Helsinki School of Economics MBA Program Managing Competitive Intelligence (4619) May 14 - 25, 2007

INSTRUCTOR: Dr. David L. Blenkhorn Wilfrid Laurier University Email: dblenkhorn@wlu.ca INTRODUCTION: Effective competitive intelligence (CI) activities range in scope between business intelligence and competitor analysis (narrower) and can provide the foundation on which market strategies and tactics are built, assessed and modified. These activities are commonly organized programmatically within today's companies. CI programs (CIP) can be defined as "a continuously evolving integration of both formalized and informal processes by which organizational members assess key trends, emerging discontinuities, the evolution of industry structure, and the capabilities and behaviours of current and potential competitors to assist in maintaining or developing a competitive advantage. Common to most CI programs are a focus on: 1) profiling industries and competitors; 2) transforming gathered information into actionable intelligence; 3) utilizing all members in the firm as intelligence "antennae"; 4) the evolution over time to address evolving critical issues and to facilitate organizational renewal; and, 5) using ethical and legal means in the process of gathering, analyzing and using publicly available data. This course focuses on how to design a CIP and manage the process for producing actionable intelligence. Methods of intelligence collection, analysis, and dissemination are illustrated along with significant recent advances in CI scholarship. COURSE OBJECTIVES: This course provides a combination of both conceptual lenses through which to view market competition and practical tools and techniques in which to apply these concepts. The objectives of the course are to: 1. Expose students to newly evolving concepts of applied competition, competitive advantage, strategy, and cooperation/collaboration. 2. Provide students with a variety of practical analytical tools and techniques for assessing information with respect to environments, markets, and organizations. 3. Gain a working knowledge of primary and secondary research methods and sources; and 4. Offer students opportunities to do a CI group project putting into practice the course theory with real companies. COURSE ORGANIZATION: Using feedback from past course participants, this course is continually updated to stay both current and reflective of students recommendations. As such, the course is now organized into 4 main components covering 13 sessions: Part 1 (Sessions 1-4) provides an introduction to the field of competitive intelligence, and offers a number of different approaches by which the most recent thinking in strategy is evolving. Upon completion of this component, students should be clear about where CI fits into an organization's policy domain, be able to differentiate it from other strategy-related processes, and have an awareness of a number of the key models by which strategy understanding currently is framed. Also included in Part 1 is an examination of the

ethical and legal aspects in CI and how they should form the background for all CI activities. Students will be making ethics decisions in each part of the course. Part 2 (Sessions 5-8) takes students through the key stages underlying the competitive intelligence process. In sequence, we will address the planning & data collection stages, CI analysis models & techniques, and results and reiteration. By the end of this component, students should have a working knowledge of the basics required to conduct a CI study. Part 3 (Sessions 9-12) encompasses a number of special topics about CI. These include investigating CI as actually practised in a number of different organizations, a session on software and hardware in CI with a demonstration of an online CI portal, global CI, counterintelligence, and CI and technology. By the end of this component, students should have a broad understanding of the issues surrounding CI practice and specific contexts in which CI can be applied. In Part 4, (Session 13) we will learn from one anothers efforts during the course as we are introduced to the classes group CI projects, obtain a briefing on students research projects in CI, and debrief the course. This will be done in a conference-style session. Session 14 will be a comprehensive exam. COURSE MATERIALS: 1 Text: Controversies in Competitive Intelligence: The Enduring Issues, Craig S. Fleisher and . David L. Blenkhorn (eds.). Praeger Publishers, 2003. (CICI). 2 Course case package. . 3 The articles and other readings in this course outline are available on the course CD or hot-linked on . the WWW. 4 Optional reference book: Competitive Intelligence and Global Business, David L. Blenkhorn and . Craig S. Fleisher, (eds.), Praeger Publishers, 2005. 5 Optional reference book:: Managing Frontiers in Competitive Intelligence (MFCI), Craig S. . Fleisher and David L. Blenkhorn (eds.). Quorum Books, 2001. 6 Optional reference book: Business and Competitive Analysis, Craig S. Fleisher and Babette E. . Bensoussan, FT Press, 2007. METHODS OF INSTRUCTION: To accomplish the objectives, the course will be taught using a combination of lecture/discussions, cases, interactive individual and group-based participation, videos, and guest speakers. The last class will have students presenting their group projects in a conference-style format. COURSE REQUIREMENTS AND GRADING: In-class individual contribution/participation, a group CI project, and a final comprehensive exam are the graded, required components of this course. Grades are determined based on student performance on the components listed below. The grading is primarily based upon the depth and sophistication of understanding and ability to discern relationships between concepts and applications. Each component is described in greater detail below. 20% - individual in-class contribution/participation see details below 40% - group project - see details below 40% - individual final exam 100% - total DETAILED CLASS SCHEDULE Some suggestions on the course readings: To enhance your efficiency and effectiveness in covering the

