You will thenrecommend a competitive strategy that will leverage the client firm’s competitive advantages and/or mitigate its competitive weaknesses.

Using the work the team has already done, each individual will begin this paper with introductory sections already completed by the team and to be used as standard framework for all stratgy project papers: the rationale for selecting this country, description of the company, its product/service, the target buyer and market size in the selected country. This is the Opportunity statement for your client’s product/service. Individual work will then constitute the body of the paper, which will consist of your own (individual) Threat assessment specific to the competitors you are analyzing in this country. You will not yet include the other OT factors in this country, as identified in your PESTEL analysis last week. The full threat analysis will be included with the team’s SWOT analysis next week.

The body of this paper (competitor assessment without the introductory sections) should be approximately 10 pages double spaced. In addition, include a one page .umuc.edu/content/enforced/57118-026588-01-2152-GO2-9042/strategy%20project%20information/Executive%20Summary2014.docx?_&d2lSessionVal=DPkNVlOjJxZV9YCHB7b1pJ76q”>Executive summary(9% of course grade)

Post the assignment in your Individual Assignment folder. Be sure to leave enough time for the Turnitin review and any corrections in citations before submitting the final paper.

Graduate School

Rubric for Assessing competitor analysis and competencies for Critical Thinking, Information Literacy, Written Communication and Technology Fluency

Introduction:

The competencies in this rubric are trans-disciplinary articulate fundamental criteria for each Student Learning Expectation (SLE), with performance descriptors demonstrating progressively more sophisticated levels of attainment. The rubric is intended for program-level use in evaluating and discussing student learning, and for grading the competitor analysis assignment in DMBA630.

Competency Definitions developed for the Graduate School:

Critical Thinking (THIN) – Demonstrate the use of analytical skills and reflective processing of information.

Information Literacy (INFO) – Demonstrate the ability to use libraries and other information resources to effectively locate, select, and evaluate needed information.

Written Communication (COMM) – Produce writing that meets expectations for format, organization, content, purpose, and audience.

Technology Fluency (TECH) – Demonstrate an understanding of information technology broad enough to apply technology productively to academic studies, work, and everyday life.

Glossary:

The definitions that follow were developed to clarify terms and concepts used in this rubric only.

• Assumptions: Ideas, conditions, or beliefs (often implicit or unstated) that are taken for granted or accepted as true.

• Context: The historical, ethical, political, cultural, environmental, or circumstantial settings or conditions that influence and complicate the consideration of any issues, idea and actions.

• Analysis: The process of breaking something into its parts and putting the parts back together to better understand the whole. It involves exposing underlying assumptions that inform ideas/issues and actions and such strategies as comparing and contrasting, looking at similarities and differences, and examining causes and effects.

• Synthesis: Brings together all opinions and research in support of analysis or informed action. It involves integrating (combining) the relevant ideas, facts and research with one’s own opinions and conclusions into a new whole.

• Consequences/Implications:The effects, results, or outcomes that would naturally or logically occur as the result of ideas or actions (as revealed in foregoing analysis and synthesis).

Criteria Applications:

· Conceptualization/ Main Ideas- are expected to be presented early in the writing, include the main idea, issue, assumption or action, and indicate the direction the writer will take in his/her thinking.

· Analysis– will clearly show some of the strategies described in the definition above.

· Synthesis – clearly brings together analysis and research to move toward the conclusions.

· Conclusions– go beyond a simple summary of the ideas and research presented in the paper, and includes forward looking.

· Information Retrieval – clearly meets the requirements specified in the common activity in terms of what items constitute retrieval performance. All specified requirements are considered equally important.

· Writing Mechanics – when evaluating writing, all elements of writing, word use, grammar, spelling and punctuation are considered equally important.

· APA Style – for purposes of this rubric, APA relates primarily to headings, citations and references and the mastery used in employing each. It does not include recommendations on margins, font and line spacing.

· Technology Application – for purposes of this rubric, technology application specifies the use of MS Word, number or pages /word count, margins, font, line spacing and PDF creation. Deductions of .5 should be taken for each specified item missed. Students missing all six specified items fall in the unsatisfactory range.

· Rating Scale– use one decimal when scoring each criterion, for example, 0.5, 0.8, 2.0, 3.2, or 3.7.

Rubric for Outcomes Assessment for Individual Competitor Analysis Assignment DMBA630

CRITERIA

EXEMPLARY

3.6-4.0

COMPETENT

3.2.-3.5

MARGINAL

2.8-3.1

UNSATISFACTORY

0-2.7

Score for Each Criterion

Conceptualization/ Main Ideas [THIN]Identifies and articulates the main idea(s)/issues(s) in a way that is appropriate for the audience, research, context, and purpose of the assignment.

Demonstrates exceptional knowledge of relevant theories and concepts. Executive Summary presents the purpose, methodologies, analyses and conclusions in a clear, concise, and interesting way.

Demonstrates sufficientknowledge of relevant theories and concepts with sufficient clarity to support a common understanding. Executive Summary is mostly clear in presenting the purpose, methodologies, analyses, and conclusions in a concise way.

Demonstrates marginalknowledge of relevant theories and concepts. Ambiguities and omissions detract from clarity of Executive Summary and/or the summary is too long.

Fails to demonstrate understanding or use of relevant theories and concepts.Lack of clarity or depth in Executive Summary, or Summary fails to articulate purpose, methodologies, and/or conclusions of the analyses.

0.0

Selection/Retrieval [INFO]

Quality of Research— Competitors

Chooses appropriate resources identified through online searches and critically assesses the quality of the information based on relevance to the assignment requirements.

