University Of Kentucky
University of KentuckySchool of Library & Information Science (SLIS)IS 402 Competitive IntelligenceSection 201, Fall 2020August 24 – December 18InstructorBarbie E. Keiser, Adjunct Instructor6101 Edsall Road #1502Alexandria, VA 22304Barbie.Keiser@uky.eduTel 703-823-4085Preferred method of contact: emailAlternate email ourse InformationOffice Hours Email instructor to schedule a voice(phone) or text chat Expect a response within 24 hoursClass Information While this course is being taughtONLINE, efforts will be made to schedulesynchronous sessions throughout thesemester, based on availability ofstudents. All sessions will be recordedfor the convenience of others (to accesslater in the week).Course DescriptionThis course examines competitive intelligence models, functions, and practices; the roles ofinformation professionals in CI, and the management of CI. Discussion and practice topics include:intelligence ethical and legal considerations; identifying intelligence needs; intelligence projectmanagement, research methods, analysis, production, and dissemination; the uses of intelligence;intelligence sources and tools; managing the intelligence function; and the evolution of CI.Course ObjectivesThis course introduces students to the study and application of basic Competitive Intelligence (CI)theories, concepts, processes and practices, and techniques and tools, set within the context ofethical business practice. At the conclusion of this course, students will be able to: Articulate the role of Competitive Intelligence (CI) and Competitive Analysis (CA) withinfor-profit and not-for-profit organizationsEvaluate the quality of sources in a business intelligence contextBuild a comprehensive and cost-effective information strategy, independent of media andformat, that is appropriate to your organization’s cultureDemonstrate an understanding of the use and value of different information sourcesavailable for competitive intelligence analysisAnalyze and integrate information from a range of business information sourcesOrganize CI in a logical fashion and make it accessible to those who need to/should use it,applying appropriate measures of security, so as to point toward a solution
LIS 402, Fall 2020, Barbie E. Keiser, p. 2 Appreciate effective, ethical techniques for conducting primary and secondary research, aswell as the importance of ethics when presenting CA results and recommendationsDevelop actionable CI products to meet the needs of your organization/client.Course OverviewDuring this semester, students will learn the fundamental principles and practices of competitiveintelligence (CI). This course will have you exploring all facets of CI from organizational issues, suchas how successful CI functions are managed, to practical individual skills building.The course begins with a theoretical framework for competitive intelligence, and then extends thisstructure, focusing on how data and information collection and analysis is accomplished bycompetitive intelligence practitioners. Students will learn to apply the CI process and CI-relatedmethodologies, techniques, and tools to better analyze an organization’s current and futurecompetitive position.Course OutlineThe course will enhance basic research fundamentals as well as introduce you to alternative meansof obtaining and developing market, industry, and company insights. Topics include: Establishing an effective CI team and processProperly framing decision-support assignments (purpose and scope issues)Creating a source map and designing a collection planPerforming online (secondary) researchConducting primary (subject matter expert) interviewsApplying analytic frameworks for competitive advantage (CA)Leveraging software toolsOrganizing and maintaining competitive data and informationEffectively communicating competitive intelligence.Required ReadingReadings required to master the topics for each week are included in the course calendar (below).Weekly lecture notes can be found in Canvas. These are designed to remind you of points made inthe readings and during the live or recorded discussions, hitting only the highlights. (Good listeningand reading comprehension are essential skills for CI practitioners.)Required Textbooks:Tyson, K. (2010). The complete guide to competitive intelligence, 5th edition. Chicago: Leading EdgePublications. ISBN 978096632195-090000 available at Amazon.com ( 46.68 on Amazon; usedtexts are available from as low as 21). 4th edition is acceptable.Bensoussan, B. E. and Fleisher, C.S. (2013). Analysis without paralysis: 12 tools to make betterstrategic decisions, 2d edition. Upper Saddle River, NJ: FT Press. ISBN-10: 0-13-310102-9 orISBN-13: 978-0-13-310102-7. It’s available in paperback from Amazon and other online sourcesfor around 30. There is a Kindle version available on Amazon for 28.63. (Be sure that you’reordering the second edition.) Vitalsource offers non-expiring access to the e-textbook ( 36.99)at out-paralysis-babette-e-bensoussanv9780133086300