readings listed in each class below, they have been categorized as Primary (P), or Secondary (S). The P readings will give you the basic core material of the topic, while the S readings will give an augmented look at the topic. Ideally you will read all the material, but the P items are mandatory. CLASS 1: (May 14) AN INTRODUCTION TO COMPETITIVE INTELLIGENCE (CI): DEFINITIONS, OBJECTIVES AND ROLES MFCI, Ch. 1 (Introduction to the Management and Practice of Competitive Intelligence Fleisher) (course webpage) (P) CICI, Ch. 1 (What Are the Enduring Issues in Competitive Intelligence? - Fleisher & Blenkhorn) (S) CICI, Ch. 5 (Should the Field be Called Competitive Intelligence or Something Else? Fleisher) (S) Coombs, J., Competitive Intelligence Handbook, read the following chapters: (P) () An Overview of Competitive Intelligence, @www.combsinc.com/chapt1.htm 1 () The Axioms of Competitive Intelligence, @ http://www.combsinc.com/chapt2.htm 2 () Public Information, @ http://www.combsinc.com/chapt3.htm 3 () The International Background of CI, @ http://www.combsinc.com/chapt4.htm 4 Fuld, L., Understanding intelligence, Chapter 1 in the authors book The New Competitor Intelligence, @www.fuld.com/chap1.html (P) McGonagle, J., and C. Vella, A Case for Competitive Intelligence, The Information Management Journal, July August, 2002, 35-40. (course webpage) (S) Sharp, S., Truth or consequences: The 10 myths that cripple competitive intelligence, Competitive Intelligence Magazine, 3(1), January-March, 2000. (course webpage) (S) Scan: (S) 1 The Society of Competitive Intelligence Professionals (SCIP) website at www.scip.org . 2 Look up competitive intelligence using an online search engine or by going to a book search site . like www.amazon.com 3 Visit the website at www.aurorawdc.com/index.htm and see what they do. . In-class DVD: SCIP.

CLASS 2 (May 15)

(1) COMPETITIVE INTELLIGENCE (CI) AND ITS RELATIONSHIP WITH STRATEGY (2) ETHICAL AND LEGAL CONDUCT IN CI

(1) CI and its Relationship with Strategy MFCI, Ch. 2 (Competitive Intelligence and Strategic Decision-Making at the Chief Executive Officer (CEO) Level - Martins) (course webpage) (P) Ryan, Cormac, Knowledge is Power: Utilizing CI to Improve Strategic Planning, Competitive Intelligence Magazine, 2004, 7(2), 21-23. (course webpage) (P)

Sawka, Ken, Strategic Intelligence: An Oxymoron, Competitive Intelligence Magazine, 2004, 7(1), 1417. (course webpage) (P) Readings Discussion Questions:

1 What is CI? What is CI not? .

2. 3. 4. 5. What skill sets are best for a CI professional? Why? Distinguish among data, information, and intelligence. Give examples of each. What is the relationship between CI and strategy? Strategic planning? Strategic management? Is CI strategic? Tactical? Explain why or why not. Should it be one or the other? Explain.

(2) Ethical and Legal Conduct in CI Visit www.SCIP.org and under CI Resources, read Legal Issues in CI, and Ethical Issues in CI. Under About SCIP, read SCIPs Code of Ethics for CI Professionals (P) MFCI, Ch. 22 (Understanding the Ethical Aspects of Competitive Intelligence Hamilton and Fleisher) (course webpage) (P) Prescott, John, CI and Ethics: Either You Have It or You Dont, Competitive Intelligence Magazine, (2006), 9(2), 6-10. (course webpage) (S) Toren, Peter J., Comprehensive Protection of New Intellectual Property, Competitive Intelligence Magazine, 2005, 8(3), 36-40. (course webpage) (S) Crane, Andrew, In the company of spies: When CI gathering becomes industrial espionage, Business Horizons, 20005, 48(3), 233-240. (course webpage) (S) Fitzpatrick, W., Uncovering Trade Secrets: The Legal and Ethical Conundrum of Creative Competitive Intelligence, SAM Advanced Management Journal, 2003, 68(3), Summer, 4-13. (course webpage) (S) Weiss, A. CI Ethics: How Far Can Primary Research Go? Competitive Intelligence Magazine, 2001, 4(6), 18-21. (course webpage) (S) Horowitz, R., The Economic Espionage Act: The Rules Have Not Changed, Competitive Intelligence Review, 1998, 9(3), 30-38. (course webpage) (P) Horowitz, R., The EEA Revisited, Competitive Intelligence Magazine, November December, 2001, 4(6), 22-28. (course webpage) (P)

Readings Discussion Questions: 1. 2. Address the four questionable intelligence-gathering techniques (MFCI, Ch. 22, p.264) with reference to the CI professional. Are ethical codes good, bad, or just useless? Elaborate.

