BA 200: Businesses & Leaders: The Positive Difference

Transcription

1 BA 200: Businesses & Leaders: The Positive Difference Faculty: Course Website: Laura Berdish Gwyneth Slocum Bailey Cindy Crawford Tammy Feldman Paul Kirsch David Hess (Winter B only) David Mayer Lynn Wooten Lecture Meeting Time: Discussion/Lab Meeting Times: Winter 2014 Mondays, 2:30 4:00pm, R1240 Section 2, Wednesdays, 2:30 4:00pm, R1240 Section 4, Wednesdays, 2:30 4:00pm, E1405 COURSE OVERVIEW Businesses and their leaders coexist with society and are both influenced by and influencers of societal issues. In this course, we explore the competing tensions of how business practices and leaders impact organizational performance as well as broader social outcomes across the private, public, and nonprofit sectors. We will look at social issues that arise from business operations that result in market failures and threats to common pool goods; how societal issues create space for business opportunities; and the leveraging of corporate resources to solve societal problems that create value for stakeholders and shareholders. In addition to studying the role of business in society, this course examines personal and professional responsibility. This will entail students examining the connections between personal values, career goals, ethical decision making, and moral courage. Also, students will reflect upon their responsibilities and contributions to the Ross community and the business profession, and develop personal plans to guide their actions. 1

2 The specific learning objectives for this course are: To enable students to understand the role of business within the larger global society from multiple perspectives. To provide a historical perspective that shows how businesses adapt to and influence society. To explore businesses as a vehicle for enhancing public prosperity and well-being. To examine the web of business relationships that includes stakeholders, such as suppliers, unions, customers, communities, shareholders, and regulators. To help students make sense of the world and their place in it by preparing students to use knowledge and skills as means for responsible and ethical engagement. To cultivate within students a sense of professionalism and leadership. To achieve these specific learning objectives, this course uses various experiential, action learning approaches through case studies, lectures, discussions, experiential exercises, videos, and guest speakers. The course assignments, such as team projects and integrative knowledge portfolios, facilitate and enhance student learning and development as responsible leaders. The role of the professor in this course is not to provide the answer, but rather to create an environment where students can systematically and collectively explore, examine, and experiment with ideas. The professor will facilitate this learning environment by encouraging critical thinking, analytical reasoning, discourse, and introspection. A key component of this course is the business communication unit. By working with professors and tutors, students will develop the following skills: Ability to communicate professionally by focusing on good writing mechanics, professional presentations, tone, audience, and credibility. Effective collaborative communication when working with a team to produce written assignments or oral presentations. Storytelling to an audience with a focus on business and career issues. Communicating business research and data to make persuasive arguments. COURSE DELIVERABLES & EVALUATION The overall course grade is a function of individual and group-based work. Component Individual / Team Grade Grade Value I. Class Contribution Individual 20% II. III. Integrative Knowledge Portfolio & Personal Development Plan Case Study of Business as a Societal Institute Individual 25% Team 30% IV. Homework Assignments Individual 25% 2

