xxx xxx You will have the opportunity to elaborate on how each module will contribute to the final project. We are going to take a modular approach to course development. Each module will be a self-contained unit, but we want to make sure that each module contributes to the overall course narrative to create a purpose driven course design. In addition, we want to make sure that what the student takes away from each module contributes to the learning & developmental goals that we established for the course. We are going to suggest that your think in terms of developing six modules. Each BiP course is offered over 7 or 14 weeks. A portion of the time needs to be set aside for a course introduction or other elements such as a final presentation. This is why we have standardized on 6 modules. For those of you teaching over 14 weeks, we still would like you to think in terms of six modules, but that each module will be covered over two weeks (instead of one). Collaboration o Six groups of ~3-4 team members each will be assigned a set of data, reports, and related information to put together a presentation/pitch with a defined purpose (informative vs. persuasive) You will have the opportunity to elaborate on how each module will contribute to the final project. We are going to take a modular approach to course development. Each module will be a self-contained unit, but we want to make sure that each module contributes to the overall course narrative to create a purpose driven course design. In addition, we want to make sure that what the student takes away from each module contributes to the learning & developmental goals that we established for the course. We are going to suggest that your think in terms of developing six modules. Each BiP course is offered over 7 or 14 weeks. A portion of the time needs to be set aside for a course introduction or other elements such as a final presentation. This is why we have standardized on 6 modules. For those of you teaching over 14 weeks, we still would like you to think in terms of six modules, but that each module will be covered over two weeks (instead of one). Publicly available financial information; private, redacted presentations from actual start-ups and venture capital investment opportunities provided by the instructor; Microsoft Office Collaboration xxx By the end of the course, every student will have to present a report with their suggestions, observations and challenges in implementing the Agile Sourcing Process within an organization You will have the opportunity to elaborate on how each module will contribute to the final project. We are going to take a modular approach to course development. Each module will be a self-contained unit, but we want to make sure that each module contributes to the overall course narrative to create a purpose driven course design. In addition, we want to make sure that what the student takes away from each module contributes to the learning & developmental goals that we established for the course. We are going to suggest that your think in terms of developing six modules. Each BiP course is offered over 7 or 14 weeks. A portion of the time needs to be set aside for a course introduction or other elements such as a final presentation. This is why we have standardized on 6 modules. For those of you teaching over 14 weeks, we still would like you to think in terms of six modules, but that each module will be covered over two weeks (instead of one). White Board, flip chart, Print outs of the templates and documents Collaboration The course concept is to explore and learn how business professionals design experiences for various audiences. Creating memorable and valuable experiences is a major strategic initiative for every company across every industry. Starting from the big picture goals and objectives of why companies do this, to the detailed goals for real life program scenarios and how companies execute and measure the success of an experience program are all important for future business professionals to learn and understand. The goal for the course is to provide students the opportunity to learn the basics about corporate experiences and take a deeper dive to envision their own role in participating in these experiences in their future in the business world. Group Project: Design an end-to-end experience/event Plan Individual Project – Deeper dive – students take on an individual research project related to the subject matter in an area of interest to them. Dave to work with them 1-1 to point them to resources and/or introduce them to subject matter experts that they can explore. You will have the opportunity to elaborate on how each module will contribute to the final project. We are going to take a modular approach to course development. Each module will be a self-contained unit, but we want to make sure that each module contributes to the overall course narrative to create a purpose driven course design. In addition, we want to make sure that what the student takes away from each module contributes to the learning & developmental goals that we established for the course. We are going to suggest that your think in terms of developing six modules. Each BiP course is offered over 7 or 14 weeks. A portion of the time needs to be set aside for a course introduction or other elements such as a final presentation. This is why we have standardized on 6 modules. For those of you teaching over 14 weeks, we still would like you to think in terms of six modules, but that each module will be covered over two weeks (instead of one). LinkedIn, Still researching others. Collecting some articles Collaboration Descriptions: Successful businesses don’t just explain what their products and services do. They create a story to show why customers need them. This course will outline the fundamental elements of business storytelling and the important role it plays in branding, public relations, marketing, and securing financing. It will examine how word choice, images and even colors create