3 .
4. 5.

Critique SCIPs Code of Ethics for CI professionals. Using the Horowitz articles cited above as your reference, discuss the impact of the EEA on the function of CI and the role of the CI professional in performing CI. The EEA is American, what impact does it have on a Canadian CI professional? Just how creative can the CI practitioner be in uncovering important data or information that might lead to competitive advantage for their firm?

Case Study: The Air Canada/WestJet Saga: Spy vs. Spy (course webpage) (P) Case Discussion Questions: 1. In the WestJet organization, where does the primary blame lie in the information-obtaining saga? Elaborate. 2. Critique Beddoes handling of the whole situation. What would you have done differently? 3. Critique the out-of-court settlement. What does the joint statement say about each of the firms? Elaborate. 4. What is the responsibility of firms (e.g., Air Canada in this case) in protecting potentially confidential information? 5. Give some guidelines for strategy and tactics to be utilized in obtaining and utilizing competitive information. 6. A role playing exercise; one group representing Air Canada management, the other, WestJet. Issue to address: Which firm is correct in its handling of the information-gathering saga? Elaborate.

CLASS 3: (May 16) THE INTELLIGENCE CYCLE 1: PLANNING AND KIT DEVELOPMENT Fiora, W., Applying Consulting Skills to CI Projects, Parts 1 & 2, Competitive Intelligence Magazine, 2003, 6(3), 53-54; and 6(4), 47-48. (course webpage) (P) Kalinowski, D., Managing Expectations: Will Clients Ever Fully Understand?, Competitive Intelligence Magazine, 2003, 6(6), 25-29. (course webpage) (P) Rouach, D., and P. Santi, Competitive Intelligence Adds Value: Five Intelligence Attitudes, European Management Journal, 2001, 19(5), 552-559. (course webpage) (S) Viva Intelligence OY, Dimensions of Intelligence Needs, Pro-How Paper, 5/00, Finland. (course webpage) (S) Dugal, M., CI Product Line: A Tool for Enhancing User Acceptance of CI, Competitive Intelligence Review, 1998, 9(2), 17-25. (course webpage) (P) Herring, J., Key Intelligence Topics: A Process to Identify & Define Intelligence Needs, Competitive IntelligenceI Review 1999, 10(2), 4-14. (course webpage) (P) Herring, J., KITs Revisited: Their Use and Problems, SCIP Online, 2002, 1(8), May. (course webpage) (P)

Readings Discussion Questions: 1. In the Dugal article, what is meant by a CI product line? Explain the products in the line. When would each be used? Are they mutually exclusive? 2. Using the Fiora articles as a guide, what is the relationship between consulting skills and CI management? Do effective CI practitioners also need to be to be effective marketers? Elaborate. 3. Using the Kalinowski article as a reference, what are key ways of managing the expectations of CI? 4. Explain the Key Intelligence Topics (KITs) process as outlined in Herrings articles. Critique the process. Case Study: Barco Projection Systems, HBS Case 9-591-133 (case package) (P) Case Questions: 1. On p.10 - 11, Dejonghe said: All our projections, however, were based on the assumption that Sony would respect our vision of the marketplace. What does this mean? When does one competitor accept anothers vision of the marketplace? 2 On p.8, 2nd paragraph, BPS expected Sonys next product introduction to be a higher . performance data projector, to be unveiled in the fall of 1989, with an upper scanning limit between 46 KHZ and 50 KHZ. The division also expected Sony to enter the market with a graphics projector in late 1990 Why do you think BPS was so far off the mark in the above prediction? 3. What does BPSs proposed pricing strategy in retaliation to the Sony 1270 have to do with CI? What pricing strategy do you recommend for BPS at this time? Why? 4. What product development option do you recommend? Why? Does CI enter into your decision? Explain. 5. What intelligence could BPS have used during the evolution of the case? What recommendations would you make to BPS with respect to the establishment of CI capabilities? 6. What are the principal lessons that BPS should have learned from the Sony 1270 experience? What advice would you give to managers in general, based on the case?