3 I. Class Contribution (20%) This course is structured in such a way that it will guide you and your peers along a journey of personal learning and development. To ensure a high quality learning experience for you and others, it is critical that you approach this course with a high level of openness and commitment. Many of the class sessions and course assignments will be experiential in nature, involving cases, real-time exercises, role-plays, and film studies. To facilitate your development, you will be asked to meaningfully contribute during and outside of class. Your overall contribution to class will be assessed based on the professor s opinion and input from your peers. Classroom time will be devoted to extensions, connections, and discussions of prepared materials. Please come ready to actively participate and contribute to class discussions. These discussions provide you the opportunity to practice speaking, persuasion, and listening skills all three of which are important leadership skills. Effective class comments may address questions raised by others, integrate material from this and other courses, draw on real-world experiences and observations, or pose new questions to the class. Class contribution also involves knowing when to speak and when to listen. Comments that are vague, repetitive, unrelated to the current topic, disrespectful of others, or without sufficient foundation are discouraged and will be evaluated negatively. Finally, for those of you who are less comfortable speaking in class, we encourage you to challenge yourself and speak up. Alternatively, if you the professors recent articles or news stories about topics related to class material, we will take that into account when evaluating your class participation. You can also the professors or your team your thoughts about any issues relevant to class. As part of your communication responsibility in this class, we ask that you check daily for course updates and materials. There is a no electronics policy in this class. Please do not turn on laptops or other electronic devices during class. II. Integrative Knowledge Portfolio & Personal Development Plan (25%) The Integrative Knowledge Portfolio will include the following deliverables: A welcome page that demonstrates the student s ability to capture the reader s interest and succinctly introduce the portfolio. A work showcase page that highlights the knowledge, skills, and insights gained from the group case study of responsible business practices. A philosophy statement page that demonstrates a student s ability to retrieve and articulate specific values, commitments, capacities, and sources of inspiration that underlie the student work and goals. A personal development plan that documents specific goals for your Ross experience and articulates an overarching sense of direction or purpose for work and life. A resume page. A more detailed description and guide to the integrative knowledge portfolio and personal development plan is available in a separate document (see CTools). 3

4 III. Case Study of Business as Societal Institution (30%) For this assignment, the class will be divided into teams of four to five students. Each team will write a case study and present a visual version of that paper to the class. The case study will entail an analysis of how a corporation (or organization) leverages its resources to solve a complex societal problem. The audience for this case is executives of a leadership team that have requested you to research how businesses can have a positive impact on society. A more detailed description and guide to the case study project is available in a separate document (see CTools). IV. Homework Assignments (25%) For several modules, students will be assigned a 1 2 page, single-spaced reflective essay. The topical areas will either be components that will eventually become part of the knowledge portfolio or will be based on simulations and other exercises that are part of the course syllabus. ACADEMIC HONOR CODE Personal integrity and professionalism are fundamental values of the Ross Business School community. This course will be conducted in strict conformity with the Academic Honor Code. The Code and related procedures can be found at The site also contains comprehensive information on how to be sure that you have not plagiarized the work of others. Claimed ignorance of the Code and related information appearing on the site will be viewed as irrelevant should a violation take place. Non-Ross Business School students taking the course should also familiarize themselves with the Code as they will be subject to the Code while in this course. DISABILITY ACCOMODATIONS If you think you need an accommodation for a disability, please let your professor know. Some aspects of the course, the assignments, the in-class activities, and the way we teach may be modified to facilitate your participation and progress. As soon as you make us aware of your needs, we can work with the Office of Services for Students with Disabilities to determine appropriate accommodations. We will treat information you provide as private and confidential. COURSE MATERIALS There is no textbook required for this course. Most assigned readings will be distributed in class or posted on C-tools. You are expected to complete the readings by the start of class the day they are listed below unless otherwise noted. 4

