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Professor Pete [email protected]
This course engages in theory and practice in how leaders
communicate via social media and other forms of new media to
achieve business goals.
Students will evaluate emerging forms of leadership
communication in networked and community-driven organizations,
while strategically creating an online professional persona.
Section: 15164D (1.5 units)T 6:30pm to 9:30pm Spring 2021
(Online) Term 1
BUCO 536BUCO 536
BUCO 536BUCO 536Leading Leading
with Digitalwith DigitalCommunicationCommunication
-
GSBA-536: Leading with Digital Communication Spring 2021,
Tuesdays, 6:30 – 9:30 PST, Term 1
Instructor: Peter Cardon Office: ACC 403 Office Hours: Upon
request Zoom (for class and individual meetings)
zoom.us/j/670954534 Email: [email protected]
COURSE DESCRIPTION
This course provides theory and practice in how leaders can
communicate via social media and other forms of new media to
achieve business goals. The primary focus of the course will be how
leaders can communicate within organizations to build communities,
increase employee engagement, and increase innovation and
productivity. The course will also examine how leaders can use
social tools to communicate with external stakeholders. The use of
social tools and other new media will be examined in a variety of
contexts, including setting direction, managing change, and
responding to crises. A constant theme throughout the course will
be using new media to build professional credibility as a leader.
COURSE OBJECTIVES
Learning objectives for this course include the following:
1. identify how social tools and other new media impact
organizational communication; 2. evaluate emerging forms of
leadership communication in networked and community-driven
organizations; 3. communicate effectively via social tools and
other forms of new media; 4. explain how artificial intelligence
and other emerging technologies are impacting workplace
communication; 5. develop communication strategies that
incorporate appropriate communication channels to
meet various business objectives. COURSE MATERIALS
Required reading comes from the (a) BUCO 536: Leading with
Digital Communication (2021) coursepack and (b) articles posted to
Blackboard. The BUCO 536: Leading with Digital Communication (2020)
coursepack can be purchased directly from Harvard Publishing at the
following link: https://hbsp.harvard.edu/import/690908. The
coursepack is $45.12. If you haven’t purchased a Harvard Business
Publishing coursepack before, you will need register by creating a
username and a password. Once you purchase the digital coursepack,
you have the option to purchase a print version (not required).
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GRADING The target GPA for this course is 3.5. The final grading
breakdown is as follows: Item Points Possible Quizzes (5) 200 Short
Assignments (5) 100 Individual Project 250
Team Project 300 Digital Leadership Memo 50 Participation 100
Total 1,000
All these items are located in Blackboard. Descriptions are
provided there. TEAM PROJECT SLIDE DECK REPORT DUE: TBD EOD;
PRESENTATIONS: In Class on TBD You will research how an emerging
technology impacts leadership communication, organizational
communication, and/or team communication. In your presentation and
report, you should address issues such as the following:
• Description of the technology and how it differs with other
technologies that accomplish similar objectives
• Current adoption of the technology and projected use of the
technology in the future • Benefits of using the technology •
Challenges to adopting the technology for leaders and/or
organizations • Best practices in using the technology (with a
heavy focus on communication practices) • Approaches to gaining
buy-in from those who will use the technology
Your team project has two deliverables: (1) team presentation
and (2) team project annotated slide deck. Additional details will
be placed in Blackboard. INDIVIDUAL PROJECT DUE: TBD EOD You will
identify a communication challenge that is heavily influenced by
technology use. After researching this communication challenge, you
will create a slide deck report. More details will be provided in
Blackboard and in class. CLASS PARTICIPATION You are expected to
attend all Zoom class sessions and contribute during class. You may
also be asked to participate in several short activities throughout
the week. STATEMENT OF ACADEMIC CONDUCT AND SUPPORT SYSTEMS
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USC seeks to maintain an optimal learning environment. Students
are expected to submit original work. They have an obligation both
to protect their own work from misuse and to avoid using another’s
work as their own. All students are expected to understand and
abide by the principles of academic honesty outlined in the
University Student Conduct Code (see University Governance, Section
11.00) of SCampus (www.usc.edu/scampus or http://scampus.usc.edu).
