École des Sciences de Gestion

Département de Management

Management of SMEs – MET 3122 (gr -65)

AUTUMN 2021

Course outline

Professor: Didier Chanut MBA, PhD. (Candidate)

Office: Local R1840
Availability: weekdays, between 9 AM o 5 PM except Wednesday from 2 PM to 5 PM
Email: chanut.didier@uqam.ca
Johann Vallerand course coordinator

Particularities of the online MET3122

Hello everyone, welcome to the MET3122 course will be taught in class and also includes some online
sessions this semester. When you registered for the MET3122 course, you made a choice while being
aware of the announced schedule. However, the teaching and learning strategies put in place for the
success of this course will mean that you will need to connect in real time to the dates and times of
your course schedule. Your commitment and your availability during these web presences are
essential conditions for the success of your course.

FORM : HTTPS://SSA.UQAM.CA/FICHIER/DOCUMENT/201205_F-1021_DYNAMIQUE.PDF

COURSE DESCRIPTION

The objectives of this course are to equip the student with management knowledge specific to the
context of SME management and develop business models and strategies adapted to the realities of
SMEs here. This course offers general training focused on the concepts, techniques and tools specific
to the management of an SME. We see the multiple forms of entrepreneurship, what an entrepreneur
is, an SME and its management and its specificities. A business management simulation will introduce
you to the management of an SME.
POSITION OF THE COURSE WITHIN THE PROGRAM

The course MET-3122 management of SMEs is a compulsory course in the Certificate in

Entrepreneurial Dynamics program and optional in certain UQAM programs. It aims to familiarize
students with the context of entrepreneurship and SME management.

COURSE OBJECTIVES

Here are the main objectives (based on the 3E) and the specific objectives associated with them:
1- Understanding the entrepreneurial world (Entrepreneur 1/3 of the course)
• Identify and understand the differences between entrepreneur, manager and technician
• Evaluate your entrepreneurial potential, develop your ability to see opportunities
• Seize the process of opportunities, business idea and develop your entrepreneurial style
2- Acquire the basic principles of managing an SME as a whole (Enterprise 1/3 of the course)
• Master the basic principles of the various functions of the company (human resources,
marketing, accounting, finance, operations management, strategy) in an SME context
• Understand the process of managing an SME as a whole
• Have a practical management toolbox
3- Know the complex environment in which an SME operates (Environment 1/3 of the course)
• Recognize the symptoms of the main problems that SMEs may face
• Perform a diagnostic analysis of the environment of an SME and find solutions adapted
to their conditions and their resources
• Apply your learned knowledge to a real situation

Transversal skills that the course wishes to develop

• Analytical mind
• Impartial analysis
• Meaningful contribution to teamwork
• Peer review
• Oral presentation

PEDAGOGICAL ASSESSMENT FORMS

The educational forms you will use will be: lecture, pecha kucha, discussion, case study, logbook,
audiovisual presentation on Zoom, simulation, exercises, and the use of Moodle.

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You will receive the link to the 2 zoom online sessions
5 and 13.

You must make sure that you have access to a working computer and connection to do the
test.

EVALUATION SUMMARY

Evaluation Mode:

***Student must reach 60% in total accros all individual evaluations

(Logbook and the 3 exams )

• The teacher can take action if a student is not present when the attendance are taken.
After three absences, the student may be withdrawn from the course.

Evaluations Description

1-Sim Gestion is a business simulation. SimGestion is a simulation

of the golf industry. As a participant, you become the manager of a
virtual golf course which has three services: a course, a restaurant /
bar and a shop. Initially, you need to develop an investment plan.
Thereafter, you plan the construction of the infrastructure in
accordance with your initial strategy. For all subsequent years, you
Assignment 1
will have to manage the activities of each department, direct
(team)
marketing, develop human resources and ensure the financing of
Simulation
operations. Your success depends on choosing a coherent strategy,
20%
but also on efficient implementation. In a team of 3-4 people, you
therefore become a board of directors. All students must absolutely
be registered for the simulation otherwise they will be excluded
from the course. The instructor can choose to use the old or new
version of Sim Gestion.