a brand’s story, and how public speaking techniques can elevate a product pitch into a memorable story. Students will learn the basic building blocks of traditional storytelling and how these elements are used to create connections with customers. To put these concepts into practice, students will create a brand’s story and then tell it through social media posts, in an advertising campaign, and an oral presentation aimed at potential investors. Students will also write and share a personal business story based on their own experiences designed to tell in job interviews or when launching their own business. Working in groups, students will write and verbally give a 5-10 minute business pitch to investors. Students will work together to create the script, with each student taking a different aspect of the pitch, rehearsing it, and giving it before the class. This pitch will include the business story, the problems the product solves and basic financial projections investors will want to hear. You will have the opportunity to elaborate on how each module will contribute to the final project. We are going to take a modular approach to course development. Each module will be a self-contained unit, but we want to make sure that each module contributes to the overall course narrative to create a purpose driven course design. In addition, we want to make sure that what the student takes away from each module contributes to the learning & developmental goals that we established for the course. We are going to suggest that your think in terms of developing six modules. Each BiP course is offered over 7 or 14 weeks. A portion of the time needs to be set aside for a course introduction or other elements such as a final presentation. This is why we have standardized on 6 modules. For those of you teaching over 14 weeks, we still would like you to think in terms of six modules, but that each module will be covered over two weeks (instead of one). I would like to have a whiteboard or some tech that allows the class to add ideas so we can all see them for discussion. Collaboration This course is structured in a way for students to build on their skills of critical thinking, leadership, and dealing with ambiguity. Students will be given data from real companies and be asked to implement a solution to a problem. This will require the students to reflect on knowledge from previous core curriculum, current events, and new tools and technology. This course will focus on sustainability and how it relates to Procurement by granting students the freedom to be innovative and creative while creating a professional presentation and business plan at the end of the semester. The final project is still being considered, but I have two ideas. Before I discuss that, I want to reiterate that the first 2/3 of the course will be building a qualitative and quantitative view of the economy and broad asset classes. In the first third section of the course, the students will understand specific economic data releases from mostly a qualitative view (there will be some quantitative aspects). In the second third, the students will then learn how to estimate a business cycle. This will be quantitative. So, the two ideas are as follows: You will have the opportunity to elaborate on how each module will contribute to the final project. We are going to take a modular approach to course development. Each module will be a self-contained unit, but we want to make sure that each module contributes to the overall course narrative to create a purpose driven course design. In addition, we want to make sure that what the student takes away from each module contributes to the learning & developmental goals that we established for the course. We are going to suggest that your think in terms of developing six modules. Each BiP course is offered over 7 or 14 weeks. A portion of the time needs to be set aside for a course introduction or other elements such as a final presentation. This is why we have standardized on 6 modules. For those of you teaching over 14 weeks, we still would like you to think in terms of six modules, but that each module will be covered over two weeks (instead of one). -News articles (WSJ, FT, NYT, etc.) CollaborationFirst Name Last Name Hannah Wirth Tentative Course Name xxx Course Narrative Final Project
Will your course include a final project? Yes Describe the final project Does each module contribute to the final project? No Modules
Create Module 1
Module 1 Title x1 Situation Task Action Result Reflection Final Project Contribution Create Module 2
Module 2 Title Situation Task Action Result Reflection Final Project Contribution Create Module 3
Module 3 Title Situation Task Action Result Reflection Final Project Contribution Create Module 4
Module 4 Title Situation Task Action Result Reflection Final Project Contribution Create Module 5
Module 5 Title Situation Task Action Result Reflection Final Project Contribution Create Module 6
Module 6 Title Situation Task Action Result Reflection Final Project Contribution Tech Tools
Select the tech tools you will use Microsoft Teams, FlipGrid, Mural Materials
List any general materials you have in mind Participation
Select the types of collaboration Individual First Name Last Name Jeff Stone Tentative Course Name Intentional Reporting: How to Craft a Purposeful Story Course Narrative Final Project
Will your course include a final project? Yes Describe the final project
o Half of the class will be given set/company #1, half will be given set/company #2
o Within each set, there will be 3 groups with each assigned a defined purpose for their presentation
Informative – Overview & analysis of business performance
Persuasive – Buy or invest
Persuasive – Sell/do not buy, or divest
o The goal is to show the different tactics and methods of presenting the same data for different purposes
o Teams will present their analyses and pitches to the class with direct feedback from peers