LIS 402, Fall 2020, Barbie E. Keiser, p. 3Student EvaluationGrading ParametersFinal grades will be based on the following activities and weights in the table below.AssignmentActive participation in class discussionsHomework assignments designed to demonstrateunderstanding of the topics covered in the readings,recorded lectures, and discussionsSecondary research matrix (team effort)Primary research project (team effort)Teaching one analytic technique (individual effort)Company profile (individual effort)CI presentation (team effort)Weight (%)15%10%15%15%15%15%15%Grading Rubric (See Submission of Course Assignments for details.)The following grading rubric will apply to the course. Grading rubrics for individual assignmentscan be viewed in Canvas. As always, students will be judged on the basis of showing improvementthrough the semester.CategoryConsistenteffort indevelopingCI analysis Level 4Designs concise,focused KeyIntelligenceTopics andQuestionsappropriate tothe CI effort,limiting thescope of thework toaccommodatethe shortsemesterDevelops a highquality researchplan designed toacquire diversecontent relevantto the topic andconductappropriateanalysis, basedon KeyIntelligenceTopics/QuestionsThoughtfulpostings aremadethroughout thesemesterConsistentlyresponds to Level 3Designs KeyIntelligenceTopics/Questions appropriate tothe CI effort,limiting thescope of thework toaccommodatethe shortsemesterDevelops anadequate plandesigned toacquire diversecontent relevantto the topic andconductappropriateanalysis, basedon KeyIntelligenceTopics/QuestionsPostings aremadethroughout thesemesterSometimesresponds tocomments madeby classmatesIncludesprimary source Level 2Key IntelligenceTopics/Questions requiremore focus to be effectivewithin the time constraintsof a short semesterMinimally successful atdeveloping a plan forcompleting the CI analysisSome postings are madethrough the semesterRarely responds tocomments made byclassmatesIncludes some primarysource material, but withlittle or no context provided Level 1Fails todevelop anobjective forthe CI effortUnable todevelop aappropriateKeyIntelligenceTopics andQuestions toguide thework of theteamFew postingsare madethrough thesemesterNeverresponds tocommentsmade byclassmatesDoes notincludeprimarysourcematerial
LIS 402, Fall 2020, Barbie E. Keiser, p. 4 Contribution to thelearningcommunity Criticalthinkingandrelevance Collectionandconnection comments madeby classmatesIncludesprimary sourcematerial withclear referenceto context andrelevance totopicAware ofcommunityneedsAttempts tomotivate groupdiscussionthroughout thesemesterApproachestopic creativelyInteracts freelyDemonstrationof analytictechnique to theclass showedmastery of thetechniqueContributions toclass discussion(and postings)are thoughtful,insightful, andanalytical,demonstratingknowledge andunderstandingof the topicContributions toclass discussion(and postings)are consistentlyon- topicProvidesadditionalreferencesrelated to thetopicPrompts furtherdiscussion of thetopicLocatesquality**information on atopic from avariety ofsourcesSuccessfullyintegratescompiledinformation intoa high quality,material withadequatereference tocontext andrelevance totopic Attempts todirect discussiontoward creationof newknowledgePresentsrelevantviewpoints forgroupconsiderationInteracts freelyDemonstrationof analytictechnique to theclass showedoriginality andinsightContributions toclass discussion(and postings)deliverinformationshowing thatthought, insight,and analysishave taken placeContributions toclass discussion(and postings)are mostly ontopicPrompts furtherdiscussion of thetopic Occasionally makesmeaningful reflection ongroup effortsMarginal effort to becomeinvolved with the groupDemonstration of analytictechnique to the class wasadequate Contributions to classdiscussion (and postings)are generally competent,but information deliveredseems thin andcommonplace, offering nofurther insightContributions to classdiscussion (and postings)are occasionally off-topic Locates neededinformationfrom a variety ofsourcesSuccessfullyintegratescompiledinformation inappropriateformat toeffectively Shows minimal evidence ofsource evaluationMinimally successful atcompiling informationFrequently citesinformationinaccurately/inappropriatelyLittle effort is made todiversify content Makes noeffort tocontribute tothecommunitySeemsindifferentDemonstration of analytictechnique tothe class wasperfunctoryContributionsto classdiscussion(andpostings) arerudimentaryandsuperficial,displaying noevidence ofeffort, insight,or analysisContributionsto classdiscussion(andpostings) areoften offtopicMakes shortor irrelevantremarksShows noevidence ofsourceevaluationUnable tointegrateinformationfrom multiplesourcesNo effort ismade to