Assignment 2 With the same team of 3-4 people, the second job consists of a
(team) diagnostic analysis of the industrial and commercial sector of a
Sectoral Analysis Quebec company to identify threats and opportunities and propose a
25% development plan. This group work involves the report of the

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 sectoral analysis and an oral presentation to the entrepreneur in the
form of Pecha Kucha.
Handover date, in class presentation and written analysis:
Session 15

Although business simulation is a collective (software) game, some

business level thinking is required. The purpose of the individual
Logbook logbook is to challenge the student reflective and analytical
(Individual) thinking. Following the test decision, the student must describe their
20% golf business model and keep a logbook of the evolution of the
situation (period 4 to 12). Specific exercises are added to develop
critical thinking abilities. The objective is to put into practice the
course learnings. Exercises are to be handed over on three specific
dates:
Session 4, 10 and 14

3 exams of equal value to do for a total value of 25 points at specific

Quiz (3)
dates (refer to the course calendar bellow for the dates).
(individual)
Exam dates:
25%
Session 5 (online), 9 (in class) and 13 (online)

Peer evaluation At the end of the course, the peer evaluation will be done with a
(individual) value of 10%. Each participant must evaluate the work of his/her
10% teammates on very specific criteria as to the value of their
contribution to the various team assignments.
Handover date: session 15

Simulation

Sim gestion decisions must be sent to the main server no later than the day before the course unless
otherwise specified.

• WARNING: A 10% reduction to the simulation grade or the equivalent of

$50,000 per minute late will be charged to teams who do not meet the deadline.
• WARNING: the professor can end the simulation at any time to stimulate the weekly
participation of all the students.

Sectoral analysis

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 • Students are asked to keep in mind that the final grade is awarded on a comparative basis,
that is to say that it reflects the investment of the teams, in relation to each other, within the
group-course to which it belongs.
• The same final mark will be awarded to all members of the same team; Should a
majority of the students contest the grade to be uniform (for reasons such as the lack
of implication or the repeated absences of a teammate), it will be taken into
consideration by the professor, if necessary; a notice must be sent, indicating all the
relevant information, no later than five (5) working days after handing in the final
assignment; the professor will then communicate with the individuals concerned and
make a final decision.
• Late work is subject to a 10% penalty per day.
• A retaken assignment cannot cancel out the penalty points awarded as a result of a delay.
• Particular attention will be paid to the quality of English during assessments and presentations
and will be worth up to 10% of the work for each case (reports, exams).

Peer evaluation grade

Peer review: Points awarded for a team effort is worth 10 points. By definition, teamwork should be
achieved through the active participation of all team members so each participant will be assessed
individually on the basis of their personal contribution to the team's work.

Grade chart
A+ 95-100
A 90-94
A- 85-89
B+ 82-84
B 78-81
B- 75-77
C+ 72-74
C 68-71
C- 65-67
D+ 62-64
D 60-61
E 0-59

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Communication of the results

The online RÉSULTATS web portal is used to inform students of the results.
https://etudier.uqam.ca/comment-avoir-acces-logiciel-resultats

Presentation material

Requirements in terms of report and oral presentation:

https://vie-etudiante.uqam.ca/medias/fichiers/conseils-soutien/Redaction_travaux.pdf

https://www.cygnum.be/realiser-facilement-un-pecha-kucha-outils-gratuits-et-astuces/

COURSE MATERIAL

Mandatory
• Sim Gestion – Simulation praxor.com
• MA Gerber the E-Myth Revisited

Software to install
• Moodle uqam
• Zoom uqam

Textbook
Recommended

• Cadden David, Lueder Sandra, Small Business Management in the 21st Century
https://open.umn.edu/opentextbooks/textbooks/140
• Gerber E. Micheal, E-Myth Mastery: The Seven Essential Disciplines for Building a World-
Class Company Paperback – Illustrated, February 19, 2007.
https://www.emyth.com/inside?hsLang=en
• Filion Louis Jacques, Management des PME, De la création à la croissance, ERPI 2007.
• Filion Louis Jacques, Claude Ananou et collaborateurs, De l’intuition au projet d’entreprise,
Les éditions Transcontinental, 2010.

