busadm #3632 consulting immersion lab (cil) course ...€¦ · taobao: reinventing (e-)commerce...
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BUSADM #3632 – Consulting Immersion Lab (CIL)
Course Syllabus v1
Spring, 2018
Fisher College of Business
The Ohio State University
Professor Information
Dr. Mark J. Sullivan, Ph.D.
313 Fisher Hall
Email: [email protected]
Teaching Assistant: 3:30-5:30pm
Josh Kuhlman, Co-Faculty
Part II of a Two Part, Year-Long
Experiential Learning Curriculum
Course Information
Thursday, 3:30-5:30pm
Sections: 4490 & 4777
Fisher Hall - 800
Thursday, 5:45-7:45pm
Sections: 4601 & 4778
Fisher Hall - 800
Office Hours
Tuesday: 12:00 – 1:30 pm
Thursday: 1:30-3pm
Teaching Assistant: 5:45-7:45pm
Evan Trainer, Co-Faculty
Spring, 2018 Part II: CIL/Consulting Immersion Lab Course Features
11 Week Project Lab w/ market-facing clients; Team-based Executive Coaching, , Consulting Executive Guest
Lectures, Customer Clinic which includes C-Level Buyers, Case Analysis Symposium, Spring Chicago
Business Trips to Leading Consulting Houses, and an adapted McKinsey Consulting Project Mgmt.
Methodology
NOTE: There are two class sections of #3632 (Consulting Immersion Lab/CIL Course): One that meets Thursday, 3:30-5:30pm and
the other section right after, in the same location, Fisher Hall, at 5:45 – 7:45pm. Please be attentive to which section and time you are
in.
Course Description:
The Spring curriculum is an action-based, experiential learning approach working with sponsors, stakeholders,
customers, employees and managers in varied roles with varied interests and capabilities. The 11 week project
is embedded in a broad range of organizations within the central OH region. Student consultants will
collaborate with client organizations on best ways to work (i.e. frequency of on-site versus remote); as well as
developing a charter, work-plan / schedule, set of deliverables, interim and summary report with options and
recommendations to be presented to their client leadership.
Regardless of setting, the learning will focus on identifying and analyzing organizational problems; developing
and implementing relevant information-gathering mechanisms; and creating options and recommendations to
address desired value. Specifically, the more finite project management requirements to apply in the consulting
engagement include:
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CPMG: Consulting Project Management Guide (To be used in Autumn and Spring Consulting Projects)
1) Problem Statement: Understanding, developing, and framing the real problem
2) Issue Diagnostic: Decomposing key questions in separate lines of inquiry; Developing an issue tree
3) Storyboard: Developing a logical flow for arguments; Beginning with the end in mind
4) Work Plan: Creating a plan with key milestones, task, timeline, risk factors and progress indicators
5) Interviews: Gathering research from primary and secondary sources
6) Insight: Synthesizing and creating insights from data; Developing a story
7) Qualitative Insights: Presenting data and themes to address interaction effects or tacit but significant
trends
8) Quantitative Insights: Presenting data and insights visually: tables, graphs, charts
9) Story-Selling: Crafting key messages and themes in a compelling storyboard fashion
10) Tools & Templates: Use of problem statement worksheet, issue diagnostic template, storyboard
template, work plan template, interview guide template, synthesized interview notes template
In addition to reinforcing our above primary project methodology from the Autumn semester, each team will
need to incorporate key concepts from the new additional value proposition design (VPD) methodology for the
Spring Capstone project. This will build as both a complement and subset to the (CPMG) project methodology
used in the Autumn project.
The Spring Track continues in a more complex and accelerated fashion than in the Autumn Track. Similar, yet
different, there is a focus on how best to identify, align or address organizational mandates, competing interests,
cultural norms, resource constraints, process grid-lock and/or change dynamics with client interests. The intent
is on thinking clearly, simply and thoughtfully to address issues while solving a real problem. Yet, given the
enlarged scale it will feel vaguely familiar yet seemingly very different in working in a bigger, but perhaps
more ambiguous space. The aim is for teams to craft a meaningful solution path that addresses the client
opportunity through a set of actionable recommendations (for potential near term implementation and benefit).