5 CLASS SCHEDULE & ASSIGNMENTS Week 1: Course Introduction Business & Society: The Positive Difference Lecture 1 (Monday, Jan. 13) Speakers: Lynn Wooten Intro to BA200 David Mayer on Ethical Leadership & Decision Making Tammy Feldman on Evolution of the Modern Corporation Reading: Is Capitalism in Trouble? (Freeland, Atlantic Mag., Dec. 2013); Ch. 7 (The Corporate Paradox ) from THE COMPANY: A SHORT HISTORY OF A REVOLUTIONARY IDEA (Mickelthwait & Wooldridge) Discussion Session (Wednesday, Jan. 15) Part I Case: The Washington Post: From Katharine Graham to Jeff Bezos Reading: Katharine Graham (HBS Case ); Letter from Jeff Bezos to WaPo Employees; Note for Students on Case Preparation and Analysis (WDI Note ) Part II Introduction to the Course Assignments Topics: Overview Creating an Integrative Knowledge Portfolio; Overview Developing a Case Study of Business as a Societal Institution Reading: Tony Hsieh, Zappos, and Las Vegas (NYTimes 10/21/12 & 7/4/13) Week 2: Martin Luther King, Jr., Day (Federal Holiday) Monday, Jan. 20 Discussion Session (Wednesday, Jan. 22) Part I Case: Ford Motor Company: The Turnaround Reading: Excerpts from AMERICAN ICON: ALAN MULALLY AND THE FIGHT TO SAVE THE FORD MOTOR COMPANY (Bryce G. Hoffman 2012) Prologue; Ch. 21; Mass Production & Vertical Integration at Ford in the 1920s (WDI ) Viewing: Video of Alan Mulally at Stanford (2011) Part II Integrative Knowledge Portfolios Reading: 101 THINGS TO DO BEFORE YOU GRADUATE (Patricia Hudak & Julien Gordon 2011) Read 10 of the 101 Things, focusing on ones that you would incorporate into your personal development plan or knowledge portfolio Week 3: Business and Society: The Market Economy Lecture (Monday, Jan. 27) Topic: What is a Market Economy? Speaker: Tammy Feldman Reading: Excerpts from Prologue and Conclusion, THE TRAVELS OF A T-SHIRT IN THE GLOBAL ECONOMY (Pietra Rivoli, 2nd ed. 2009); Ch. 1 (Capitalism: Marvelous, Misunderstood, Maligned) from CONSCIOUS CAPITALISM (Mackey & Sisodia, 2013) Listening: Planet Money/NPR Series on Economics of T-shirts 5

6 Discussion Session (Wednesday, Feb. 19) Part I Case: Value Chains in the Market Economy Reading: Note on the Value Chain: A Framework (WDI ); Note on Managing the Value Chain: Governance, Location, and Firm Scope Decisions (WDI ); Note on Exploring the Value Chain of Branded Fashion Goods (WDI ) Part II Integrative Knowledge Portfolios (working session) Due: Business Case Study Topic Week 4: Leadership and Ethical Decision Making: Leading with Values, Part I Lecture (Monday, Feb. 3) Speaker: David Mayer Reading: Ethical Breakdowns (Bazerman & Tenbrunsel, HBR 4/2011) Managing to Be Ethical: Debunking Five Business Myths (Trevino & Brown, ACADEMY OF MGMT. PERSP. 5/2004) Case: MBA Hackers Discussion Session (Wednesday, Feb. 5) Exercise: Values Assessment Homework Assignment #1 Due: Life Mapping Exercise Week 5: Leadership and Ethical Decision Making: Leading with Values, Part II Lecture (Monday, Feb. 10) Speaker: David Mayer Case: Sara Strong Discussion Session (Wednesday, Feb. 12) Topic: Knowing & Developing Your Strengths Reading: Managing Oneself (Drucker 2005), Harvard Business Review Assessment Due: StrengthsQuest: Discover and Develop Your Strengths in Academics, Career, and Beyond Week 6: Creating a Meaningful Professional Life Lecture (Monday, Feb. 17) Topic: Framing a Life Guest Speaker: Gwyneth Bailey Assessment Due: CareerLeader (Print out & bring results to class) Reading: Ch. 1 from WHAT YOU RE REALLY MEANT TO DO (Kaplan 2013) 6