COURSE CALENDAR
This plan may change according to group progress or availability of 3rd parties.
Be assured that all topics will be covered. Business Cases may be changed as course
progresses

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 Session Description Activity and
Evaluation
Introduction to the SME management course
Session 1 Sim Gestion
How the course works registration
Through an overview, understand the context of the SME
7 world at the Quebec, Canadian and international levels. Team creation
September
Specific objectives

• Identify the specific features of the world of SMEs

• Understand the main issues and challenges in an SME
context
• Understand what is expected of you in the SME
Management course

Registration to Sim Gestion

Session 2 Through the game understand the challenge of Team creation

decisions in the context of managing a small SME
14 Complete the
September A simulation is an educational tool that leads individual online
participants to acquire knowledge, skills and attitudes tutorial
related to management. Participants are immersed in a
virtual environment that mimics the work context found
in organizations. Gathered as a team, they analyze
complex situations, discuss the options available to
them, decide on their orientations and observe the
results. Sim Gestion aims to acquire basic management
knowledge (knowledge), the development of skills and
abilities related to the professional practice of
management (know-how) and learning of the social
context in which is practiced management (know-how).

Reading
Preparation for Sim management documents

Session 3 The entrepreneur

The concept of entrepreneur is broad. It designates a way Sim Gestion:
21 of being, of thinking and of acting, a role, a person, a Test decision du
September capacity. This session will explore both the origin of the Saturday 23:55 pm
entrepreneurial spirit, the characteristics of the
entrepreneur, the roles of the entrepreneur and the types
of entrepreneurs. The objective of the session is to define
and define the concept of "entrepreneur"

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 Specific objectives :
• Understand and distinguish the antecedents that
influence and explain the way of doing and seeing the
entrepreneur
• Describe and apply the characteristics of the
entrepreneur
• Know and understand the roles of the entrepreneur
• Evaluate an entrepreneur according to his
characteristics, his roles and classify him in one or more
typologies

Reading
E-Myth Part 1
Chapters 1 to 4

Session 4 Vision and development of an SME Sim Gestion

Decision 1 du
Understand the relationship between business, Saturday 23:55 pm
entrepreneur and environment
28 Handover logbook
September Specific objectives part 1
• Know the three main stages of business creation
• Know the main stages of SME development (guests?) Prepare for quiz 1
• Know the basic model on the consistency and efficiency next week.
of a business.
• Distinguish and understand the role of the main models
of value creation.
• Determine the elements that form the different models
of value creation in the context of SMEs.
• Understand the challenges and the main difficulties that
SME managers are called upon to meet in terms of value
creation.
• Identify the different business models (this will be in
order to make the first part of the student logbook)

Reading
E-Myth Part 1
Chapters 10, 11 and 12
Online Session and online quiz
Session 5 Sectoral analysis Quiz 1 Online

5 Understand the challenges in an SME context and Sim Gestion

October understand the importance of the business environment Decision 2
of an SME
Understanding what a sectoral analysis is

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 Explanation of the sectoral analysis work and of the
Pecha Kucha presentation

Quiz 1: session 1 to 4 material

Reading
E-Myth Part 1
Chapters 5, 6 and 9
Introduction to the sectoral analysis

Session 6 Human resources management in an SME context

Engage and motivate participants by indicating their role

12 as human resources manager regardless of their area of Sim Gestion
October management Decision 3

Specific objectives
• Understand the key challenges of Human resources in an
SME context
• Be able to conceive a human factor strategy
• Develop your toolbox for human resources management

Reading
E-Myth chapter 14, 15 and 16

Session 7 Marketing management in an SME context

Understand the importance of creative marketing

19 management in an SME context Appreciate and apply Sim Gestion
October the different dimensions of marketing products and Decision 4
services for a company serving user customers or for
companies.
Understand how marketing fits into integrated business
management.