VALUE PROPOSITION DESIGN: (VPD)
You will need to demonstrate key concepts, models and frameworks from the VPD in the Spring Capstone
Client Project. The VPD topics include the following:
Canvas: Customer Profile (p10) ~ Value Map (p26) ~ Fit (p40)
Design: Prototyping Possibilities (p76) ~ Starting Points (p86) ~ Understanding Customers (p106) ~ Making Choices (p120)
Finding the Right Business Model (142) ~ Designing in Established Organizations (158) ~
Test: What to Test (p188) ~ Testing Step-by-Step (p196) ~ Experiment Library (p214) ~ Bringing It All Together (p238)
Evolve: Create Alignment (p260) ~ Measure & Monitor (p262) ~ Improve Relentlessly (p264) ~ Reinvent Yourself Constantly (p266)
Taobao: reinventing (E-)commerce (p268)
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The course is structured into student consulting business teams. Each of the teams will meet with their client
organization every week for 1-2 hours. Additionally, the teams will meet on their on; as well at Thursday
afternoon/evening class for two hours (i.e. either in the Thurs 3:15-5:15pm class or in the 5:30-7:30pm class).
Weekly classes will dedicate a large portion of their class time to working on their project. However, 20-30
minutes of each two-hour class also will focus on relevant best practice content and discussion from both the
Project Management Tool-kit and VPD (Value Proposition Development). Additionally, teams on occasion will
need to meet for additional work sessions to address deadlines for either their interim and/or final summary
report to their client and class.
Finally, it is each of the individual team leads and team members that are responsible for the relationship, value
delivery and satisfaction of the client. The Faculty’s role is to create and guide the learning experience; the
student’s role is to observe, engage, develop, adjust, deliver and learn from each other and the client. Sixty
percent of the grade is based on the project. Thirty percent is based on class participation; and ten percent based
on individual book report to the class, based on an assigned section.
Learning Objectives: Year-Long Focus 1. To develop the capacity to identify presenting and underlying problems in varied direct/in-direct forms,
levels and locations. To craft a problem statement; and shape a related value proposition, solution
path and set of actionable recommendations.
2. To gain a clear understanding of strategic ways to use project management best practices to address a
broad range of client issues and opportunities for effective execution.
3. To identify and manage expectations of clients, team members and course faculty at the beginning,
middle and end of the project. Understand client engagement, relationship management and
communication strategies.
4. To address (individual, team and organizational) conflict and operating constraints in a constructive
manner.
5. Build functional ability to conduct applied research and select business analytic tools for addressing
options for clients (i.e. root cause and data analysis).
6. Understand and practice analytical skills and methods as applied in a variety of organizational
challenges
7. Be educated and skilled on the critical nature of proposal presentation and delivery techniques and
approaches for multiple levels and types of clients
8. To develop enough experience and insight to be able to reflect on readiness and interest level of being
a professional consultant or position in a related capacity (e.g. internal service consultant, internal
functional generalist, or OD/ Organizational Development specialist, involved in cross-boundary work)
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Required Materials: For Consulting Immersion Lab Class the following is required for the Spring semester:
o ISBN # 978-1-118-96805-5: Alex Osterwalder, et.al. (2014) Value Proposition Design. Hoboken, NJ: John Wiley &
Sons
Along with the above, will be a rich collection of real client experience and consulting industry guest expertise and slideware that will further supplement the reading collateral.
Course Expectations:
Each of us is responsible for the success of this class. I have designed the course to maximize learning and I am
committed to creating a positive learning environment in the classroom. What you get out of the course is,
however, ultimately up to you the consulting student. Therefore, regular attendance throughout the semester is
critical. Keep up with the readings. Engage in regular introspection and apply the course material to your own
experiences. Come ready for class.
Also, as customary, I fully expect a high level of courtesy and professionalism in the classroom with peers and
in interactions with the external speakers, and on client-sites. This includes interactions during presentations,
and in any outside classroom events (work, social gatherings or otherwise). As an aside, if you come in late to
class or a client meeting, be sure that you do so in a way that does not distract your peers, clients or guests.
When you’re here, be here. Discussions in class, team or client meetings can only be fueled by those
individuals that are ready to ask relevant questions, provide feedback (objective, on topic, connective) and
influence/defend their positions with logic and facts – just as you will have to do in a corporate environment.