LIS 402, Fall 2020, Barbie E. Keiser, p. 5UniquenessStyle*original productto effectivelyaccomplish theplannedobjective Postings arediverse in termsof content andformat,demonstrating aconcerteddiscovery effort Efforts are madeto connectthreads, identifypatterns, ormakeconnections topeople as well asideas andpublications Efforts are madeto connect toreal-lifesituations Thoughts areclear andconcise Follows laws,regulations, andinstitutionalpracticesregarding accessto and use ofinformationresources Demonstratesanunderstandingof plagiarismContain rich andfully-developed newideas, connections, orapplicationsInformation is wellorganized andcoherent, with fewspelling, grammar, orstylistic errors accomplish theplannedobjectivePostings arediverse in termsof content andformat,demonstrating aconcerteddiscovery effortSome efforts aremade to connectthreads, identifypatterns, ormakeconnections topeople as well asideas andpublicationsEfforts are madeto connect toreal-lifesituationsThoughts areclear, butsometimesvagueFollows laws,regulations, andinstitutionalpracticesregarding accessto and use f plagiarism Few efforts are made toconnect threads, identifypatterns, or makeconnections to people aswell as ideas andpublicationsLimited or unclearconnections madeMinimal and vaguethoughtsLacks adequate knowledgeof laws, regulations, andinstitutional policiesregarding access to and/oruse of informationresourcesCommits unintentionalplagiarism Contain some newideas, connections, orapplications Information isorganized andcoherent, but withseveral spelling,grammar, or stylisticerrors Contain few new ideas,connections, or applicationsPostings are generally morea rehashing or summary ofcomments made by othersInformation is notorganized and therefore themeaning remains unclearObvious spelling, grammar,or stylistic errors that beginto interfere with contentdiversifycontentNo effort ismade toconnectthreads,identifypatterns, ormakeconnectionsto people,ideas, orpublicationsThoughts areunclearLacksknowledge ngaccess to anduse ofinformationresourcesShowsevidence ofwillfulplagiarism Contain nonew ideas,connections,orapplications Postingsusually beginwith “I agreewith so-andso”Obvious spelling,grammar, orstylistic errors thatmakeunderstandingimpossible*Some consideration will be given to students for whom English is a second language, but team membersshould be watching for these types of errors and offering assistance/suggest corrections. All students areencouraged to work with a grammar and/or style guide, such as Strunk and White’s Elements of Style.
LIS 402, Fall 2020, Barbie E. Keiser, p. 6**Students are encouraged to refer to the Guidelines for Conducting Research posted in Canvas for a quickreview of how to evaluate resources for quality. While developed for a Knowledge Management course, thecriteria for evaluation of resources apply to CI as well.Grading ScaleThe grade for excellent performance in a course will be a B. The grade of A will only be awardedfor extraordinarily excellent performance. The grade of C will be reserved for those whodemonstrate average performance. The grade of D indicates low achievement and will not beawarded at the graduate level. Grade appeals will ONLY be considered in the case of a documentedclerical error.[90% – 100%] A (Exceptional Achievement)[80% – 89%] B (High Achievement)[70% – 79%] C (Average Achievement)[60% – 69%] D (Low Achievement)[0% – 59%] F (Failing)Final Exam InformationWhile there is no final examination in this course, there is a final term assignment(Company profile) due by 6AM on December 8. This deadline is critical so that grades can besent to the registrar in time for all who are graduating in December.Course CalendarThe instructor reserves the right to alter course content or adjust the pace to accommodateclass progress. The content of each week is described in the table below. Please completethe assigned readings before reviewing any recorded session or participating in a liveZoom session. This will ensure that you can contribute intelligently to the conversation andare ready to apply what you have learned in the readings to real-life situations. For yourconvenience, several of the PDF titles (with active links from the course calendar) havebeen uploaded to Canvas.At the close of each week’s recorded lecture, your instructor will review upcomingindividual and team assignments due the following week, providing additional guidance forcompletion. After the lecture, questions for discussion among students will be posted inCanvas. Additional videos, such as recorded Zoom sessions with CI platform vendors, maybe made available to students to enhance their understanding of technology as used by CIpractitioners. Announcements of free webinars available from various organizations will beposted to Canvas. Feel free to register for any (or all) to hear from CI practitionersthemselves.Zoom-based conference calls to review progress on team assignments will be scheduledthroughout during the semester; additional class meetings may be held based on progressthrough the semester. The instructor is always available should an individual or teamrequest additional meeting/support.
