In this task, the student outlines a target architecture for the case company for the next 3–5 years. They first briefly describe the current state and then what the customer journey, key processes, and systems could look like in the target state. The student assesses the benefits and challenges of the change and summarizes the guidelines upon which the company could build its development program. The task supports the ability to think about business and systems as a whole, not as separate components.

In this task, the student selects one process from the case company and describes its main stages. They identify 2–3 bottlenecks or risks in the process and assess why these slow down work or weaken the customer experience. Additionally, the student suggests practical ways to eliminate or mitigate the issues. The task develops the ability to critically examine processes and find concrete areas for improvement from a business architecture perspective.

In this task, the student describes the core function of a case company as a process from start to finish. They identify the stages of the process, name the corresponding roles, and record the systems and tools used in each stage. A simple process map is created from the process, which is analyzed from the customer's perspective: at which stages value is created and where there are the most opportunities for improvement. The task helps to conceptualize the everyday business as processes and supports the understanding of the basic thinking of business architecture.

In this task, the student describes the operational logic of a case company either as a service path or a value chain. They identify the key stages of the process and consider where the most value is created for the customer. Additionally, the student looks for areas of improvement in the process and suggests enhancements from the customer perspective. This task reinforces the understanding of how the company's daily operations and processes are constructed and where they provide real benefits to the customer.

In this task, the student develops the business idea of a case company by adding a new feature related to service, pricing, target group, or channel. They justify the change primarily from the customer's perspective and assess what opportunities and risks the change brings to the company. The task helps to understand how a business idea can be developed step by step and how even a small change can affect both the customer experience and the company's business.

In this task, the student compares the business idea of a case company with the business ideas of two competitors. They briefly describe the operations of all three actors, identify 3–5 factors in which the case company stands out, and assess the sustainability of these differences. Finally, the student summarizes the conclusions about what could be the case company's main competitive advantage and where it should focus its efforts. The task supports the ability to analyze markets and understand where the company's true distinctiveness arises.

In this task, the student designs a value proposition for the case company aimed at a selected target group. They analyze the needs of the target group, identify the strengths of the case company, and summarize them into a 1-2 sentence value proposition. Additionally, the student justifies why the value proposition is credible and distinguishes it from competitors. This task develops the ability to structure the value a company offers from the customer's perspective and communicate it concisely.

In this task, the student condenses the business idea of a chosen case company into four elements: customer, problem, solution, and revenue model. They analyze who the company sells to, what problem it solves, how it does so, and how it makes money. The result is a clear one-page business idea description that could be used, for example, in a company presentation or as a summary of a business plan. The task develops the student's ability to quickly grasp the core of a company's operations and present it understandably to others.

In this task, the student outlines a simple growth plan for a case company. They describe the current situation, define growth objectives, select key target groups, and plan key actions, resources, and a timeline with milestones. The result is a one-page summary that could be used as an internal growth "guideline" for the company. The task develops the ability to view the company's growth as a whole and break it down into concrete steps.

In this task, the student maps the risks of a case company from different perspectives: operational, financial, market, and personnel risks. They will select five key risks, assess their severity and likelihood, and propose practical measures for risk mitigation. Finally, the student will prioritize the risks in order of importance and justify their choices. This task develops the ability to assess the company's risk level and supports management decision-making in risk management.

In this task, the student examines the partners and suppliers of a case company and their roles in the business. They identify the key collaborators, assess their significance, and consider the strengths and risks of partnerships. Additionally, the student suggests ways to deepen or diversify relationships. The task helps to understand how networks and partnerships affect the company's daily operations, competitiveness, and ability to serve customers.

In this task, the student analyzes the business form and ownership structure of a case company. They identify the owners, roles, and responsibilities, and evaluate the benefits and drawbacks that the chosen business form brings to the company's operations and owners. Finally, the student considers how well the current structure supports the company's goals and in what situations changes might be necessary. The task reinforces understanding of how business form, ownership, and responsibilities are connected to the everyday operations and long-term development of a business.

Practice drafting a shareholder agreement

In this task, the student selects five key metrics for the digital channels of a case company and justifies why these metrics are important. The student considers how the metrics are monitored in practice and what actions the company should take if the results are good or poor. The goal is to understand how measuring digital channels supports decision-making, customer experience development, and sales.