o Compare and contrast the effectiveness of the presentations and how each is received by the audienceDoes each module contribute to the final project? Yes Modules
Create Module 1
Module 1 Title Using Data to Inform the Audience Situation Basic, foundational knowledge for how data and metrics are used to present and inform the audience Task Data sets & identification of critical analytics, KPI’s; Putting together a cohesive analytics package; Crafting the story & real world examples; Presentations & class feedback Action Each class will be led off with either a pre-read example (sent out prior to class) or in-class case study/working session to discuss at the beginning of each class; The core material for that week will then be presented as a combination of lecture & overview along with group working sessions; Each team will have ~10 minutes to present their case studies and materials to the class with real-time instructor and class feedback; The goal is to get real-time practice with the aggregation and presentation of materials within the construct of that section’s material Result Basic knowledge for how information should be presented cohesively, using the most critical information to educate the audience within the construct of a specific business situation. Reflection Final Project Contribution Create Module 2
Module 2 Title Situation Building upon the first module to show how data can be manipulated to entice the audience to make a specific decision, call to action, persuasion, etc. Task Data sets & identification of critical analytics, KPI’s; Putting together a cohesive analytics package; Crafting the story & real world examples; Presentations & class feedback Action Each class will be led off with either a pre-read example (sent out prior to class) or in-class case study/working session to discuss at the beginning of each class; The core material for that week will then be presented as a combination of lecture & overview along with group working sessions; Each team will have ~10 minutes to present their case studies and materials to the class with real-time instructor and class feedback; The goal is to get real-time practice with the aggregation and presentation of materials within the construct of that section’s material Result Ability to manipulate data depending on the action they are looking for from their audience; use the data to tell a specific story; construct a cohesive argument for “why” a specific decision is the correct decision Reflection Final Project Contribution Create Module 3
Module 3 Title Capstone Presentations Situation Six groups of ~3-4 team members each will be assigned a set of data, reports, and related information to put together a presentation/pitch with a defined purpose (informative vs. persuasive); Half of the class will be given set/company #1, half will be given set/company #2; Within each set, there will be 3 groups with each assigned a defined purpose for their presentation: Informative – Overview & analysis of business performance, Persuasive – Buy or invest, Persuasive – Sell/do not buy, or divest; The goal is to show the different tactics and methods of presenting the same data for different purposes; Teams will present their analyses and pitches to the class with direct feedback from peers; Compare and contrast the effectiveness of the presentations and how each is received by the audience Task In-class presentations with real-time feedback from students Action In-class working time with instructor feedback, combined with more in-depth examples of what “good” looks like for these types of reports and presentations. Result Visualize how the same data can be used and presented in different formats depending on who their audience is or the action desired from the audience. Reflection Final Project Contribution Create Module 4
Module 4 Title Situation Task Action Result Reflection Final Project Contribution Create Module 5
Module 5 Title Situation Task Action Result Reflection Final Project Contribution Create Module 6
Module 6 Title Situation Task Action Result Reflection Final Project Contribution Tech Tools
Select the tech tools you will use Materials
List any general materials you have in mind Participation
Select the types of collaboration Teams First Name Last Name Yanni Karalis Tentative Course Name Embedding Speed & Agility in the Technology Buying Process Course Narrative Final Project
Will your course include a final project? Yes Describe the final project Does each module contribute to the final project? Yes Modules
Create Module 1
Module 1 Title Introduction to Technology Sourcing, Procurement & Vendor Management Situation We come into an organization to build and develop a technology sourcing capability. We need to be clear on the foundation we need to build, the roles, the responsibilities and identify our key stakeholders Task Understading the role of technology sourcing within an enterprise Action Create a RACI Chart Result Understand the role, where it fits in an enterprise and the obstacles they will face Reflection Final Project Contribution Roles and Responsibilities for Technology Sourcing Create Module 2
Module 2 Title Situation We want to implement a new process, how are we going to build rapport, support and drive the necessary changes? Task Communication Plan Action One Page Communication Plan Result Targeting key stakeholders who will support them and their change project on a continuous basis Reflection Final Project Contribution Communication Plan Create Module 3
Module 3 Title Introduction to the Agile Sourcing Process- Step 1 Situation We need to get together with our stakeholders to discuss project requirements for the SaaS solution we need to buy, how can we do that? what should we gather in terms of information? Task Gather outcomes based requirements Action Complete a Use Case Template with all the priorities the business has from an outcome perspective & Identify the vendor who can potentially meet the expectations Result Know what we are trying to achieve and which companies can potentially meet our expectations Reflection Final Project Contribution Step 1 Of the Agile Process Completed Create Module 4