In summary, this course is for your benefit and development and you will get the most out of the course (and
ultimately be most successful) by making it relevant to your own life situation. If we both do our parts, this
course will make a difference for you and be a positive learning experience for all of us
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Grading: Individual Course/Class Participation 30% Homework Assignment: In-Class Teach-Back 10% Mid-Term Team Project Presentation 20% Final Team Project Presentation 40%
Attendance Policy: Students are expected to attend all consulting immersion activities and classes. Remember missing class translates to missing highly important knowledge and thoughtfully structured experiences, which are essential to master for consulting. Missing the interactive exercises are impossible to make up. However, you are allowed one “free” pass. All other absences will be excused only in the case of health problems (doctor’s note required) or significant life events (e.g. death in the family). Unexcused absence will result in reduction of points from the final course grade. Cell phone use: Demonstrating good judgement in when and why to use your cell phone is required. Cell phone usage may prevent full in-classroom or client engagement and focus, and may be an overall distraction. During breaks or outside of classroom or client meetings, there is no problem on use of phones. Bottom-line, thoughtless, excessive/ distracted use of a cell phone, will lead to reduced course participation points. Screen Use: Screens of any kind is allowed in the classroom for class related activities - only (taking notes or presentations). You may occasionally be asked to post your notes to a Canvas drop box for instructor review as well as be called upon during class to lead a topic recap. You will want to take quality notes for future reference. Course Participation: Class, Team and Client Given that class participation is 30% of the overall grade, each student should be fully prepared each week for whatever is asked of them: The weekly classroom topics and content will be thought provoking, but bringing all this “to life and reality” can only come from having candid, detailed dialogues and readily sharing viewpoints and perspectives. Participation does not mean you need to be the dominant force in the classroom, but it does mean that you need to come prepared with the right “mindset” to add value and thought leadership during each conversation to maximize the groups and your personal learning experience. You should come prepared with a series of well thought through key points you would like to make based upon the dynamics and flow of the classroom dialogue. Guest lecturers will leave plenty of time at the end of their lecture/discussion for questions and as a result the students need to be actively listening and engaged during the presentation. Over time, it is expected you will stretch in new ways in demonstrating thoughtful questions, summarizing experiences and observations, spontaneously addressing challenging scenarios in a thoughtful manner, engaging constructively in group and team dialogue. The intent is to grow your capacity to “think-on-your-
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feet”; to quietly listen and observe; to quickly analyze for patterns and practices - for meaningful information and insight; to authentically support and challenge others for individual and collective benefit. Academic Integrity:
This is an important area that is taken seriously by me and hopefully by you. Without personal and academic
integrity there is little we can be proud of as an individual or as an institution. The Ohio State University and the
Committee on Academic Misconduct (COAM) expect that all students have read and understand the
University’s Code of Student Conduct, and that all students will complete all academic and scholarly
assignments with fairness and honesty. Students must recognize that failure to follow the rules and guidelines
established in the University’s Code of Student Conduct and this syllabus may constitute “Academic
Misconduct.”
The Ohio State University’s Code of Student Conduct (Section 3335-23-04) defines academic misconduct as:
“Any activity that tends to compromise the academic integrity of the University, or subvert the educational
process.” Examples of academic misconduct include (but are not limited to) plagiarism, collusion (unauthorized
collaboration), copying the work of another student, submitting the same or similar work for credit in more than
one class, and possession of unauthorized materials during an examination. Ignorance of the University’s Code
of Student Conduct is never considered an “excuse” for academic misconduct, so you need to review the Code
of Student Conduct and, specifically, the sections dealing with academic misconduct.
If I suspect that a student has committed academic misconduct in this course, I am obligated by University
Rules to report my suspicions to COAM. If COAM determines that you have violated the University’s Code of
Student Conduct (i.e., committed academic misconduct), the sanctions for the misconduct in this class could
include a failing grade for the course, disciplinary probation, suspension or dismissal from the University. If
you have any questions about the above policy or what constitutes academic misconduct in this course, please
contact me or review the Code of Student Conduct http://studentlife.osu.edu/csc/." Please do not even think of
testing me or your fellow colleagues on the seriousness of the Code and the consequences thereof.
Disability Services:
“Students with disabilities that have been certified by the Office for Disability Services will be appropriately
accommodated and should inform the instructor as soon as possible of their needs. The Office for Disability
Services is located in 150 Pomerene Hall, 1760 Neil Avenue; telephone 292-3307, TDD 292-0901;
http://www.ods.ohio-state.edu/.”
