3350-01.student Syllabus.9-09.v4
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1 LPO 3350-01 Fall 2009 Syllabus Instructor: Corbette Doyle Class Time Room: Instructor’s Office Phone: Office Hours: E-mail:
Monday 4:10-7:00 102 Home Economics 011B 343-4362 Walk-ins OK, by appt., or Mon & Tues from 3:00- 4:00 [email protected]
Course Overview …No business is immune to the power of fact-based analysis. Put together enough facts, combine them with some creative thinking, and you will come up with a solution. Ethan M. Rasiel, The McKinsey Way
Whether your career goal lies in a staff role like HR or in a leadership role, your success will largely be determined by your ability to link what you do to the bottom line. This is true whether your find yourself in a Fortune 500, government, or a not-for-profit. To quote the infamous Sister Irene, former CEO of Ascension Healthcare, “There’s no mission without margin.” In order to help an organization achieve its goals, you need to understand what the keys to its success are, how to determine if the current strategies are achieving the desired results, and how to evaluate a diverse array of opportunities from investments in new technology to innovative community partnerships. Because these skills are not easily mastered by memorizing formulas or applying textbook solutions, this course will use a Problem-based Learning (“PBL”) approach that relies upon selfpaced groups, learning-by-doing, and more teacher facilitation than lecture. The course content is structured around increasingly complex, real-world problems designed to replicate issues you might confront after graduation. Additional details about PBL for this course are on the course resource link, http://delicious.com/Professordoyle under the PBL tag.
Course Objectives Overarching Goals: This course will enable students to: 1. Analyze financial results of for-profit and not-for-profit organizations 2. Evaluate progress toward goal achievement 3. Evaluate alternatives and make well-reasoned recommendations Ancillary Skill Goals: Master the art of effective executive briefings: a. From reams of data, identify the information most relevant to a decision b. Create effective slide decks & charts that simplify decision-making
2
Assessments* I.
Graded Group Problems 2. Group Project 3. Group Project & Presentation 4. Group Project 7. Group Project & Presentation
Due Dates
Weight
Sept. 14 Oct. 5
5% 15%
Nov. 2 Dec 7
10% 20%
Weighted by Peer Evaluations of Individual Effort * ALL problems
II. Homework & Attendance 10% III. Case-study Tests 1. Mid-term: Oct 6 20% 2. Final: Dec 7-9 20% * NOTE: Students who average less than 90% effort from their peers (scale: 70-110%) at any point after problem #1 will be evicted from the group and will work alone for the rest of the semester (unless there are other evicted students willing to form a new group with them) Prob. #
Class Dates
Topic
1 2
8/31
Follow the $
9/7-9/14
From the Outside Looking In
3
9/14-10/5
Linking Strategy, Perf. & Value
10/7
MID-TERM
1.Solo homework due (Prob. 1) 9/7 at start of class 2. Group Project due(Prob. 2) in class Group Project & Presentation (Prob. 3) on 10/5 at start of class. Take home exam 10/5 Turn in Take-home exam
10/1210/26 11/2
How Are We Doing?
Group Project due (Prob. 4) 11/2 at start of class
Bumps in the Road
Solo homework (Prob. 5) due 11/9 start of class
11/9
Maximizing Results
Solo homework (Prob. 6) due 11/16 start of class
11/16-12/7
Determining a Firm’s Worth
12/7
FINAL
Group Project & Presentation at start of 12/7 class Distribute Take-home exam (30 min to discuss w/group; 2 days to do)
4 5 6 7
Deliverables
Grading Scale A+ A A-
98 – 100 95 – 97.9 91 – 94.9
B+ B B-
Late work & Honor Code
88 – 90.9 85 – 87.9 81 – 84.9
C+ C C-
77 – 80.9 74 – 76.9 70 – 73.9
D+ D D-
67 – 69.9 64 – 66.9 60 – 63 .9
F
< 60
3 All assignments are due at the start of class on the due date. The consequences for late work are: 1 day late drops the grade 10 points; 2 days late—20 points, 3 days—30 points, and, after that—a zero. All academic work at Vanderbilt is done under the guidelines set forth in the University Honor Code. Plagiarized tests or homework will receive a zero.
Special Needs If you have a learning or physical disability, please see me during the first week of class to discuss accommodations.
