The characterization table in STMG Management is an exercise that seems mechanical, but its grading relies on specific criteria that many students underestimate. According to the official special bulletin n°4 of September 17, 2026, the exam expects an analysis of the managerial situation, not just a simple filling of boxes. Understanding where the gaps lie between what the examiners expect and what the submitted papers actually produce allows for targeted revision efforts.
Characterization and description: the gap that costs the most points
The majority of papers lose points due to a common flaw: they describe instead of characterize. Describing means copying the information from the file (name, status, workforce). Characterizing means linking this information to the managerial situation posed by the topic.
A table that lists the sector of activity, size, and resources without connecting them to the management issue being studied does not meet expectations. Each piece of data in the table must illuminate the question posed, not simply prove that the file has been read.
| Approach | What the student does | What the examiner evaluates |
|---|---|---|
| Description | Copies the data from the file into the boxes of the table | Ability to identify information |
| Characterization | Selects relevant data and links it to the managerial issue | Ability to analyze, justify, and propose a solution |
The difference lies in the “justification” column. A paper that states “SME with 45 employees” without explaining how this size influences the managerial decision being studied remains at the descriptive level. Common errors by students on the STMG management characterization table confirm that this shift between description and analysis is the primary factor for point loss.
STMG Characterization Table: poorly utilized sections
Not all sections of the table carry the same weight in grading. Some are systematically filled (type of organization, sector of activity), while others are neglected or treated superficially.
Purposes and objectives: the most often rushed box
Many students confuse purpose and activity. “Selling clothes” is not a purpose; it’s an activity. The purpose answers the question “why does the organization exist”, not “what does it do on a daily basis.” For a private company, the profit-oriented purpose must be distinguished from the societal purpose if the file mentions it.
Relationships between actors and decision-making processes
Reducing characterization to the identity of the organization (legal status, size, resources) overlooks a whole aspect of the analysis. The official bulletin reminds us that characterization can focus on a managerial situation, which includes relationships between actors and decisions made.
A relevant table includes the stakeholders involved in the issue. If the topic concerns a conflict between management and employees regarding an organizational change, the table must highlight these actors and their respective positions.
Management methods and tools: showing the interest and limitations
Simply filling out a table correctly is not enough. Official expectations include the ability to show the interest and limitations of the tools used. A student who presents a table without ever commenting on its relevance to the topic misses part of the grading.
- Explain why certain sections of the table are more relevant than others for the case studied, based on the management issue posed
- Identify information missing from the file that would have been useful to complete the characterization, demonstrating a critical perspective
- Explicitly link the elements of the table to the solution or recommendation formulated at the end of the analysis
A tool without critical commentary remains a copying exercise. The added value lies in the ability to explain what the table reveals and what it does not allow to see.
Common writing errors in STMG Management papers
Beyond content, the form of responses poses problems in many papers. Two errors recur frequently.
The first concerns the accumulation of general information about the company that is not included in the file. Some students add elements from their personal knowledge about a brand or sector. Only the documents provided in the topic constitute the basis for the analysis. Any external information not linked to the file weakens the paper.
The second error relates to the structure of the response. A table filled out without transitions or introductory sentences gives the impression of unfinished work. The examiner expects the table to be integrated into a reasoning: a sentence that sets the context, the table itself, followed by a written exploitation of the data it contains.
- Introduce the table with a sentence that clarifies its objective in the context of the topic
- After the table, write a paragraph that exploits the data to answer the question posed
- Ensure that each filled box provides information that can be mobilized in the continuation of the reasoning
Papers that receive the best grades share a common point: the table serves as a support for the argumentation, not as an end in itself. Characterization is just a step in the demonstration. A complete table but isolated from the rest of the paper does not demonstrate the expected competence, which is to propose and justify a solution based on a structured analysis.