Specific objectives
• Know the basics and key concepts of marketing for an
SME
• Understand the marketing challenges in an SME
context
• Be able to set up promotional and advertising planning
for the company

Reading
E-Myth Chapter 17

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 Session 8 Accounting and financial management in an SME
context

26 Understand the importance of sound accounting and Sim Gestion

October financial management in an SME context Decision 5
Develop your toolbox for the accounting and financial
management of an SME

Specific objectives Prepare for quiz 2

• Understand the differences between management next week
accounting and financial accounting
• Master the basic accounting tools of the SME
manager
• Understand the accounting and financial challenges
specific to SME
• Understand the main financial challenges in SME
management (cash flow, liquidity, profitability, debt,
etc.)
Management of innovation and creativity
Session 9 Sim Gestion
It is essential to understand the aspect of innovation in an Decision 6
SME context and its importance.
2
November What does innovation mean in an SME context? What is
the difference between innovation and creativity? This
session will allow you to develop your toolbox for Quiz 2
managing innovation in your business.

Specific objectives
• Understand the importance of innovation in SMEs
Understand the differences in innovation process
between SME and large firms
• Know the organizational practices that promote
innovation
• Define the characteristics of technological SMEs

Strategy in the context of SME

Session 10 Sim Gestion
As part of this course, the student will understand what Decision 7
9 strategy is, its nature and the importance of good
November strategic planning in the context of SMEs. This course Handover logbook
addresses four models of strategic development. In part 2
addition, she or he will have to develop his or her toolbox
with regard to strategic management.

Educational goals:

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 • Know the differences between management and
strategy
• Know different schools of thought in strategic
management and
• Know how to apply their associated strategic tools
• -Understand the value and effectiveness of these
tools in the context of SME

Quiz 2: session 5 to 8 material

Reading
E-Myth Chapter 12, 13 and 15

Session 11 International development in an SME context

Sim Gestion
16 Understand the motivations and the process of Decision 8
November international development
Develop your toolbox for SME import-export
management

Specific objectives
• Understand the main international challenges for
SMEs
• Understand the different modes of international entry
• Master the development process through exports
• Control the development process through imports

Session 12 Business plan and SME financing Sim Gestion

Decision 9
23 The business plan is often a concept used over and over
November again. Is it really useful? Should we make one? This
session is dedicated to demystifying this tool and its use
in an SME context. As the search for a source of funding
is essential, this session will allow you to build a Prepare for quiz 3
necessary toolbox on this subject. next week

Specific objectives
• Know a business plan and understand the need to make
one
• Know the common structures of business plans and the
various sub-plans
• Know various sources of information and basic
templates for developing a business plan

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 • Know the sources and general criteria for obtaining
funding. From simple loan, to risk capital through
factoring

Reading
Financial institutions websites
BDC
https://www.bdc.ca/fr/pages/accueil.aspx
Session 13 Online session Online quiz 3
Sim Gestion results Sim Gestion
30 Quiz 3: session 9 to 12 material Decision 10
November

Session 14
Time available for group sectoral analysis preparation Handover logbook
7 and completion
December

Session 15 Presentation of the teams on the Pecha Kucha Submit your

sectoral analysis sectoral analysis on
14 Moodle
December
Sectoral analysis
presentation