The recommended sanctions for academic integrity violations can be
found in Appendix A of the Student Conduct Code. Students with
Disabilities: USC is committed to making reasonable accommodations
to assist individuals with disabilities in reaching their academic
potential. If you have a disability which may impact your
performance, attendance, or grades in this course and require
accommodations, you must first register with the Office of
Disability Services and Programs (www.usc.edu/disability). DSP
provides certification for students with disabilities and helps
arrange the relevant accommodations. Any student requesting
academic accommodations based on a disability is required to
register with Disability Services and Programs (DSP) each semester.
A letter of verification for approved accommodations can be
obtained from DSP. Please be sure the letter is delivered to me (or
to your TA) as early in the semester as possible. DSP is located in
GFS (Grace Ford Salvatori Hall) 120 and is open 8:30 a.m.–5:00
p.m., Monday through Friday. The phone number for DSP is (213)
740-0776. Email: [email protected]. Support Systems: Student
Counseling Services (SCS) - (213) 740-7711 – 24/7 on call Free and
confidential mental health treatment for students, including
short-term psychotherapy, group counseling, stress fitness
workshops, and crisis intervention.
https://engemannshc.usc.edu/counseling/ National Suicide Prevention
Lifeline - 1-800-273-8255 Provides free and confidential emotional
support to people in suicidal crisis or emotional distress 24 hours
a day, 7 days a week. http://www.suicidepreventionlifeline.org
Relationship & Sexual Violence Prevention Services (RSVP) -
(213) 740-4900 - 24/7 on call Free and confidential therapy
services, workshops, and training for situations related to
gender-based harm. https://engemannshc.usc.edu/rsvp/ Sexual Assault
Resource Center For more information about how to get help or help
a survivor, rights, reporting options, and additional resources,
visit the website: http://sarc.usc.edu/ Office of Equity and
Diversity (OED)/Title IX compliance – (213) 740-5086 Works with
faculty, staff, visitors, applicants, and students around issues of
protected class. https://equity.usc.edu/ Bias Assessment Response
and Support Incidents of bias, hate crimes and microaggressions
need to be reported allowing for appropriate investigation and
response.
https://studentaffairs.usc.edu/bias-assessment-response-support/
Student Support & Advocacy – (213) 821-4710 Assists students
and families in resolving complex issues adversely affecting their
success as a student EX: personal, financial, and academic.
https://studentaffairs.usc.edu/ssa/
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4
Diversity at USC – https://diversity.usc.edu/ Tabs for Events,
Programs and Training, Task Force (including representatives for
each school), Chronology, Participate, Resources for Students
Emergency Preparations This section is recommended but not a
syllabus requirement. Here is some suggested language. “In case of
an emergency if travel to campus is not feasible, the USC Emergency
Information web site (http://emergency.usc.edu/) will provide
relevant information, such as the electronic means the instructors
might use to conduct their lectures through a combination of USC’s
Blackboard learning management system (blackboard.usc.edu),
teleconferencing, and other technologies.”
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COURSE OUTLINE AND ASSIGNMENTS (dates not updated yet for Spring
2021)
Date Topics (In Addition to Social Channels and AI)
Reading
Assignments Due (Day Before Class)
Tuesday Class Overview none none Tuesday Virtual Meetings From
the Coursepack:
• Running Virtual Meetings, HBR 20-Minute Manager series, pp.
1-109 (this is very fast reading). • CASE: "Trust the Algorithm or
Your Gut?" by Jeffrey T. Polzer, Harvard Business Review, May-June
2018. • Trust the Algorithm or Your Gut? (Commentary for HBR Case
Study) Online or Provided in Blackboard: • "How to Run a Great
Virtual Meeting" by Keith Ferrazzi, Harvard Business Review, March
27, 2015. • "Can We Solve AI's 'Trust Problem'?" by Thomas H.
Davenport, MIT Sloan Management Review, 2019.