Required Text and Tools Materials to Purchase 1. Alexander, Jack. (2007). Performance dashboards and analysis for value creation. Hoboken, New Jersey: John Wiley & Sons. ISBN: 0-470-04797-6 2. Marr, Bernard. (2009). Managing and delivering performance: how government, public sector and not-for-profit organizations can measure what really matters. Oxford, UK: Butterworth-Heineman. ISBN: 978-0-7506-8710-2 3. Duarte, Nancy. (2008). Slide:ology: the art and science of creating great presentations. Sebastopol, Ca: O’Reilly Media. ISBN: 978-0-596-52234-6 4. Turning Technologies Clicker: Purchase a “ResponseWare activation card” for a web enabled laptop, cell phone, iphone, etc OR purchase a “ResponseCard XR Keypad”. Available at bookstore or buy online & save $. Vandy code = Js8y http://store.turningtechnologies.com/ 5. Software for spreadsheet analysis (e.g. XL) Resources: In addition to the assigned readings, the nature of PBL requires each group to do its own research and to track down the resources needed to both enhance your understanding of the content and to find solutions to the problems. To get you started, I have posted a “Resource” list on the course website, www.3350.weebly.com and on http://delicious.com/Professordoyle
4 Rubric for Projects The D Project
Knowledge of relevant analytics (25%) Understanding of how those analytics apply to the problem (30%)
Clarity of Analysis (20%)
The C Project
The B Project
The A Project
The A project The D project The C project The B project clearly shows an fails to describe confuses different describes the relevant understanding of the analytical analytics or adds financial or analytical the analytics that principles irrelevant material. principles. goes beyond the accurately. assigned readings. The C project fails The D project The B project clearly to identify the The A project goes reflects little if articulates the relevant analytics well beyond the any research analytics and uses &/or articulate how analysis needed to that relates to them appropriately to they apply to the present a solution the problem solve the problem. problem
The D project The C project is gives no The B project is well vague & leaves its evidence of organized, and audience with understanding answers all of its many unanswered the relevant audience’s questions. questions. material.
The A project has the qualities of the B project and presents valuable insight to unasked questions
The C project The B project is The format of the The D project uses a confusing easy to follow, A project expands Presentation is sloppy, format & may highlights the the knowledge format (20%) irrelevant, have multiple relevant info, and is communicated to and confusing mechanical error-free . the audience. errors. The A project is The D project The B project so clear & The C project is confusing answers the key Overall Impact articulate, it could leaves the reader and fails to with key questions questions and of Project be a CEO level educate the would suffice for a about the analysis. (5%) executive audience. manager/supervisor summary
Score
Monday 4:10-7:00 102 Home Economics 011B 343-4362 Walk-ins OK, by appt., or Mon & Tues from 3:00- 4:00 [email protected]
Course Overview …No business is immune to the power of fact-based analysis. Put together enough facts, combine them with some creative thinking, and you will come up with a solution. Ethan M. Rasiel, The McKinsey Way
Whether your career goal lies in a staff role like HR or in a leadership role, your success will largely be determined by your ability to link what you do to the bottom line. This is true whether your find yourself in a Fortune 500, government, or a not-for-profit. To quote the infamous Sister Irene, former CEO of Ascension Healthcare, “There’s no mission without margin.” In order to help an organization achieve its goals, you need to understand what the keys to its success are, how to determine if the current strategies are achieving the desired results, and how to evaluate a diverse array of opportunities from investments in new technology to innovative community partnerships. Because these skills are not easily mastered by memorizing formulas or applying textbook solutions, this course will use a Problem-based Learning (“PBL”) approach that relies upon selfpaced groups, learning-by-doing, and more teacher facilitation than lecture. The course content is structured around increasingly complex, real-world problems designed to replicate issues you might confront after graduation. Additional details about PBL for this course are on the course resource link, http://delicious.com/Professordoyle under the PBL tag.
Course Objectives Overarching Goals: This course will enable students to: 1. Analyze financial results of for-profit and not-for-profit organizations 2. Evaluate progress toward goal achievement 3. Evaluate alternatives and make well-reasoned recommendations Ancillary Skill Goals: Master the art of effective executive briefings: a. From reams of data, identify the information most relevant to a decision b. Create effective slide decks & charts that simplify decision-making
2
Assessments* I.