Peer evaluation
handover

Web resources

Websites
• Centre d’entrepreneuriat ESG-UQAM - http://www.entrepreneuriat.uqam.ca/
• Agence pour la création d’entreprises APCE-France - http://www.apce.com/
• Banque de développement du Canada. Centre de la PME - http://www.bdc.ca/
• Capital de risque/capital de croissance - http://www.croissance.ic.gc.ca/
• Centre d’entrepreneurship HEC-POLY-UdeM - http://www.hec.ca/Entrepreneurship/
• Centre locaux de développement (CLD) - http://www.acldq.qc.ca/
• Chaire d’entrepreneuriat Rogers-J.-A.-Bombardier -
http://www.hec.ca/chaire.entrepreneurship/
• Club des entrepreneurs HELYUM - http://www.hec.ca/entrepreneurship/groupehelyum.htm
• Contact! – Organisations de soutien à la PME - http://www.strategis.gc.ca/contact
• Corporation de développement économique communautaire CEDEC
• http://www.cdecdequebec.qc.ca

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 • Fondation de l'Entrepreneurship - http://www.entrepreneurship.qc.ca/
• Info-entrepreneurs - http://www.infoentrepreneurs.org/
• Les Affaires.com – PME Aide - http://carrefourpme.lesaffaires.com/
• Plans d'affaires - http://www.yesmontreal.ca/
• SmartBiz - http://www.smartbiz.com/

ENGAGEMENT ET RESPONSABILITES

Par leur présence en classe au moment convenu par le professeur ou le chargé de cours, les étudiants
deviennent responsables de leur formation en assumant pleinement les tâches exigées dans leur cheminement
académique. De plus, par des comportements éthiques et une attitude professionnelle, ils assurent le maintien
d'un environnement de travail et d'étude sain et riche, et ce, dans le respect des autres étudiants du groupe,
des responsables de cours et de l'ensemble de la communauté universitaire.
[La Charte des droits et responsabilités des étudiantes et des étudiants peut être consultée à l’adresse : Charte
des droits et des responsabilités des étudiantes et des étudiants]

La commission des études de l’UQAM recommande d’intégrer l’encart sur le harcèlement sexuel et la politique
44 d’accueil et de soutien des étudiantes, étudiants en situation de handicap.

Tout acte de plagiat, fraude, copiage, tricherie ou falsification de document commis par une étudiante, un
étudiant, de même que toute participation à ces actes ou tentative de les commettre, à l’occasion d’un
examen ou d’un travail faisant l’objet d’une évaluation ou dans toute autre circonstance, constituent une
infraction au sens de ce règlement.

Les infractions et les sanctions possibles reliées à ces infractions sont précisées aux articles 2 et 3 du Règlement
no 18 sur les infractions de nature académique.

Vous pouvez également consulter des capsules vidéos sur le site r18.uqam.ca. Celles-ci vous en apprendront
davantage sur l’intégrité académique et le R18, tout en vous orientant vers les ressources mises à votre disposition par
l’UQAM pour vous aider à éliminer le plagiat de vos travaux.

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 Infosphère est l’un de ces outils indispensables : un guide méthodologique
visant à promouvoir les bonnes pratiques en matière de recherche
documentaire et de rédaction de travaux. Cet outil vous accompagnera tout au
long de vos études et vous permettra d’éviter les pièges du plagiat. Cliquez sur
le logo à gauche pour être redirigé vers le site.

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Politique no 16 visant à prévenir et à combattre le sexisme et les violences
à caractère sexuel
Les violences à caractère sexuel se définissent comme étant des comportements, propos et
attitudes à caractère sexuel non consentis ou non désirés, avec ou sans contact physique, incluant
ceux exercés ou exprimés par un moyen technologique, tels les médias sociaux ou autres médias
numériques. Les violences à caractère sexuel peuvent se manifester par un geste unique ou
s’inscrire dans un continuum de manifestations et peuvent comprendre la manipulation,
l’intimidation, le chantage, la menace implicite ou explicite, la contrainte ou l’usage de force.