CLASS 4: (May 17) THE INTELLIGENCE CYCLE 2: DATA COLLECTION MFCI, Ch. 6 (Using the Internet for Gathering Competitive Intelligence - McClurg) (course webpage) (P) CICI, Ch. 7 (How Can CI Practitioners Avoid Over-relying on the Internet? - Windle) (P) CICI, Ch. 8 (What are the Best Practices in Using Internal Organizational Sources for Competitive Intelligence? Tombs) (P) Stewart, Bob, No Free Lunch: the Web and Information Aggregators, Competitive Intelligence Magazine, 2004, 7(3), 22-25. (course webpage) (S) Cahill, Dennis, Visualizing Emerging Intelligence through Text Mining, Competitive Intelligence Magazine, 2004, 7(3), 26-29. (course webpage) (S) Readings Discussion Questions: 1 Discuss the Internet as a resource for the CI professional. Explain push and pull methods. Give examples. What are the newest techniques in push methods?

2 What kinds of vital, competitive information or data are not likely to be found in electronic (i.e.,
digital) formats? Explain the role of data mining and data warehousing in CI. What are some pitfalls of each? Explain the CI audit. What are the ramifications of not performing one or doing it inadequately? What is wrong with exclusively/primarily using the Internet for CI? Describe some ways of overcoming relying too much on the Internet for CI (net disease). 6 How can CI programs best balance primary and secondary source collection? 7 What are the main differences between gathering domestic and international information? 3 4 5 Hands-on Information-Gathering Exercise: Head-to-Head for Competitive Intelligence CLASS 5 (May 18) THE INTELLIGENCE CYCLE 3: ANALYSIS & INSIGHT DEVELOPMENT MFCI, Ch. 7 (Analysis in Competitive Intelligence: Progress, Process and Pitfalls - Fleisher) (course webpage) (P) CICI, Ch. 9 (Why is CI Analysis Performed So Poorly and What Can be Done to Improve it? - Fleisher and Bensoussan) (P) Fleisher, C., and Bensoussan, B., A FAROUT way to manage CI analysis, Competitive Intelligence Magazine, 2000, 3(2), AprilJune, 37-40. (course webpage) (P) Dishman, P., When Bad Analysis Happens to Good People: Biases from Human Limitations, Competitive Intelligence Magazine, 2003, 6(4), July-August, 21-26. (course webpage) (S) McLaughlin, J., New Challenges and Priorities for Analysis, Defense Intelligence Journal, 1997, Fall. (course webpage) (S) Readings Discussion Questions: 1. 2. 3. 4. 5. How do you define CI analysis? What are some critical inputs in performing good CI analysis? Explain the FAROUT method of CI analysis. What are your views about how companies perform strategic and competitive analysis? How do these views compare with the factors identified in CICI Chapter 9? What other factors beside cognitive biases will lead to performance problems in analysis? Elaborate. What other priorities do you see for companies doing analysis today?

Case Study: Amazon.com: Exploiting the Value of Digital Business Infrastructure, HBS case 9-800-330 Case Study: Amazon.com Update January 2001 July 2002, HBS case 9-801-392 (both in case package) (P) Case Discussion Questions: 1. Update the Amazon.com story by gathering more data and information on the firm. This will

better enable you to address the questions below. 2. Given the data in the case (all of which came from public sources), and your recent update from question 1 above, what CI analysis techniques would you recommend using to prepare a CI report on Amazon.com and the e-tailing industry? Assume that you are a competitor or potential competitor contemplating entering Amazon.coms markets. 3. From your analysis, what intelligence can you offer to your client that wishes to learn: (a) Where the whole e-tailing industry is going. (b) Who will be the major players? (c) Where will Amazon.com fit into your likely future scenario(s)?

CLASS 6: (May 21) THE INTELLIGENCE CYCLE 4: COMMUNICATION, EVALUATION & CONTROL (1) Dissemination - Communicating Results and Findings: MFCI, Ch. 8 (A Toolbox for Communicating Competitive Intelligence via the Internet - Cunningham) (course webpage) (S) MFCI, Ch. 9 (Using a Marketing Framework to Communicate Competitive Intelligence Results TurnerShoemaker) (course webpage) (P) (2) Evaluation and Improvement: MFCI, Ch. 5 (Overview of Best Practices in Competitive Intelligence Madden) (course webpage) (S) MFCI, Ch. 10 (Effective Approaches to Assessing Competitive Intelligence Performance Fleisher & Blenkhorn) (course webpage) (P) CICI, Ch. 15 (Why Do So Many Firms Fail at Competitive Intelligence? Self) (S) CICI, Ch. 17 (How Can Competitive Intelligence Best Adapt to Organizational Change? LaPalme) (S) Viva Oy, Measuring the Benefits of Business Intelligence, Pro-HOW Paper, 2/00, Finland. (course webpage) (S) Readings Discussion Questions: 1. Describe various ways of disseminating CI results over the Internet. Explain interactive websites, blogs, etc., and their importance to the CI professional. 2. Explain how to use a marketing framework to communicate CI results. What are some of the possible pitfalls of not using the marketing framework approach? 3. Explain the concept best practices in the CI function. Give and elaborate on best practices criteria. 4. List and explain ways to evaluate the effectiveness of CI performance. 5. What key points in the Viva Oy article can be used to evaluate the performance of CI? Case Study: Cola Wars Continue: Coke vs. Pepsi in the Twenty-First Century, HBS 9-702-442 (case packge) (P)