In this task, the student examines the digital channels of a case company and considers how they could be developed. The student selects the most important channels based on the case description and proposes three concrete development actions, such as the implementation of a new channel, improvement of content, or increased automation. Each proposal is justified based on how it enhances customer experience or supports sales.

Tässä tehtävässä opiskelija rakentaa itse case-yrityksen palvelupolun case-kuvauksen pohjalta. Ensin hän pohtii, millainen tyypillisen asiakkaan palvelupolku voisi olla ja missä kohdissa siinä on haasteita. Sen jälkeen opiskelija suunnittelee uuden, digitaalisia kanavia hyödyntävän palvelupolun, joka tekee asiakkaan matkasta sujuvamman ja tukee paremmin case-yrityksen liiketoimintaa.

In this task, you will delve into the digital service channels of a selected case company. Your task is to brainstorm and analyze how the company's customers use its websites, social media, e-commerce, and other digital channels.

In this task, the student examines the system reform of a case company from the perspective of risks. They identify technical, financial, and personnel-related risks, categorize them, and describe what impacts they could have on the company's daily operations and customers. Additionally, the student suggests concrete measures for risk management. The goal is to understand that a successful system reform is not just a technical project, but involves comprehensive risk management.

In this task, the student considers when it would be reasonable for the case company to acquire a new information system, such as a CRM, ERP, or e-commerce platform. They describe the challenges of the current situation, briefly define the requirements for the new system, and justify the benefits of the investment from a business perspective. The goal is to practice thinking of information systems as tools for business development – not just as a technical acquisition.

In this task, the student examines the information systems of a case company from the perspective of integrations. They identify 3–5 situations where automatic data transfer between systems would be important and consider the benefits that arise from integrations. Additionally, the student describes a sample process in which data flows from one system to another and demonstrates how integrations make the company's operations smoother and improve the customer experience.

In this task, the student builds a system map for the case company: they identify key information systems, draw an overall picture of them, and describe the roles of the systems. Additionally, the student analyzes the main data flows between the systems and considers why they are important for the company's daily operations. The goal is to understand how different information systems form a functioning (or developing) entity.

In this task, the student interprets a simple income statement and balance sheet of a case company. They examine profitability, the structure of the balance sheet, and liquidity, as well as name five key observations about the company's financial situation. The observations are briefly justified, and finally, a concise management summary is prepared. The task practices financial statement literacy and the formation of a comprehensive financial picture using a practical case example.

In this task, the student examines the quality of financial data from the perspective of different systems and processes in a case company. They identify typical data quality challenges, such as missing information, errors, and inconsistencies between systems, and consider their impact on reporting and decision-making. The student also prepares a list of improvement actions, a concise action plan, and suggests a way to monitor the development of data quality. This task strengthens the ability to assess and improve the reliability of financial data in practical work.

In this task, the student analyzes a fictional 12-month sales or profitability data set provided by a case company. They identify the key trends, seasonal variations, and anomalies in the data, and consider what changes may be due to the company's operations or market environment. Finally, the student makes a concise summary and suggests one follow-up analysis or action. The task develops the ability to utilize financial data in practical decision-making.

In this task, the student designs a concept for a simple financial dashboard for a case company. They select key financial metrics, define their update frequency, and describe who the dashboard is intended for and what decisions it supports. Additionally, the student outlines the structure of the dashboard, including what information is displayed as quick data, graphs, and lists. The task reinforces the ability to design purposeful financial reporting utilizing the principles of data analytics.

In this task, the student selects five key financial ratios for a case company, such as revenue, margin, cash flow, or customer acquisition cost. They briefly describe what each ratio means, where the data is obtained from, and why these specific figures are important for the company to monitor. Additionally, the student considers the frequency of monitoring, responsible persons, and compiles a short "quick guide" on the selected ratios. The task helps to understand how financial ratios support the company's everyday decision-making and guidance.

In this task, the student creates an investment calculation for a planned acquisition by a case company, such as new equipment, software, or premises. They assess the cost of the investment, the annual savings and additional revenues generated, and calculate the payback period. Additionally, the student considers the profitability of the investment and associated risks and prepares a brief recommendation for the company's management. The task helps to understand the financial justification of investment decisions in a practical way.