Graded Group Problems 2. Group Project 3. Group Project & Presentation 4. Group Project 7. Group Project & Presentation
Due Dates
Weight
Sept. 14 Oct. 5
5% 15%
Nov. 2 Dec 7
10% 20%
Weighted by Peer Evaluations of Individual Effort * ALL problems
II. Homework & Attendance 10% III. Case-study Tests 1. Mid-term: Oct 6 20% 2. Final: Dec 7-9 20% * NOTE: Students who average less than 90% effort from their peers (scale: 70-110%) at any point after problem #1 will be evicted from the group and will work alone for the rest of the semester (unless there are other evicted students willing to form a new group with them) Prob. #
Class Dates
Topic
1 2
8/31
Follow the $
9/7-9/14
From the Outside Looking In
3
9/14-10/5
Linking Strategy, Perf. & Value
10/7
MID-TERM
1.Solo homework due (Prob. 1) 9/7 at start of class 2. Group Project due(Prob. 2) in class Group Project & Presentation (Prob. 3) on 10/5 at start of class. Take home exam 10/5 Turn in Take-home exam
10/1210/26 11/2
How Are We Doing?
Group Project due (Prob. 4) 11/2 at start of class
Bumps in the Road
Solo homework (Prob. 5) due 11/9 start of class
11/9
Maximizing Results
Solo homework (Prob. 6) due 11/16 start of class
11/16-12/7
Determining a Firm’s Worth
12/7
FINAL
Group Project & Presentation at start of 12/7 class Distribute Take-home exam (30 min to discuss w/group; 2 days to do)
4 5 6 7
Deliverables
Grading Scale A+ A A-
98 – 100 95 – 97.9 91 – 94.9
B+ B B-
Late work & Honor Code
88 – 90.9 85 – 87.9 81 – 84.9
C+ C C-
77 – 80.9 74 – 76.9 70 – 73.9
D+ D D-
67 – 69.9 64 – 66.9 60 – 63 .9
F
< 60
3 All assignments are due at the start of class on the due date. The consequences for late work are: 1 day late drops the grade 10 points; 2 days late—20 points, 3 days—30 points, and, after that—a zero. All academic work at Vanderbilt is done under the guidelines set forth in the University Honor Code. Plagiarized tests or homework will receive a zero.
Special Needs If you have a learning or physical disability, please see me during the first week of class to discuss accommodations.
Required Text and Tools Materials to Purchase 1. Alexander, Jack. (2007). Performance dashboards and analysis for value creation. Hoboken, New Jersey: John Wiley & Sons. ISBN: 0-470-04797-6 2. Marr, Bernard. (2009). Managing and delivering performance: how government, public sector and not-for-profit organizations can measure what really matters. Oxford, UK: Butterworth-Heineman. ISBN: 978-0-7506-8710-2 3. Duarte, Nancy. (2008). Slide:ology: the art and science of creating great presentations. Sebastopol, Ca: O’Reilly Media. ISBN: 978-0-596-52234-6 4. Turning Technologies Clicker: Purchase a “ResponseWare activation card” for a web enabled laptop, cell phone, iphone, etc OR purchase a “ResponseCard XR Keypad”. Available at bookstore or buy online & save $. Vandy code = Js8y http://store.turningtechnologies.com/ 5. Software for spreadsheet analysis (e.g. XL) Resources: In addition to the assigned readings, the nature of PBL requires each group to do its own research and to track down the resources needed to both enhance your understanding of the content and to find solutions to the problems. To get you started, I have posted a “Resource” list on the course website, www.3350.weebly.com and on http://delicious.com/Professordoyle
4 Rubric for Projects The D Project
Knowledge of relevant analytics (25%) Understanding of how those analytics apply to the problem (30%)
Clarity of Analysis (20%)
The C Project
The B Project
The A Project
The A project The D project The C project The B project clearly shows an fails to describe confuses different describes the relevant understanding of the analytical analytics or adds financial or analytical the analytics that principles irrelevant material. principles. goes beyond the accurately. assigned readings. The C project fails The D project The B project clearly to identify the The A project goes reflects little if articulates the relevant analytics well beyond the any research analytics and uses &/or articulate how analysis needed to that relates to them appropriately to they apply to the present a solution the problem solve the problem. problem
The D project The C project is gives no The B project is well vague & leaves its evidence of organized, and audience with understanding answers all of its many unanswered the relevant audience’s questions. questions. material.
The A project has the qualities of the B project and presents valuable insight to unasked questions
The C project The B project is The format of the The D project uses a confusing easy to follow, A project expands Presentation is sloppy, format & may highlights the the knowledge format (20%) irrelevant, have multiple relevant info, and is communicated to and confusing mechanical error-free . the audience. errors. The A project is The D project The B project so clear & The C project is confusing answers the key Overall Impact articulate, it could leaves the reader and fails to with key questions questions and of Project be a CEO level educate the would suffice for a about the analysis. (5%) executive audience. manager/supervisor summary
Score
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