Case Discussion Questions: 1. How would you envision the structure and operation of the CI function at both Coke and Pepsi? 2. From the case facts, is there evidence that one of the firms was more successful at CI than the other? Elaborate. 3. How can CI help answer the questions raised in the last two paragraphs in the case? (p. 15) 4. What lessons can the CI practitioner learn from the cola wars?

CLASS 7: (May 22) CI SOFTWARE AND HARDWARE: ANALYSIS & APPRAISAL Buckingham, C., D. Smith, and M. Vora, Reducing Technology Risk, Competitive Intelligence Magazine, 2003, 6(2), 25-27, 32. (course webpage) (S) Chamberlain, R., and H. Davies, A Framework for Evaluating CI Technologies, Competitive Intelligence Magazine, 2003, 6(2), 28-32. (course webpage) (P) Fuld and Company Software Report, Fuld and Company, Boston, MA. (course webpage) (P) Fuld, L., and K. Sawka, Money Cant Buy You Smarts, CIO Magazine, 2000, 1 October. (course webpage) (P) Lamont, J., Competitive Intelligence Ingredients for Success, KM World, 11(10), October/November. (course webpage) (S) Readings Discussion Questions: 1. What areas of business and management have CI software had the greatest impact to-date? 2. What are the limits of CI software to perform CI tasks? 3. How can companies do CI tasks using information and communication systems (including platforms, enterprise architectures, etc.) that were essentially designed for other purposes? 4. Do you think that CI software will ever deliver upon its essential promise of delivering actionable insight? If so, when, where, in what functional areas? 5. Critique Chamberlains framework. What is it missing? How can it be improved? Would it be useful to you in your organization? Internet Exercises: 1. Go to http://www.cipher-sys.com/ and understand how this vendor suggests that CI software can support the CI process. (S) 2. http://www.strategy-software.com/prod_intoaction.html provides software that the strategy and CI processes. Do you think this is likely to be of high use in todays corporations? Elaborate.(S)

CLASS 8: (May23)

(1) COMPETITIVE INTELLIGENCE IN GLOBAL PRACTICE (2) COUNTERINTELLIGENCE AND SECURITY

(1) CI in Global Practice Blenkhorn, D., and C. Fleisher, The State of Our Understanding of Research and Practice in Competitive Intelligence and Global Business (in Blenkhorn, David L., and Craig S. Fleisher (eds.), Competitive Intelligence and Global Business, Praeger Publishers, 2005. (course webpage) (P) Fleisher, C., and D. Blenkhorn, Management of Global Competitive Intelligence: The Way Ahead, (in Blenkhorn, David L., and Craig S. Fleisher (eds.), Competitive Intelligence and Global Business, Praeger Publishers, 2005. (course webpage) (P) Coombs, J., Competitive Intelligence Handbook, read the following chapter: The International Background of CI, @ http://www.combsinc.com/chapt4.htm .(P) Tian, Robert G., and Byron G. Tobar, Cross-Cultural Strategies for Competitive Intelligence, Competitive Intelligence Magazine, 2004, 7(5), 17-22. (course webpage) (S) Swanson, Scott, Seeing Global Ghosts: The Need for a World Conscious Corporate Intelligence Group, Competitive Intelligence Magazine, 2004, 7(5), 8-12. (course webpage) (S) Viva, Oy, The Role of Business Information in Internationally Operating Companies, Pro-How Paper 3-98, Finland. (course webpage) (S) Optional Reading: Country-specific issue of Journal of Competitive Intelligence and Management, 2005, volume 2, numbers 2-4 (at the SCIP website). These issues cover CI developments in countries such as Australia, Canada, Finland, Israel, Japan, Korea, New Zealand, South Africa, Spain, Sweden, and U.K., among others. Readings Discussion Questions: 1. Explain CI in a global context. 2. Elaborate on the key differences between domestic and global CI. What consequences might result if these differences are not fully understood by the CI practitioner? 3 Give guidelines for the organization of the CI function in a global company, e.g., Nokia, Shell, . Daimler-Chrysler, Coca Cola, Toyota, etc. 4. Can a CI practitioner be expected to function equally well in different global settings? E.g., you have headed up your firms Canadian CI operations for 3 years and have recently been asked to move to Tokyo to perform the same function for your firms Japanese operations. 5 Critique the second reading above (Fleisher and Blenkhorn) how do you see global CI unfolding . in the next 5, 10, 15, 20 years? What role will technology play? Case Study: The Fall of the Shah of Iran, John F. Kennedy School of Government, Harvard University, C16-88-794.0 (case package) (P) Case Discussion Questions: 1. Describe the series of events that led up to the U.S. being virtually blindsided by the Iranian