LIS 402, Fall 2020, Barbie E. Keiser, p. 7Calendar ReferencesWeek0BeginningCompleted by8/24TopicPersonal introductions: Prior to the course, please upload a brief biographicalsketch to Canvas that indicates why you chose this course and what you hope tolearn during the coming weeks. (Both text and video are acceptable.) In it, tell mewhat you plan to do in the future. What type of career do you envision foryourself? How do you think that Competitive Intelligence might contribute to yoursuccess in that arena? There is no right or wrong answer here – it’s not a trickquestion. This is designed to help me use examples throughout the semesterthat will resonate with you/your classmates.Also, please read the following article to prepare prior to Week 1: Bose, R.(2008). “Competitive intelligence process and tools for intelligence analysis.”Industrial Management Data Systems, 108(4), 510-528.Individual assignment #1 due by noon on August 24: This semester, we’ll beworking in teams. Team assignments will be posted in Canvas once all studentshave made their preferences known via the Quiz. If you have not done soalready, go to Quiz 1 and indicate your team preference. Value 0 points 1Aug 24 – Aug 30Welcome, review of syllabus, and formation of teams (the basis for thesemester’s work)History and current state of CI: What is CI and how did it evolve? How does the CI function differ across settings? What’s required to make CI work (well)?Individual assignment #2 due by noon on August 31: Tell me how you gothold of a copy of the Bose article assigned for reading prior to the start of thesemester. Be as specific as possible. This will indicate to me your normalprocess for information retrieval and allow me to offer alternatives in the comingweeks. Deposit your work in the Assignment section of Canvas. Feedback will beprovided to the class as a whole, offering additional avenues you may wish toconsider using in future. Value 0 points Reading: Tyson textbook, Preface Chapter 1, IntroductionReading: Bensoussan/Fleisher textbook, Chapter 1, The role of analysisProQuest Video Series: Competitive Intelligence for the non-CIer (5 brief videos)https://www.youtube.com/playlist?list PLL15fy1ANqeVH4X1oPjYUgY7ucsObj2dwCrayon’s blog post reviewing the findings of their State of CI 2020 sting-in-competitive-intelligence2Aug 31 – Sept 6Understanding the complete CI CycleAllocating your time: Achieving the right balance in apportioning the time youspend on CIBuilding your proactive team and an appropriate CI process for your organizationTeam assignment #1 due by noon on September 7: Based on the lecture,assigned readings, and any additional research your team chooses to undertake,identify the skill sets you think necessary to have represented on a CI team, the
LIS 402, Fall 2020, Barbie E. Keiser, p. 8number of individuals (full-time equivalents - FTEs) you believe are required toimplement an effective CI program and where your team will report within thehierarchy. Carefully consider how you convey this information in your responseas readability is an important element of CI work. Value 2 points Reading: Tyson, Chapter 2, Designing the CI processReading: Bensoussan/Fleisher textbook, Chapter 2, The analysis processReading: Fuld, L. (1994). The New Competitor Intelligence. Chapter 1 nter/whitepapers/png/More WP f (You mayneed to complete a registration form in order to gain access to the book online;there is no charge.)3Sept 7 – Sept 13Establishing the scope and focus of your CI effortsDefining the competition and selecting screening criteriaEstablishing Key Intelligence Topics (KIT) and Questions (KIQ)Shifting from PEST to STEEP to PESTLE analysisTeam assignment #2 due noon September 