7 Discussion Session (Wednesday, Feb. 19) Topic: Building a Career Reading: Building Sustainable Community (Juli Kaufmann, BBA 1991) (DIVIDEND, Spring 2013); Writing Her Own Playbook (Bess Barnes, BBA 2002) (DIVIDEND, Spring 2012); Honors the Past, Looks to the Future (Stephen M. Ross, BBA 1962) (DIVIDEND, Fall 2004); Sheryl Sandberg, An Inside View of Facebook (Newsweek, Oct. 13, 2008). In class Exercise: Preparing Questions for World Café Discussion Homework Assignment #2 Due: Intro to Me Statement Week 7: Designing Your Ross Experience: A World Café Discussion Lecture (Monday, Feb. 24) Facilitators: Ross BBA Juniors & Seniors Discussion Session (Wednesday, Feb. 26) Topic: Brainstorming a Business Case & Conducting Business Research Brainstorming Your Team s Business Case (Team Working Session) Homework Assignment #3 Due: Personal Development Plan SEMESTER BREAK: MARCH 1 9 Week 8: The Modern Corporation Challenges and Changes Lecture (Monday, March 10) Guest Speaker: Ford Motors Executive (David Berdish) Discussion Session (Wednesday, March 12) Part I The Future of Ford Case: Blueprint for Ford s Future (WDI ) Part II Business Case Studies (Team Working Session) Assignment Due (Friday, March 21): Integrative Knowledge Portfolios Week 9: Business and Balancing Goals: Corporate Social Responsibility Lecture (Monday, March 17) Topic: A Stakeholders Approach to Business Speaker: David Hess Readings: Managing for Stakeholders (Freeman, Darden Case UV6582, 2013); The Real Wal-Mart Effect (Ghemawat & Mark, Harvard Business Working Knowledge, Aug. 23, 2006); The Unexpected Effects of Wal-Mart Coming to Town (Tuttle, Time, June 4, 2012); Strategy and Society: The Link between Competitive Advantage and Corporate Social Responsibility (Porter & Kramer, HBR, Dec. 2006); 7

8 Discussion Session (Wednesday, March 12) Exercise: Turning Gears Ethics Simulation (Scenarios 1 2) Week 10: Business and Society Lecture (Monday, March 24) Topic: Detroit & Business as a Societal Entity Speaker: Lynn Wooten Reading: Building Sustainable Cities (Macomber, HBR, July-Aug 2013); Billionaire Dan Gilbert s 7.6 Million Square Foot Stake in Detroit (Maynard, Forbes, 2013); Rethinking the New Corporate Philanthropy (Sasse, Trathan & Colllins, Business Horizons, 2007) The Megacommunity Manifesto: Public, Private, and Civil Leaders Should Confront Together the Problem that None Can Solve Alone (Gerenscer, Napolitano & Van Lee, Business & Strategy, 2006). Assignment #4 Due: Turning Gears Ethics Simulation (Scenarios 1 4) Discussion Session (Wednesday, March 26) Part I Case: Costco and Wal-Mart Reading: Costco: The Cheapest Happiest Company in the World (Business Week, 2013); Managing the Ethical Implications of the Big Box: The Wal-Mart Effect (Brewer) from CASE STUDIES IN ORGANIZATIONAL COMMUNICATION: ETHICAL PERSPECTIVES AND PRACTICES (2nd ed. 2012). Part II Topic: Team Projects & Business Writing (Team Working Session) Week 11: The Modern Business World Lecture (Monday, March 31) Topic: What Do Entrepreneurs Do? Guest Speaker: Zell Lurie Institute Readings: The HBR Interview: Starbucks CEO Howard Schultz (Schultz & Ignatius) and Strategic Entrepreneurship: Creating Competitive Advantage through Streams of Innovation (Ireland & Webb), Business Horizon, Discussion Session (Wednesday, April 2) Topic: Making a Great Presentation (Team Working Session) Week 12: The Modern Business World Lecture (Monday, April 7) Topic: Business and the Base-of-the-Pyramid Guest Speaker: WDI 8

9 Readings: A Base-of-the-Pyramid Perspective on Poverty Alleviation (London, WDI, 2007); Serving the World s Poor, Profitably (Prahalad & Hammond), Assignment #5 Due: The Poverty Simulation Discussion Session (Wednesday, April 9) Assignment: Review of drafts reports & presentations (Team Working Session) Week 13: Lecture (Monday, April 14) Team Business Case Studies: Presentations Discussion Session (Wednesday, April 16) Team Business Case Studies: Presentations Week 14: Course Reflections Lecture 14 (Monday, April 21) Topic: The Last Lecture Speaker: Lynn Wooten Assignment Due: Business Case Study Reports 9