revolution. If blame can be placed, where does it lie? 2. Evaluate the U.S. CI system at that time. 3. These events happened in the 1970s, could a similar situation happen today? (not necessarily in Iran) 4. What lessons about CI can we learn from the case?

(2) Counterintelligence and Security MFCI, Ch. 3 (Reducing Vulnerability Through Counterintelligence - Barrett) (course webpage) (P) MFCI, Ch. 4 (The Use of Counterintelligence, Security and Countermeasures - Francq) (course webpage) (S) Visit the website of The Centre for Counterintelligence and Security Studies @ www.cicentre.com and assess what they do. (S) DeGenaro, Bill, A Case for Business Counterintelligence, Competitive Intelligence Magazine, 2005, 8(5), 12-16. (course webpage) (P) Robinson, Mark L., Securing the Corporation, Competitive Intelligence Magazine, 2004, 7(2), 24-28. (course webpage) (S) Underwood, J., Corporate Counter-terrorism, Intelligence and Strategy, Competitive Intelligence Magazine, 2002, 5(6), 15-18. (course webpage) (S) Dishman, P., Red Herrings and Disinformation: A Strategic Component of Counter-Intelligence, Competitive Intelligence Magazine, 1999, 2(4), Oct.-Dec. (course webpage) (S) Olson, J., The 10 Commandments of Counter-intelligence, @ http://cicentre.com/Documents/DOC_CI_10_Commandments.htm (S) Readings Discussion Questions: 1. Give a comprehensive explanation of counterintelligence. Clearly describe what it is and what it isnt. How might the unenlightened view counterintelligence? 2. What are some methods of reducing vulnerability through counterintelligence? Which methods are/should be utilized by your current employer/former employer? 3. What should be the role of your own employees in counterintelligence? Why do your employees warrant special attention in a counterintelligence program? 4. Explain corporate vulnerabilities. What is the role of counterintelligence with these vulnerabilities? In your firm describe several vulnerabilities and how counterintelligence can be utilized. 5. Give guidelines to follow in setting up a counterintelligence program. 6. Explain perception management and red herrings. Assess their role in a counterintelligence program.

In-class exercise: In your project groups, based on your reading and our in-class discussions, assess the counterintelligence measures which should be utilized in your own organizations. Contrast this with your perception of the actual counterintelligence measures in use at your organizations. If you perceive a gap, what should be done to close the gap?

CLASS 9 (MAY24)

(1) CI, SCIENCE, AND TECHNOLOGY (2) THE FUTURE OF CI (3) PRESENTATION OF GROUP PROJECTS (3) COURSE SUMMARY

(1) CI, Science, and Technology CICI, Ch. 18 (How Does Competitive Intelligence Planning in Technology Companies Change Over Time? Lengies) (P) Brenner, Merrill, Technology Intelligence at Air Products: Analysis and Collection Techniques, Competitive Intelligence Magazine, 2005, 8(3), 6-19. (course webpage) (S) Jimenez, Elicet Cruz, et al, Detecting New Technologies: the Biomaterial Case, Competitive Intelligence Magazine, 2004, 7(6), 23-26. (course webpage) (S) Hefti, E., Technical CI Analysis and Skill Sets, Competitive Intelligence Magazine, 2003, 6(6), 21-24. (course webpage) (S) Wheelen, T.., Strategic Issues in Managing Technology and Innovation, Ch. 11 in Wheelen, T., and J. Hunger, Strategic Management and Business Policy, 8th ed., 2001, 277-298, Upper Saddle River, NJ: Prentice-Hall. (course webpage) (S) Norling, P., J. Herring, W. Rosenkrans, Jr., M Stellpflug, and S. Kaufman, Putting Competitive Technology Intelligence to Work, Research Technology Management, 2000, 43(5), Sept/Oct, 23-28. (course webpage) (S) Readings Discussion Questions: 1. Explain competitive technical intelligence (CTI). List and describe techniques utilized in CTI (e.g., technology scouting, technology prospecting, technical literature analysis, technology forecasting, backcasting, etc.). 2. How should technology CI planning change over time? Give examples. 3. What industries might make the best use of CTI? Which ones might not need to make much use of it? 4. Do CI practitioners performing CTI need to have different knowledge, skills, abilities, or experiences than practitioners who are not focused on technology? Elaborate. 5. What impact can the Internet and W.W.W. have on a firms CI information system?