14: Develop a Purpose Statementfor your team’s CI project that limits the scope of your effort. You will be expectedto review and revise this through the semester as your work progresses.Feedback will be provided to the group within the Canvas assignment gradingtool and during our initial team Zoom meeting. Please insert the final version intoyour team CI presentation due at the end of the semester. Value 0 points Reading: Tyson, Chapter 3, Conducting a needs assessmentReading: Bensoussan/Fleisher textbook, Chapter 5, Driving forces analysisYouTube Video covering KITs athttps://www.youtube.com/watch?v dDgTWgySUks&list PL453B5F10B7AAAB49&index 10&feature plpp video4Sept 14 – Sept 20Using the Web for gathering intelligence, including social networking tools. (We’lldiscuss the UK library and d
Analysis without paralysis: 12 tools to make better strategic decisions, 2d edition. Upper Saddle River, NJ: FT Press. ISBN-10: 0-13-310102-9 or ISBN-13: 978-0-13-310102-7. It’s available in paperback from Amazon and other online sources for around 30. There is a Kindle ver
176 Raymond Building Lexington KY 40506 859.257.6898 www.ktc.uky.edu KENTUCKY Kentucky Kentucky Transportation Center College of Engineering, University of Kentucky Lexington, Kentucky in cooperation with Kentucky Transportation Cabinet Commonwealth of Kentucky The Kentucky Transportation Center is committed to a policy of providing .Author: Victoria Lasley, Steven Waddle, Tim Taylor, Roy E. Sturgill
176 Raymond Building Lexington KY 40506 859.257.6898 www.ktc.uky.edu KENTUCKY Kentucky Kentucky Transportation Center College of Engineering, University of Kentucky Lexington, Kentucky in cooperation with Kentucky Transportation Cabinet Commonwealth of Kentucky The Kentucky Transp
Pikeville, Kentucky Sociology Kelly K. Bacigalupi Pikeville, Kentucky History/Political Science Clifton M. Blackburn Pikeville, Kentucky Biology Alison K. M. Booth Beauty, Kentucky Biology Caitlyn Brianna Bowman McAndrews, Kentucky Psychology Zakary Austin Bray Jamestown, Kentucky Communication * Kaitlyn D. Brown Whitesburg, Kentucky .
Embassy Suites Hotel 1801 Newtown Pike Lexington, Kentucky 40511 (859) 455-5000 FAX (859) 455-5122 Reservations: 800-EMBASSY KENTUCKY STATE HORTICULTURAL SOCIETY 163rd Annual Meeting KENTUCKY VEGETABLE GROWERS ASSOCIATION 48th Annual Meeting ORGANIC ASSOCIATION OF KENTUCKY KENTUCKY WINE ASSOCIATION and KENTUCKY
The Health of Kentucky 2 Kentucky Institute of Medicine Kentucky Institute of Medicine Lexington, KY 859-323-5567 www.kyiom.org 2007 The Health of Kentucky: A County Assessment was funded in part by a grant from the Foundation for a Healthy Kentucky. The Foundation's mission is to address the unmet healthcare needs of Kentucky.
Embassy Suites Hotel 1801 Newtown Pike Lexington, Kentucky 40511 (859) 455-5000 FAX (859) 455-5122 Reservations: 800-EMBASSY KENTUCKY STATE HORTICULTURAL SOCIETY 161st Annual Meeting KENTUCKY VEGETABLE GROWERS ASSOCIATION 46th Annual Meeting ORGANIC ASSOCIATION OF KENTUCKY 8th Annual Meeting KENTUCKY WINERIES ASSOCIATION
Cincinnati, Ohio Adreian Paul Toronto, Canada Austin Phippen Eau Claire, Wisconsin David Pohlman Rochester, Michigan Colton Putnam Richmond, Kentucky Andrea Quach Columbus, Ohio Steven Ramsey Caneyville, Kentucky Kurtis Rapier Corbin, Kentucky Monisha Rekhraj Lexington, Kentucky Jercell Respicio Cincinnati, Ohio
Abraham Lincoln’s Kentucky Influences Abraham Lincoln was a very important president at a very critical time in American history. He was born in Kentucky and many of the people who influenced his life were also from Kentucky. Your product should give your readers/viewers insight into his life and any Kentucky influences you found in your .