Module 4 Title Step 2- How to perform an Effective Due Diligence- The Value of Cybersecurity Assessment Situation We now have a vendor list with all kind of vendors. We need to take a risk approach to assess vendors and decide if we want them involved in the product evaluation Task Perform an Effective Due Diligence Action Complete the Cybersecurity Assessment & Financial Health Assessment of the Vendors Result Eliminate Vendors that don’t meet the organization’s risk appetite Reflection Final Project Contribution Step 2 of the Agile Process Completed- Final Vendor List Create Module 5
Module 5 Title Step 3- Product Evaluation Situation It is now time for the vendors to present their solutions. We need to facilitate the evaluation process based on the use cases from Step 1 Task Organize the Vendor Demos, Prepare the communication, manage the calendars and communicate the process of evaluation Action Connect with the vendors and set up the demos, create the evaluation spreadsheet, request client references to determine if onsite visits will take place as well Result Decide on the final vendor or vendors that will participate in the final negotiations Reflection Final Project Contribution Step 3 Completed- Final cut of vendors that don’t meet expectations Create Module 6
Module 6 Title Step 4- Vendor Negotiations Situation We have decided on who we want to negotiate with. We have to build our negotiation strategy, who do we need to be involved? what information do we need? how do we eliminate risk? Task Single Page Negotiation strategy and priorities Action Complete the Negotiation Strategy Document Result Facilitate a contract negotiation Reflection Final Project Contribution Process Completed and Contract Signed Tech Tools
Select the tech tools you will use Microsoft Teams Materials
List any general materials you have in mind Participation
Select the types of collaboration Teams First Name Last Name David Best Tentative Course Name Designing Immersive Executive Experiences Course Narrative Final Project
Will your course include a final project? Yes Describe the final project
– Students select an industry that interests them and select an experience type. Students can then develop the different components to the experience and create an experience plan and/or select a functional role on the experience team. This allows a “choose your own adventure” type of scenario and hopefully create a flexible but immersive experience tailored to the student’s specific interests. Each student in each group will present their plan at the end of the course.Does each module contribute to the final project? Yes Modules
Create Module 1
Module 1 Title Intro + Overview to Executive Experience Design Situation Look at Executive Experience Design at a high level, types of audiences (C-Level, etc) , programs (Content vs. Hospitality; B2B vs. B2C), how they are segmented and differentiated. Task Research audience types, research companies, research functional roles in executing Executive Experience programs. Action Flipgrids, Polls, Class discussions Result Learnings the Who, What, Where, and Why Reflection Execute self discovery into what types of roles, companies and programs they would be interested in exploring Final Project Contribution Do the pre-work for group project assignments Create Module 2
Module 2 Title Situation Students will be assigned to a group and a function and work to develop the different components to their group’s experience. Task Create and present an experience plan for their functional role on the experience team. Action Work with the group to determine the experience they will produce as a team. Result Hands on guided learnings about the subject matter along with best practices from their peers and from industry experts. Reflection Compare and contrast different approaches Final Project Contribution Individual function plan for overall experience team Create Module 3
Module 3 Title Experience Plan Evolution and Resilience Situation Team project curveball – Murphy’s Law crisis week – how can they pivot to overcome challenges to ensure success executing their experience. Task Updated experience plan for their functional role on the experience team. Action Work with the group to determine how to overcome the new challenges and execute their best possible experience as a team. Result Work together to troubleshoot and learn best practices in overcoming challenges that will present themselves. Reflection Reflect on situational awareness and critical thinking overcoming the curveball Final Project Contribution Updated experience function plans Create Module 4
Module 4 Title Final Group Presentations Situation Task Action Result Reflection Final Project Contribution Create Module 5
Module 5 Title Situation Task Action Result Reflection Final Project Contribution Create Module 6
Module 6 Title Situation Task Action Result Reflection Final Project Contribution Tech Tools
Select the tech tools you will use Microsoft Teams, FlipGrid, Still researching Materials
List any general materials you have in mind Participation
Select the types of collaboration Individual, Teams First Name Last Name Beth LaMontagne Hall Tentative Course Name Business Storytelling Course Narrative Final Project
Will your course include a final project? Yes Describe the final project Does each module contribute to the final project? Yes Modules
Create Module 1
Module 1 Title What is storytelling? Situation At their most basic, stories are told in 3 acts, beginning middle and end, with an introduction to a persona nd situation, a problem is introduced and then a solution. We talk about this as it relates to film, TV and how it translates into business messaging. Task Have students interview each other about the most influential moment that led them to want to go into business. Try to gather information that hits on the 3 parts of a story. Action Students create a story outline that summarizes the other student’s story in 3 acts. Result They are using a real-life experience and trying to analyze it in the form of a story. They are also prepping for the next assignment when they write the story. Reflection This is a chance to make sure they are on the right track – have students from different groups volunteer to share their outline for feedback. Final Project Contribution Gives students practice in hearing information, trying to analyze it in the form of a story and then create a compelling story from that information. Create Module 2