Les violences à caractère sexuel incluent, notamment :

• la production ou la diffusion d’images ou de vidéos sexuelles explicites et dégradantes, sans
motif pédagogique, de recherche, de création ou d’autres fins publiques légitimes;
• les avances verbales ou propositions insistantes à caractère sexuel non désirées;
• la manifestation abusive et non désirée d’intérêt amoureux ou sexuel;
• les commentaires, les allusions, les plaisanteries, les interpellations ou les insultes à caractère
sexuel, devant ou en l’absence de la personne visée;
• les actes de voyeurisme ou d’exhibitionnisme;
• le (cyber) harcèlement sexuel;
• la production, la possession ou la diffusion d’images ou de vidéos sexuelles d’une personne
sans son consentement;
• les avances non verbales, telles que les avances physiques, les attouchements, les frôlements,
les pincements, les baisers non désirés;
• l'agression sexuelle ou la menace d’agression sexuelle;
• l’imposition d’une intimité sexuelle non voulue;
• les promesses de récompense ou les menaces de représailles, implicites ou explicites, liées à la
satisfaction ou à la non-satisfaction d’une demande à caractère sexuel.

Pour plus d’information :

https://instances.uqam.ca/wp-content/uploads/sites/47/2019/04/Politique_no_16_2.pdf

Pour obtenir du soutien ou effectuer un signalement :

Bureau d’intervention et de prévention en matière de harcèlement
514 987-3000, poste 0886
Pour la liste des services offerts en matière de violence à caractère sexuel à l’UQAM et à
l’extérieur de l’UQAM : https://harcelement.uqam.ca/

Soutien psychologique (Services à la vie étudiante)

514 987-3185 /Local DS-2110

Service de la prévention et de la sécurité :

514 987-3131

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 Politique no 44 d’accueil et de soutien des étudiantes, étudiants en situation de handicap
Par sa politique, l’Université reconnait, en toute égalité des chances, sans discrimination ni privilège, aux
étudiantes, étudiants en situation de handicap, le droit de bénéficier de l’ensemble des ressources du
campus et de la communauté universitaire, afin d’assurer la réussite de leurs projets d’études, et ce, dans
les meilleures conditions possibles. L'exercice de ce droit est, par ailleurs, tributaire du cadre réglementaire
régissant l'ensemble des activités de l'Université.

Il incombe aux étudiantes, étudiants en situation de handicap de rencontrer les intervenantes, intervenants
(conseillères, conseillers à l’accueil et à l’intégration du Service d'accueil et de soutien des étudiantes,
étudiants en situation de handicap, professeures, professeurs, chargées de cours, chargés de cours,
direction de programmes, associations étudiantes concernées, etc.) qui pourront faciliter leur intégration à
la communauté universitaire ou les assister et les soutenir dans la résolution de problèmes particuliers en
lien avec les limitations entraînées par leur déficience.

Le Service d’accueil et de soutien aux étudiantes, étudiants en situation de handicap (SASESH) offre des
mesures d’aménagement dont peuvent bénéficier certains étudiants. Nous vous recommandons fortement
de vous prévaloir des services auxquels vous pourriez avoir droit afin de réussir vos études, sans
discrimination. Pour plus d’information, visitez le site de ce service à l’adresse suivante : http://vie-
etudiante.uqam.ca/etudiant-situation-handicap/nouvelles-ressources.html et celui de la politique
institutionnelle d’accueil et de soutien aux étudiantes, étudiants en situation de handicap :
https://instances.uqam.ca/wp-content/uploads/sites/47/2018/05/Politique_no_44.pdf

Vous devez faire connaitre votre situation au SASESH le plus tôt possible :
En personne : 1290, rue Saint-Denis, Pavillon Saint-Denis, local AB-2300
Par téléphone : 514 987-3148
Courriel : situation.handicap@uqam.ca
En ligne : http://vie-etudiante.uqam.ca/

IMPORTANT

AVIS AUTO-DÉCLARATION COVID 19

HTTPS://FORMS.OFFICE.COM/PAGES/RESPONSEPAGE.ASPX?ID=GK7LETPCHEMQ4XP6L1NQB0-
SQOL3EWJBMHQHEGOB1B1UNKLCULHGNVZCRFQ3UTI5SFBZTLQ4U0JXQY4U

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