In this task, the student maps the financing options for the case company, such as equity injection, bank loans, public guarantees, grants, and other possible forms of financing. They describe the basic idea of the options and assess the benefits and risks of each from the company's perspective. Finally, the student compares the options and presents a reasoned recommendation on which financing solution would best suit the case company's situation. The task reinforces basic understanding of finance and practical decision-making skills.

In this task, the student will create a scenario calculation on how changes in price or sales volume affect the profitability of the case company. They will prepare a basic calculation of the starting situation, define at least two alternative scenarios, calculate the results for them, and compare them. The goal is to learn how sensitive the result is to changes in sales and price, and what this means for company management.

In this task, the student prepares a simple income budget for the case company for the next year. They assess the development of sales and costs, compile the figures into an income budget, and interpret its significance for the company's finances. Additionally, the student considers the uncertainties of the budget and how to monitor its implementation throughout the year. This task practices budgeting in a practical way and supports the development of financial thinking.

In this task, the student compares the profitability of a product or customer segment from two case companies. They prepare simple profitability calculations, interpret the differences, and consider the reasons for these differences. Based on the calculations, the student writes a recommendation on which target the company should invest in and with what actions. The task develops the ability to connect financial figures to practical business decisions.

In this task, the student builds a simple cost calculation model for a case company for one product or service. They list the key cost items, divide them into variable and fixed costs, and describe in words how the total cost is formed. Finally, the student reflects on pricing and profitability based on the model and summarizes the key conclusions. The task reinforces understanding of cost structure and its impact on the company's financial result.

In this task, the student selects one change situation from a case company and defines 4–6 metrics to monitor the success of the change. The metrics combine both hard numbers and softer feedback information. The student considers how the metrics are measured in practice and how the results can be utilized in managing the change and further development.

In this task, the student examines the change situation of a case company from the perspective of stakeholders. They identify the key stakeholders, assess their attitudes and influence, and consider what risks arise if support is not obtained. Finally, the student prepares a proposal on how different stakeholders should be involved in the change to ensure that it is implemented as smoothly and sustainably as possible.

In this task, the student creates a change communication plan for a case company undergoing a change situation. They select the change, consider who needs to be informed, what channels will be used, what the main messages are, and when the communication will take place. The task helps to understand how planned communication supports the implementation of change and reduces uncertainty.

In this task, the student selects a suitable change situation for the case company, such as growth, digitalization, or organizational change. They describe the change, identify the related challenges, and consider who is particularly affected by the change and in what way. The task helps practice examining change from both a business and a human perspective.

In this task, the student designs a model of rewarding and motivation for a case company. They consider what the company wants to achieve with rewarding, what financial and non-financial means can be used, and how they support the company's strategy. Finally, the student evaluates the strengths and possible challenges of the model. The goal is to understand that a good reward model directs everyday actions in the same direction as the company's strategic objectives.

In this task, the student selects one workplace well-being challenge from a case company, such as workload, shift work, or issues related to remote work. They consider the causes of the challenge, its consequences for employees, the team, and the company, and suggest concrete measures to improve the situation. The goal is to learn to examine workplace well-being from a management perspective and to find solutions to it.

The student selects one critical area of expertise from the case company and prepares a development plan for it. The plan defines what is to be improved, who the development concerns, what methods will be used to strengthen the skills, and within what timeframe the change is intended to be achieved. Additionally, the student considers how to practically assess whether the skills have developed and whether this better supports the company's business operations.

In this task, the student prepares a draft of a personnel strategy for the case company. They consider what kind of skills the company needs, how to find and retain the right people, how to learn and develop in everyday life, and how to support the well-being of the staff. Finally, the student selects three concrete development actions and justifies why these are important for the future of the case company.

In this task, the student will design how the case company could communicate its responsibility credibly and transparently. They will briefly analyze the company's current situation and its target groups, define the principles of honest responsibility communication, and choose an appropriate communication channel. The student will create a sample message or campaign idea that concretizes the company's actions and future steps without exaggeration. The task helps to understand how communicating responsibility affects stakeholder trust and the company's reputation.

In this task, the student examines a case company from the perspectives of various stakeholders – customers, employees, owners, and authorities. They analyze what these stakeholders expect from the company's responsibility and assess the extent to which these expectations are met based on the case description. Additionally, the student identifies potential conflicts and risks and suggests concrete improvement actions. The purpose of the task is to deepen the understanding of how responsible management is linked to stakeholder relationships and the company's reputation.