Case Study: British Satellite Broadcasting vs. Sky Television HBS 9-794-031 (case package) (P) Case Discussion Questions: 1. What is the evidence in the case that each of British Satellite Broadcasting and Sky Television utilized CI prior to their entering the British satellite T.V. market? After entering the market? 2. As head of CI in either firm, how would you have planned your CI strategy re the whole satellite TV market? 3 Given the state of the British TV market at the time the case was written, how would you utilize . CI to enhance current and going forward strategy formulation for either firm? (take one firm as an example) 4. What lessons can be learned from the case about CI and new technologies?

(2) The Future of CI MFCI, Ch. 24 (The Future of Competitive Intelligence Blenkhorn and Fleisher) (course webpage) (P) CICI, Ch. 24 (How Will These Enduring Issues in Competitive Intelligence Be Resolved? - Blenkhorn and Fleisher) (S) Readings Discussion Question: Give your assessment of the future of CI. - Groups will present the findings of their research projects - Course summary and wrap-up

CLASS 10 (May 25)

FINAL EXAM

OUTLINE OF GROUP PROJECT (Report due at the beginning of class May 24) Group Project: Industry and Rival Firm Competitive Intelligence Analysis Objectives: 1. To enable your group to progress through the stages of the CI cycle utilizing real firms and realtime data/information and analysis. 2. To enable your group to perform a consultants role and produce a value-added report for your client firm. 3. To enable your group to present and defend your findings to the rest of the class. The project: an overview: In groups of 4-5 students, select an industry of your choice, and within that industry select two firms to research. The industries and firms that we address in cases in this course are not eligible for study in this project. Your group has been hired by one of the two rival firms as consultants to research the industry, its principal competitor, as well as itself. Choose two firms that compete for the same customers in the same industry and one of them becomes your client. This firm has given your group some leeway in your research and report, but as a minimum, it wants the following questions/issues addressed:

1. Just where is our industry headed in the future? Suggested time horizons are: 1 year, 5 years, 10 years, 15 years. You must address issues such as: Will there be any major new developments in our industry? If so, when will they occur, and how will they impact us and on our major rival? Where will the future competition come from? 2. What is the position of our major rival vis--vis us? Now and in the future. What are the timeframes? 3. What future strategies is our major rival contemplating? When are these strategies likely to come into effect? Given these future strategies, what should we do? When? In summary, what your client firm really wants from your group is actionable intelligence that it will utilize as input as it prepares its strategic direction for the future, as well as the recommended tactics it should use. Your recommendations should be able to be implemented, and in so doing, consider timing, resource allocations, responsibility areas, sequencing, and contingency arrangements. These are things that senior decision-makers must deal with and want to trust that their CI analysts have thoroughly considered. Other things to consider about the project: 1. If you select large companies to research, focus your analysis on a specific division or strategic group within each firm, so you will be researching similar customer groups 2 The Economist, The Wall Street Journal, Business Week, Forbes, and Fortune are good places to . start. 3. You are advised to select a global industry and two large firms within that industry, as there will be a richer selection of data/information to choose from in going this route. 4. As soon as your group has done substantive work on the project, you should meet with me so we can discuss your progress and address any concerns/issues that have arisen that may benefit from my input. The Written Report: The paper should not exceed 15 pages, including exhibits. Text should be double-spaced, using a 12-point font and one-inch margins. Exhibits in the form of tables, diagrams, figures, illustrations, models, footnotes, references, etc., can and should be added. Of course, you will also want to include an executive summary and table of contents to facilitate the readers task. The paper should be of the highest professional quality and one you would be proud to provide to a potential (or current) employer as indicative of the superior quality of your efforts. Report Evaluation Criteria: The ensuing general guidelines will be followed for the purposes of grading papers. Although each item will be assessed, their weight will not necessarily be identical. All are important and will be included in the grade. I have divided these items into content and presentation sections below. Content elements: 1. Thoroughness of research. Although a group might ultimately rely mostly upon a few primary sources, I expect you to have done a comprehensive review of the available information available with respect to your project. Examples of data sources you should consider reviewing include: interviews with organizational officials, electronic databases, annual reports, company provided publications or press releases, internet-based/WWW sites, academic studies or cases, business journals, specialized trade journals, legal and government documents. You should thoroughly document the sources you reviewed in your references section. Those sources that provided information that you actually included in your report will be noted via endnotes. For this purpose, use a consecutive numbering style of superscripts within the text which you list on a page entitled endnotes in the appendices... this will save you space within the page