Key Elements to the Fisher Consulting Immersion Lab
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Client
Communications
Workshop
Case & Team Presentations
Accenture
Engagement
Life-Cycle Customer
Lab: C-Level
Buyers
McKinsey
Case Analysis
Presentations
Skills Clinic
Tableau
Visual Tool
Training
Deloitte
Opportunity
Mapping
Navigator
Senior
Consulting
Mentoring
Accenture
Project
Management
Methods
FCOB
Business
Analytics
Tools
Weekly
Teach-Back
Peer-to-Peer
Deloitte
Client Needs
Analysis
Alumni Panel
Team Leads
Applied
Research
Signature
Capstone
Consulting
Projects Life-
Cycle
Chicago Spring
Consulting
Industry Trip
Project
Management
Life-Cycle
Visit to
Accenture
Global
Corporate U.
Earnst &
Young
Go-To-Market
Strategy
Case
Coaching Lab
Case
Coaching Lab
PWC Deal
Transactions
OSU ERP
Strategy
Part I:
Autumn 7 Week Consulting
Projects Focus On Non-Profit,
Family Business, Government,
Faith-Based, and Military
Organizations
Part II:
Spring 11 Week Signature
Capstone Consulting Projects
Focus on Commercial, For -
Profit Organizations
Commercial
Consulting
House Field
Visit & Exec
Biz Social
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Spring Course #3632 Outline OSU Fisher Consulting Immersion Lab (CIL)
Week
Lecturer Topics
Learning Objective Summary
Readings, Report Outs and Discussion Topics
#1
(1/11)
Sullivan
Kuhlman Trainer
Course introduction and expectations.
Review highlights of Autumn Semester – Discussion
Johari Window
Preview preferred project team opportunities
Sign up for VPD reading (in dyads) for in-class book report and due date
Alumni Panel: Former Spring Student Project Team Insights
Review of course topics, objectives, expectations and project mgmt. approach.
Awareness of key behaviors for cultivating impact and opportunities.
Review course material
CPMG (Consulting Project Mgmt. Guide)
VPD (Value Proposition Design)
Project Client-Sites & Teams
Sample Client Presentation
Teach-Back Assignments
Johari Window
Tableau pre-read
#2
(1/18)
Kuhlman
Trainer
Tableau
Co. Sales Rep
Confirm Project Team Assignments
Visual Basic, Diagnostic, Analysis, and Graphics
Clarify team and client roles and assignments
Review of key fundamentals for applying visual tools for consulting analysis and interpretation
Data analytics Predictive practices
Trending
#3
(1/25)
Sullivan
Sponsors
Project Sponsor Kick-Off Welcome and Overview
Client-Team Working Session
Highlight features of capstone project team partnership
Understand Sponsor interests, scope, expectations and operating conditions
Client industry knowledge, business
practices and management imperatives
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#4
(2/1)
Team
Sullivan Kuhlman Trainer
Project Week #1:
VPD Canvas Teach-back
Team Work Session: Problem Statement, Issue Diagnostic, Goal, Scope
Team Debrief: In-Class
Develop understanding of client needs, issues, goals and challenges
Confirm areas to research
CPMG
o Problem Statement
VPD: Canvas o Customer
Profile o Value Map o Fit
#5
(2/8)
Team
Sullivan Kuhlman Trainer
Project Week #2:
VPD Design Teach-back
Team Work Session: Storyboard, Prototyping
Team Debrief: In-Class
Demonstrate an emerging conceptual framework for creating an approach, process and outcome
CPMG
o Storyboard
VPD: Design o Prototyping o Starting Points
#6
(2/15)
Team
Sullivan Kuhlman Trainer
Project Week #3:
VPD Design Teach-back
Team Work Session: Customers, Choice Making, Work Plan
Team Debrief: In-Class
Deepen ways to translate client needs to addressable actions
Develop milestones, tasks, roles, due dates and status bar
CPMG
Work Plan
VPD: Design o Understanding
Customers o Making
Choices
#7
(2/22)
Team
Sullivan Kuhlman Trainer
Project Week #4:
VPD Design Teach-back
Team Work Session: Insights, Business Model – Value Map
Team Debrief: In-Class
Define structure (activity chain) to the relationship of value elements that will achieve profitable outcomes
CPMG
Qualitative & Quantitative Insights
VPD: Design o Finding the
Right Business Model
#8
(3/1)
Team
Sullivan Kuhlman Trainer
Project Week #5:
VPD Design Teach-back
Team Work Session: Key Themes, and Benefits to Organizational Arrangement
Team Debrief: In-Class
Deepen awareness to trade-offs and operating conditions while optimizing solution path
CPMG
Story-Selling
VPD: Design o Designing in
Established Organizations
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#9 (3/8)
Team
Project Week #6:
Mid-Term Team Presentations
-- 4 Teams --