In this task, the student analyzes the responsibility of a case company from an ESG perspective and sets 3–5 concrete goals for the company. They design metrics for each goal to track progress and assess the realism of the goals as well as their business impact. Through this task, the student learns to translate sustainability thinking into practical terms and connect it to management decision-making. At the same time, their understanding of how ESG goals can be transformed into measurable and actionable measures as part of the company's daily operations is strengthened.

In this task, the student examines a case company from the perspective of responsible management. They consider what environmental, social, and economic responsibility means for this particular company, create a brief situational overview, and identify key areas for development. The goal is to learn to perceive responsibility as part of the company's daily operations and management, not as a separate "additional task."

In this task, the student will create a strategy implementation plan for a case company. They will summarize the core of the strategy and plan how it will be communicated, what goals and routines are needed at different organizational levels, and how progress will be monitored. Finally, the student will compile a list of concrete actions that will turn the strategy from words into everyday practices.

In this task, the student defines two different strategic options for a case company, such as growth vs. profitability or domestic vs. internationalization. They consider the benefits and risks of each option, compare them with each other, and finally make a recommendation on which strategy the company should pursue. The task practices strategic thinking and the ability to weigh the impacts of different options on the company's future.

In this task, the student will create 3–5 strategic objectives for a case company and corresponding metrics. The metrics will utilize, for example, OKR or BSC thinking. The student will justify why these metrics are important and consider how they will be monitored in practice. This task practices setting strategic objectives and linking them to measurable indicators.

In this task, the student will conduct a strategic SWOT analysis for a case company and examine the company's situation from both internal and external perspectives. From the SWOT analysis, three key strategic conclusions will be derived, indicating the direction the company should take in the future – what strengths to leverage, what weaknesses to address, what opportunities to pursue, and what threats to prepare for.

In this task, the student designs a method for the case company to collect and utilize customer feedback. They choose a feedback collection method, formulate the questions, describe the practical implementation, and consider how the responses will be analyzed. Finally, the student presents how the feedback results will be translated into practical development actions. The task deepens the understanding of how systematic customer feedback supports marketing, service quality monitoring, and continuous improvement.

In this task, the student maps the key needs of a case company's customer and the expected benefits from the service. They describe the situation of the selected customer type, list the key needs, and attach a concrete solution or development proposal to each one. Finally, the student prioritizes the most important needs and summarizes the conclusions. The task deepens customer understanding and supports customer-oriented marketing and service design.

In this task, the student describes the customer journey of the case company step by step from awareness to recommendation. They examine what the customer thinks, feels, and does at each stage, and compile the information into a simple customer journey. Finally, the student identifies the critical points in the customer journey and considers how the case company could improve the customer's experience at these stages. The task supports deepening customer understanding and helps to see marketing and sales from the customer's perspective.

In this task, the student will create a buyer persona for a case company that describes a typical customer or buyer. They will utilize the case description and make appropriate assumptions about the customer's background, goals, challenges, and purchasing criteria. The result will be a practical one-page buyer persona description that could be used in marketing and sales planning. This task develops customer understanding and helps to see the company’s offering through the eyes of the customer.

In this task, the student creates a communication calendar for the case company that spans 1 to 3 months. They define the main objective of the communication, select the channels to be examined, decide on the publication frequency, and plan weekly themes. Additionally, the student assigns responsible persons and compiles the information into a clear text-based calendar. This task develops the ability to plan integrated marketing communication in advance and ensures that the communication is systematic rather than random.

In this task, the student formulates a core message for a case company and adapts it to three different communication channels, such as a social media update, a newsletter, and website text. They consider what aspects are emphasized in each channel and why, as well as how the message remains consistent from one channel to another. Finally, the student justifies their choices and summarizes the key learnings. This task reinforces practical understanding of how the same core message in integrated marketing communication adapts to different channels without losing its content.

In this task, the student designs a multichannel campaign for a case company that utilizes at least three communication channels. They define the campaign's objective, target audience, and core message, select appropriate channels, and describe specific actions and a timeline for each. Additionally, the student considers how the channels support each other and what metrics will be used to track the campaign's success. The task reinforces understanding of integrated marketing communications through a practical case example.

