Case 26 Teaching Note Rosen Hotels & Resorts: Delivering Superior Customer Service
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Shingle Creek, in addition to catering to convention traffic, was also a convention and meeting facility in its own
right, with close to 500,000 square feet of meeting space and conference facilities, enough to stage even very
large events. The convention hotels competed in the Upper Midscale to Upscale price range.
The Rosen Hotels chain competed in the leisure and convention tourism markets on a number of competitive
factors: location, facilities, amenities including food and beverage, price, and most importantly, customer service.
The case sets forth Rosen Hotel’s strategy, then describes in some detail all of the various policies, practices and
operating procedures that Rosen management has employed to implement and execute the strategy. Rosen Hotel’s
culture and values are also covered in depth, including their dedication to Corporate Social Responsibility.
Suggestions for Using the Case
The Rosen Hotels & Resorts case is an exceptionally good case to assign in conjunction with your module on
implementing and executing strategy. It can be assigned at any time following your lectures and coverage of
the material in Chapters 10-12. You’ll find the Rosen Hotels case to be a terrific vehicle for exposing students
to the hows of implementing and executing a service-based differentiation strategy and how core values and a
strategy-supportive corporate culture can be deeply planted. There is also an opportunity to have students assess
the entrepreneurial talents of Harris Rosen and how his leadership style has contributed to the company’s success
in the Orlando hotel market.
Videos for Use with the Rosen Hotels & Resorts Case. There are two videos available for use with the
Rosen case.
One is a 7:17-minute 2016 Al Jazeera video examining changes in the hotel industry entitled “The
Hospitality Business: Adapting to Survive—Counting the Cost.” It can be accessed at https://www.
youtube.com/watch?v=m5yRTUpXxRM.
The second is a 6:01-minute 2015 Cornell University interview with Harris that can be accessed at
https://www.youtube.com/watch?v=I8rJhWiU_dU.
Both can be shown at the beginning of class. If you prefer that students simply watch the videos on their own
before or after the class discussion, all you have to do is provide them with the links.
In our experience, it is quite difficult to have an insightful and constructive class discussion of an assigned case
unless students have conscientiously have made use of pertinent core concepts and analytical tools in preparing
substantive answers to a set of well-conceived study questions before they come to class. In our classes, we
expect students to bring their notes to the study questions to use/refer to in responding to the questions that
we pose. Moreover, students often find that a set of study questions is useful in helping them prepare oral
team presentations and written case assignments—in addition to whatever directive question(s) you supply for
these assignments. Hence, we urge that you provide students with assignment questions—either those we have
provided or a set of your own questions—for all those aspects of a case that you believe are worthy of student
analysis or that you plan to cover during your class discussion of the case.
To facilitate assigning study questions and making them available to students, we have posted a file of the
Assignment Questions contained in this teaching note in the instructor resources section of the Connect
Library. (You should be aware that there is a set of assignment questions posted in the Connect Library for
each of the cases included in the 21th edition.) In all instances, these assignment questions correspond to the
assignment questions in the teaching note for the case.
Utilizing the Guide to Case Analysis. If this is your first assigned case, you may find it beneficial to have
class members read the Guide to Case Analysis that appears at the end of Case 31. The content of this Guide
should be particularly helpful to students if your course is their first experience with cases and they are unsure
about the mechanics of how to prepare a case for class discussion, oral presentation, or written analysis.