Demonstrate capacity to provide crisp, compelling status; and to address questions in a constructive, high value manner
CPMG Tools and Templates
#10
(3/15)
Project Week #7:
Spring Break – No Class
Good time to consider analysis, interpretation or refinement of client presentation documents
#11
(3/22)
Team
Sullivan
Kuhlman Trainer
Project Week #8:
VPD Design Teach-back
Team Work Session: Testing Protocols – Path and Process
Team Debrief: In-Class
Establish an array of options and proof-of- concept that is defensible against “what-if” scenarios
CPMG
Tools and Templates
VPD: Test o What to Test o Testing: Step
by Step
#12
(3/29)
Team
Sullivan
Kuhlman Trainer
Project Week #9:
VPD Design Teach-back
Team Work Session: Testing Protocols – Path and Process; Integration, Synthesis
Team Debrief: In-Class
Clarify and confirm direction and steps for value path in operating construct (i.e. for go-to market if external; or process map if internal)
CPMG Tools and Templates
VPD: Test
o Experiment Library
o Bring It All Together
#13
(4/5)
Team
Sullivan
Kuhlman Trainer
Project Week #10:
VPD Design Teach-back
Team Work Session: Align, Refine, Stress-Test, Measure to Stated ROI
Team Debrief: In-Class
Document value and proof case with real operating conditions
VPD: Evolve o Create
Alignment o Measure &
Monitor o Improve
Relentlessly o Reinvent: Self,
e-Commerce
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#14
(4/12)
Team
Project Week #11:
Final Team Presentations
Use “7–Factor” Framework to demonstrate aligned value to impact
Use of CPMG and VPD Tools
#15
(4/19)
Team
Sullivan
Sullivan
Final Team Presentations (Cont. if needed)
Executive Presence; and Crucial Conversations Tools and Tips Course close-out and summary
Review of Key Engagement Practices That Make A difference
Reflect on key Learnings and Actions
Review Favorite Chapter Sections
About the Professor:
Dr. Mark Sullivan, an organizational psychologist, nationally recognized thought-leader and core MBA and
EMBA faculty member of the OSU Fisher College of Business, brings 25 plus years of industry and executive
educational expertise. He has held C-level, cross-industry leadership positions as an executive manager of a
$1B product portfolio, Dow 30 business incubator executive lead; sales and business development officer;
Fortune 50 consulting partner; chief talent officer; lead business negotiator and Pacific Rim expatriate for a
legacy G-1000 airline conglomerate; and advisor/coach to a broad range of senior executives.
His motivational speaking and consulting engagements include NASA, U.S. State Department, CIA, Soviet
Military Defense, Accenture, McKinsey, Honeywell, Battelle, United Airlines and Harvard Business School.
Additionally, he is writing a book called, “THRIVE: When Trouble Visit! Being Your Best in Tough Times.” It
will be distributed by Kendall-Hunt Publishers in mid-2018.
About the Teaching Assistants:
Mr. Josh Kuhlman, Co-Faculty, is a senior Marketing and Operations Management major in the OSU Fisher
College of Business. He has been actively involved in a variety of on-campus student leadership positions,
study abroad and commercial internships. This past summer he interned for Nike in their Chicago offices on the
basketball brand. He was responsible for helping to bring to life Nike’s #Rise-Chicago movement, where the
focus was on attracting urban youth to adopt a more actively engaged, sporting life. His CIL Spring capstone-
signature consulting project last year provided strategic guidance in generating revenue and stakeholder
engagement for a major metropolitan-based leadership development initiative.
Mr. Evan Trainer, Co-Faculty, is a senior Finance major in the OSU Fisher College of Business. He is
involved in numerous Fisher organizations such as Buckeye Capital Investors, The Fisher Leaders Initiative,
and Scarlet & Gray Financial. He is a graduate of the Consulting Immersion Lab and served as a project lead for
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Mr. Evan Trainer, Co-Faculty, Continued
his client engagement. He has participated in multiple consulting engagements, case study and stock pitch
competitions. The objectives of these experiences have included developing marketing plans, strategy and
technology recommendations. He has work experience as a Project Management Intern for a mid-market
construction company, and as a Global Finance & Business Management Summer Analyst for JPMorgan Chase
& Co.