In this task, the student investigates what communication channels the case company uses and compiles a simple channel map from them. They examine the roles of the channels in the customer journey and assess how consistent the communication is and how well the channels support each other. Finally, the student presents development suggestions for improving channel collaboration. The task helps to understand the basic idea of integrated marketing communication through a practical case company.

In this task, the student plans how the marketing of the case company should be organized. They define key roles and responsibilities, consider which tasks are done in-house and which are outsourced, and describe the practical division of labor. Additionally, the student plans how marketing and sales will collaborate regarding goals, leads, and customer communication. The task helps to understand the organization of marketing as part of the overall management of the company.

In this task, the student allocates a fictional marketing budget of, for example, 10,000 euros to different channels and actions for a case company. They will select the most important channels, define the financial investments for them, and justify why resources should be allocated this way. Finally, the student will examine how the budget supports the company's awareness, consideration, and sales objectives and will prepare a brief recommendation for management. The task develops practical understanding of marketing budget planning and prioritization.

In this task, the student defines 3–5 concrete marketing goals for a case company and selects appropriate metrics for them. The goals are divided into awareness, consideration, and sales goals, allowing the student to understand the customer's progression from awareness to purchase. Finally, the goals are compiled into a "goal path" and a brief recommendation is made on which goals the company should focus on. This task develops the ability to set measurable marketing goals and connect them to the company's practical monitoring.

In this task, the student builds a framework for a marketing plan for a case company, which includes a situation analysis, objectives, target groups, marketing methods, and metrics. They fill in the framework briefly based on the case description and consider how the different parts relate to each other. The task helps to conceptualize the marketing plan as a whole and practices structured, goal-oriented marketing planning.

In this task, the student will create a 5–7 point ethical guideline for marketing for a case company. They will consider the company's marketing environment, identify typical ethical risks, and formulate concrete principles that guide transparent and honest communication. Additionally, the student will examine the application of the guidelines in practical situations and assess how ethical marketing supports sustainable consumption and the company's reputation. The task helps integrate responsible thinking into marketing planning and management.

In this task, the student plans a small responsibility campaign for a case company, based on the company's actual responsibility actions. They choose a core message, define the target audience and objectives, and design the campaign's channels and measures. Additionally, the student considers how to keep communication transparent and avoid greenwashing. The task strengthens skills in planning responsible marketing and understanding the practical implementation of campaigns.

In this task, the student analyzes the marketing of a case company from the perspective of greenwashing risks. They identify claims related to responsibility, assess their concreteness and credibility, and consider where the communication may be exaggerated or unclear. Additionally, the student reformulates risky claims to be more transparent and presents recommendations for improving sustainability communication. The task deepens the understanding of the limits and ethical challenges of responsible marketing.

In this task, the student examines how the case company communicates its sustainability in marketing and what themes are emphasized in the messages. They name examples from different channels, analyze their concreteness and credibility, and assess potential greenwashing risks. Finally, the student makes development suggestions on how the company could communicate its sustainability more openly and effectively. The task deepens the understanding of the content, quality, and impact of responsible marketing on customers.

In this task, the student maps out what tools and data the case company could utilize to support sales. They list the key systems and metrics, define what sales data should be collected and how it is monitored. Additionally, the student considers how the sales manager uses reports and analytics to lead the sales team and make decisions. The task develops an understanding of the connection between sales and data as well as sales management through numbers.

In this task, the student designs a simple sales organization for a case company and defines its key roles and responsibilities. They examine how sales collaborates with other functions, such as marketing and customer service, and consider what skills salespeople need. The goal is to understand how sales should be organized in practice and what it requires from the people who work in sales.

In this task, the student defines sales goals for a case company at different stages of the sales funnel: leads, meetings, proposals, and deals. They set numerical targets for each stage, assess their interrelationship, and consider where in the sales process there is the most potential for development. Additionally, the student plans how to practically monitor the achievement of these goals. This task develops the ability to lead sales using goals and tracking data.

In this task, the student organizes the case company's sales process step by step from the first contact to closing the sale and post-sale customer relationship management. They describe what happens at each stage, what the seller does, and what the customer needs, and identify the most critical stages for success. Finally, the student suggests development actions and considers how marketing could support sales at different stages. The task helps to understand the sales process as a whole and its greatest success points.