limitation. 2. Soundness of analysis. Although there may not necessarily be a "correct" or single solution to your clients request, I expect the analysis to be both logical and based on the "facts" as best you were able to determine them. It is also critical to use as many of the tools and techniques we have covered during the term and to also use methods from other courses or real-world experiences as appropriate. This requirement suggests consulting with the professor when necessary as he can potentially identify and point out information sources about methods that can assist you in successfully completing your group's effort. 3. Practicality of paper. This will assess how well your report met the requirements or needs of your customer. You should develop useful analysis and recommendations that, at a minimum, achieve the following: insightful, realistic, based on reasonable assumptions, not lacking to identify any critical interrelationships, resource-effective, feasible/possible, etc. 4. Process detail. This will address how well you detailed and implemented your process of solving your clients requirements. I am asking you to provide enough details (in essence, an audit trail) about your process so that the client and I can have confidence in your findings. You will want to explain the process you used for gathering data (why did you use the sources you included and how did you ensure that the quality of information was high), why you chose the analytical techniques/tools utilized, how you performed your analyses, and why your recommendation is superior to any other feasible alternatives.

Written Presentation elements: 5. Style and format. I expect the papers to be highly readable and organized. Among other things, this means that they should be logically organized, grammatically correct, spell-checked, look visually appealing, have properly cited sources, and use formats besides plain text when appropriate to communicate important ideas. The output should be of the highest quality. Your grade will be reduced if I cannot understand your paper, it is "sloppy" or unprofessional. 6. Followed Directions. This means whether your group turned the project in at the prescribed date/time and whether you did all the items as stipulated in these directions.

GROUP PROJECT PROPOSAL Group Members: (give e-mail of contact person) 1. 3. 2. 4. __________

5.___________

INDUSTRY/COMPANIES ______________________________________________________________ FOCUS OF STUDY:__________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ ___________________________________________________________

VERIFIED SOURCES OF INFORMATION NEEDED FOR STUDY: _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ APPROVED YES NO

PROFESSORS COMMENTS: _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________

Name: _______________________________________________ EVALUATION OF GROUP MEMBERS CONTRIBUTIONS ON A SCALE OF 1 TO 10 RATE EACH MEMBERS CONTRIBUTION TO THE GROUP PROJECT ON THE FOLLOWING CRITERIA SELF
1. Contributed a lot of creative ideas that were useful for the project Provided leadership, helped the group organize, kept the group moving along on task. Did a lot of the research.

NAME

NAME

NAME

NAME

2.

3.

4.

Helped a lot with the mechanics of putting the report together. Attended group meetings and those with the client firm regularly. (if applicable) SUB TOTAL POINTS

5.

6.

If you were the head of a department and had $10,000 in total to distribute to your group members as a bonus for the overall quality of their contribution to the project, how much would you allocate to each? (include yourself)

Include any written comments on the back of this sheet.

Confidential Course Contribution Self-assessment Sheet Course: _________ Section:__ Your Name: (print):__________________________ Dr. David L. Blenkhorn Student ID#__________

Contribution/participation Active and substantive participation is essential to the learning process and success of this course. Everyone in the class, including your professor, will benefit more when students are fully prepared and capable of making contributions to class discussions. You will be graded on your overall contribution to the class including regular attendance, assignments and the quantity and quality of your contribution to the class in the discussion of readings and cases. Contributions are assessed in terms of quantity (less important) and quality (more important). They generally fall into a number of categories, including: No Contribution (0) the student was either absent, or present, but did not make any positive contribution to the class discussion, made no comments, redundant comments, or not attentive and failed to listen to others. Describing/Clarifying (1) the student added basic data available in the case or readings to the discussion. Analyzing/Concluding (2) the student introduced and defended an original position, suggested a constructive change in the direction or perspective of the current discussion, thoughtfully challenged the points made by others, or offered original support for the points made by others. Integrating/Synthesizing (3) the student offered suggestions on possible implications of the discussion for managers in general, comments on the adequacy of the existing management thought or knowledge for dealing with the particular situation under discussion, or tied current discussion to themes or issues addressed in previous cases, readings, classes, or courses. It is expected that you will attend all class sessions. Absenteeism has a negative effect on your contribution mark. Students who know they will be absent are asked to notify the instructor of their situation via e-mail in advance of the missed class. Students can do make-up work in order to receive contribution marks for pre-arranged absences by handing in annotations for all assigned theory and case questions of the missed class no later than the next class. After the course is completed, comment on your overall contribution to the class for the term:_______________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

Please rate your overall contribution to each class discussions in the course (0, 1, 2, 3)
CLASS 1 2 3 4 5 6 7 8 9 10 11 12 13 MARK COMMENTS