Displays thorough evidence that information sources represent the appropriate competitors. At least one global and one local competitor is identified and relevance is well justified and very clearly presented. The order of presentation and connections between competitor data and evaluation/assessment of competitor strengths and weaknesses are logical and readily apparent.

Displays mostly completeevidence that information sources adequately represent the appropriate competitors. At least one global and one local competitor is identified and relevance is mostly justified and clearly presented. The order of presentation and connections between competitor data and evaluation/assessment of competitor strengths and weaknesses are mostly logical and apparent.

Displays incomplete evidence that information sources adequately represent the appropriate competitors. Global and local competitors are either missing or not clearly identified. Relevance of selection is not well justified or clearly presented. The order of presentation and connections between data and evaluation/assessment of competitor strengths and weaknesses are not logical or clear.

Displays very little or no evidence that information sources adequately represent the appropriate competitors. Relevance of selection is not offered or not justified. There is no clear connection between competitor data and evaluation/assessment of competitor strengths and weaknesses or evaluations/assessments are missing.

0.0

Quality of Analysis [THIN] : Competitive threat

Determines essential components and underlying assumptions of the data while considering connections among multiple factors and relative significance/weight of each.

Examines information in a highly logical and accurate manner and thoroughlycompares competitor and client strengths and weaknesses. Sound reasoning for competitive threat assessment is well supportedby credible, accurate, and relevant evidence; recognizes assumptions and distinguishes between fact, opinion, and value judgment; logical fallacies are not used.

Examines information in a mostly logical and accurate manner and sufficiently compares competitor and client strengths and weaknesses. Rationale for assessing competitive threat is mostly supported by credible evidence; sufficiently recognizes assumptions and distinguishes between fact, opinion, and value judgment; some logical fallacies exist but do not detract from the overall quality of analysis.

Examines information in a somewhat logical and accurate manner but insufficiently compares competitor and client strengths and weaknesses. Rationale for competitive threat is weakly supported by evidence and/or evidence is not credible; assumptions are not recognized, and logical fallacies detract from the analysis.

Examines information in an illogicaland inaccurate manner and fails to adequately compare competitor and client strengths and weaknesses. Does not recognize underlying assumptions of assessments. Rationale for competitive threat is insufficiently supportedby evidence and/or evidence is not credible; logical fallacies are persistent.

0.0

Synthesis /Support [THIN]

Quality of Recommendations

Integrates key concepts from research and analyses in a coherent manner to form a cohesive, organized recommendation for competitive strategy.

Clear and focused competitive strategy is recommended based on solid theoretical and logical support. Thorough description of how strategy mitigates client competitive weaknesses and leverages client strengths. The order of presentations and connections between and among key points is logical and clear. The relevance of each competitive advantage and disadvantage to the recommended competitive strategy is readily apparent.

A mostlycoherent and organizedcompetitive strategy is recommended based on sufficient theoretical and logical support. Sufficient description of how strategy mitigates client competitive weaknesses and leverages client strengths. The relevance of each competitive advantage and disadvantage to the recommended competitive strategy is apparent.

Apartially coherent and partially organized competitive strategy is recommended, but it is based on insufficient theoretical or logical support. Insufficient description of how strategy mitigates client competitive weaknesses and/or leverages client strengths. The relevance of competitive elements to the recommended strategy is not apparent.

Work is incoherent and disorganized,so that theoretical and logical support is not readily apparent.There is no or little attempt to relate the strategy recommendations to competitive weaknesses and strengths.

0.0

Conclusions [THIN]

Competitive position. Formulates a position based upon consequences and implications for client’s business success.

Forms a conclusion in a highlyeffective and concise manner, demonstrating an original, well-reasoned, and justifiable perspective(s) that extensively considers potential consequences and implications for client’s business success.

Forms a conclusion in a mostly effective and sufficiently concisemanner, demonstrating a well-reasoned, and justifiable perspective(s) that sufficiently considers potential consequences and implications for client’s business success

Forms a conclusion in a partially effective manner demonstrating weakness in originality, reasoning, and justifiable perspective(s) that insufficiently considerspotential consequences and implications for client’s business success.

Forms a conclusion in an ineffective manner. Lacks an original, well-reasoned, or justifiable perspective(s) with little or no consideration of potential consequences and implications for the client’s business.

0.0

Writing Mechanics [COMM]

Uses wording, grammar, spelling and punctuation accurately and correctly.

Contains virtuallynoerrorsingrammar, spelling and punctuation; any errors in writing mechanics and word usage do not interfere with reading or message.

Demonstrates some errors in grammar, spelling, punctuation and/or word usage that somewhatinterfere with reading or message.

Demonstrates numerouserrors in grammar, spelling, punctuation and/or word usage. These errors distract from the reading and weaken the message.

Demonstrates excessive errors in grammar, spelling, punctuation and word usage. These errors display an inability to communicate the message.

0.0

APA Compliance [COMM]

Follows APA citation requirements

Employs very accurate APA citations.

Employs mostly accurate APA citations

Employs mostly inaccurate APA citations.

Employs little orno APA citation formatting.

0.0

Technology Application [TECH]

Creates accurate electronic document according to formatting specifications of the assignment Instructions

Creates an electronic document that complies with all of the formatting specifications of the assignment.

Creates an electronic document that mostly complies withthe formatting specifications of the assignment.

Creates an electronic document that partially complies with the formatting specifications of the assignment.

Creates an electronic document that minimally complies or shows no evidence of compliance with the formatting specifications of the assignment.

0.0

Grades: 28.7 – 32.0 = A

25.5 – 28.6 = B

22.4 – 25.4 = C

Less than 22.4 = F

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