Module 2 Title Situation This module will focus on the Hero’s Journey and how various story archetypes and plot lines are inherently relatable and create connections. Task Taking the outline from module 1, students will reinterview students and then use concepts from the Hero’s Journey to flesh out the story into a more compelling narrative. Action Students will take their outline and write a 1 page retelling of the student’s story. Result They will work on revisions, work on listening skills, and work on writing skills. Reflection Students will have a chance to provide feedback to the interviewer about accuracy. They will also get feedback on how well they hit the marks of the 3 acts and the Hero’s Journey. Final Project Contribution Building on storytelling concepts that will be key to planning and writing the final project. Create Module 3
Module 3 Title Storytelling for Business Situation Students will take what they learned about stories and talk about how this works in marketing and business messaging. Task Focus on identifying audience, pain points, challenges and questions Action Using a sample business, students will work in groups to identify the company’s target audience and their pain points/challenges. Result The focus will be on gathering information needed to craft the story that will address the business need. Reflection Once groups identify the audiences and pain points, we will share the information together and discuss. Final Project Contribution Identifying audience and pain point will be a key aspect of crafting the final project’s style and messages. Create Module 4
Module 4 Title Storytelling channels for business Situation You’ve got a story, and audience, and challenges to solve. Now where do you tell this story and how does it change depending on the channel Task Students will examine some good and bad storytelling for business and discuss what works and what doesn’t Action Working in groups, sudents will then create a sample social media campaign that tells a sample business story, also speaking to the right audience and addressing challenges. Result Students will have three social media posts with images and links that can tell the story in a way that’s appropriate for that channel. Reflection Groups will share the campaign in class and we can discuss what works and what doesn’t. Final Project Contribution Uses all the concepts learned thus far, while also getting students to think about how to distill larger business messages into attention-grabbing bites. Create Module 5
Module 5 Title Branding and language Situation This module will focus on subtle storytelling and design techniques that drive home messages and helps customers make connections – either explicitly or subconsciously. Task Students will learn about word usage, emphasizing action verbs, calls-to-action, copywriting techniques, how colors and design play into messaging, and review examples, both good and bad. Action Revisiting the social media posts for the sample business and working in groups, students will provide revised copy and branding feedback for the sample company. Result Presenting in groups, students will offer their revisions to the class. Reflection The goal is for them to see that it’s not just words and messages, but how they are presented and constructed — as well as the importance of succinct copy. Final Project Contribution With a timed presentation before them, students will use copywriting tips from this module to fine-tune their scripts. Create Module 6
Module 6 Title Storytelling before a live audience Situation This module will introduce the final project, script writing concepts and public speaking concepts Task Students, working in groups, will need to present a pitch for a sample business to investors. We will discuss the audience, the pain points they will need addressed and how these concepts can be presented in a 3 act style story or in a Hero’s Journey style story. Action Students will learn some tips on public speaking, how to write for a speech or presentation, and will watch some examples of successful public speakers/product presentations. Students will first outline the presentation and then practices within the group, dividing up the presentation between the students so each offers a portion of the material orally. Result Students will each have 1-2 minutes of speaking time to present their part of the story, but will also be awarded credit based on how well each individual part connected with the next. Reflection Students will have an opportunity to discuss how they think they did and how others did. Final Project Contribution It’s the final project Tech Tools
Select the tech tools you will use Materials
List any general materials you have in mind
Also would like to discuss means for providing written assignments.Participation
Select the types of collaboration Pairs, Teams First Name Last Name Alex Spitz Tentative Course Name Macro Strategies Course Narrative Final Project
Will your course include a final project? Yes Describe the final project
1) Develop an investment strategy, or what’s called a backtest. With the understanding from the first two sections, students should take their quantitative view of the business cyclce, understand how specific asset classes perform in each stage of the business cycle, and develop/test a strategy from a historical lens. They will create a portfolio consisting of specific asset classes and their goal will be to beat a portfolio of holding 50% equities and 50% bonds.
2) Present themselves as macro strategists. A macro strategist, ultimately, visits clients and speaks with media about their views on the economy and markets and where things are headed. So, pairing the first two sections of the course, the students will be tasked to give a viewpoint on the economy and markets and provide their estimate on where the US is heading over the next six months.
In either project, they would give a presentation.Does each module contribute to the final project? Yes Modules
Create Module 1
Module 1 Title Data analysis 1 Situation Data get released: GDP, personal spending, personal income & savings, PCE inflation Task In modules 1-4, four data releases are covered. Students will be split into four groups covering each data release. The deliverable is a presentation discussing each data. They should treat the audience as if they’ve never heard of these data before. So, they should discuss where the data come from, describe what the data is meant to capture, and communicate the results of the report using graphs and tables, which also includes a historical context. Action 1) The students will present their deliverables in a presentation that should take ~15 minutes. 2) Meanwhile, I would have provided the class materials (tv interviews, news articles, etc.) that are related to each data release. This will help to have a group discussion on what all the data are telling us for the economy and markets.. Result They understand each data release as a small piece to the overall economy. Reflection Presentation skills and ability to tell a story from the data. Moving onto modules 2-4, I expect students to grow in this regard. The purpose is to digest the data and explain what it all means, so I will be looking out for historical contexts, accuracy, and being able to see both good news or bads news in a report. Final Project Contribution 15% Create Module 2
Module 2 Title Situation Data get released: FOMC press conference & summary of economic projections, employment cost & wages, payrolls, unemployment & labor force Task See module 1 Action See module 1 Result See module 1 Reflection See module 1 Final Project Contribution 15% Create Module 3
Module 3 Title Data analysis 3 Situation Data get released: PMIs, building permits and housing starts, small business confidence, home building & housing affordability Task See module 1 Action See module 1 Result See module 1 Reflection See module 1 Final Project Contribution 15% Create Module 4
Module 4 Title Data analysis 4 Situation CPI, PPI, retail sales, industrial production Task See module 1 Action See module 1 Result See module 1 Reflection See module 1 Final Project Contribution 15% Create Module 5
Module 5 Title Intermediate Project and Data Analysis Situation We have an understanding of economic data based on weekly releases, what does it all mean and can we synthesize it in a comprehensive way? Task Construct a model that estimates the business cycle and present it. Using this model, identify the stages of the business cycle: expansion, slowdown, contraction, and recovery. In each stage of the business cycle, statistically test asset class performance. Action The activities in class will be going over other models, but mostly be similar to Modules 1-4. At this point the students know the data, but that doesn’t mean their done with it. Those same economic releases covered in the first four modules will continually be released and I expect students to provide (shorter) updates on those releases). Assignments will be reading based – they will be given a handful of papers that estimate the business cycle in a non-rigorous way. A basic statistics pre-requisite will be all that is needed. I will ask them each class to submit to me a draft and progress reports in preparation got an overall presentation on their model. Result They build from their qualitative understanding of each component of the economy and construct their own measure that captures where we are in a business cycle. Reflection Feedback will largely come in the form of guiding them through their business cycle model and asset class testing. Identify weak spots or areas that students aren’t grasping and point them in the right direction. Final Project Contribution 40% Create Module 6
Module 6 Title Situation Task Action Result Reflection Final Project Contribution Tech Tools
Select the tech tools you will use Microsoft Teams, If possible, a Bloomberg terminal would be great. Materials
List any general materials you have in mind
-TV interviews (CNBC, Bloomberg, etc.)Participation
Select the types of collaboration Teams