Short Assignment 1, Poll 1
Tuesday Virtual Teams From the Coursepack: • Leading Virtual
Teams, HBR 20-Minute Manager series, pp. 1-103. • "Five Ways to
Improve Communication in Virtual Teams" by N. Sharon Hill and
Kathryn M. Bartol, MIT Sloan Management Review, Fall 2018. •
"Converting Email from Drain to Gain" by Shamel Addas et al., MIT
Sloan Management Review, Summer 2018. • "Team Challenges: Is
Artificial Intelligence the Solution?" By Sheila Webber et al.,
Business Horizons, 2019. Online or Provided in Blackboard: • "How
Remote Workers Make Work Friends" by Beth Schinoff et al., Harvard
Business Review, November 22, 2019
Short Assignment 2, Poll 2
Tuesday Online Collaboration and Decision-making
From the Coursepack: • Virtual Collaboration, HBR 20-Minute
Manager series, pp. 13-61. • "Managing Crowds in Innovation
Challenges" by Arvind Malhotra and Ann Majchrzak, California
Management Review, September 1, 2014. • "How Twitter Users Can
Generate Better Ideas" by Salvatore Parise et al., MIT Sloan
Management Review, July 1, 2015. Online or Provided in Blackboard:
• "Advanced social technologies and the future of collaboration" by
Jacques Bughin et al., McKinsey Global Institute, July 2017.
Short Assignment 3, Poll 3
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6
Date Topics (In Addition to Social Channels and AI)
Reading
Assignments Due (Day Before Class)
• "How AI Is Helping Companies Break Silos" by Zoran Latinovic
& Sharmila Chatterjee, MIT Sloan Management Review, September
24, 2019. • "Using Artificial Intelligence to Promote Diversity" by
Paul R. Daugherty, H. James Wilson, and Rumman Chowdhury. MIT Sloan
Management Review, 2018.
Tuesday Leadership Communication on Internal Platforms
From the Coursepack: • "Toward the Workplace of the Future: How
Organizations Can Facilitate Digital Work" by Sven Dittes et al.,
Business Horizons, September 2019. • "The Key to Social Media
Success Within Organizations" by Quy Huy and Andrew Shipilov, MIT
Sloan Management Review, October 2012. • "What Managers Need to
Know about Social Tools" by Paul Leonardi and Tsedal Neeley,
Harvard Business Review, October 2017. • CASE: "Sandra Brown Goes
Digital (C): Raising Quality in a Healthcare Company," Rosabeth
Kanter and Jonathan Cohen, 2018. Online or Provided in Blackboard:
• "How Microsoft Builds a Sense of Community Among 144,000
Employees" by Rasmus Hougaard et al., Harvard Business Review,
August 28, 2019. • Creating the Symbiotic AI Workforce of the
Future by H. James Wilson and Paul R. Daugherty, MIT Sloan
Management Review, October 21, 2019
Short Assignment 4, Poll 4
Tuesday Leadership Communication on External Platforms
From the Coursepack: • "How CEOs Can Leverage Twitter" by
Claudia Malhotra & Arvind Malhotra, MIT Sloan Management
Review, January 2016. Online or Provided in Blackboard: • CASE: The
NBA in China: Navigating a Clash of Values • "Measuring Emotions in
the Digital Age" by Motro et al., MIT Sloan Management Review,
November 20, 2019.
Short Assignment 5, Poll 5
Tuesday Team Presentations
none Team Project
Tuesday No class; Complete final projects
none Individual Project; Digital Leadership Memo
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Professor Kirk [email protected]
This course is designed to prepare students with tools to
understand how to define their professional identity and value to
employers across diverse industries.
Students will also learn how to differentiate individual
professional talents, skills, work values and ego needs.
Section: 15181 (1.5 units)TTH 12:30pm to 1:50pm Spring 2021 Term
1
BUCO 552BUCO 552
BUCO 552BUCO 552Defining and Defining and
Communicating Communicating Your Professional Your
Professional
ValueValue
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1
BUCO 552 Defining and Communicating Your Professional Value (1.5
units) 12:30– 1:50 T/TH Term 1 Spring 2021 Professor: Kirk Snyder
Office: by Appointment Office Phone: 213-740-0500 Cell Phone/Text:
949-633-0778 E-mail: [email protected]
COURSE DESCRIPTION This course examines both a systems theory
approach to career development practices and strategies as well as
contemporary workplace issues and employment trends that impact the
career decision making process in the 21st century. This course is
designed to prepare MBA students with specialized applied tools to
better understand how to define and communicate their individual
professional value to employers across diverse fields and
industries that represent a best career fit. The applied tools in
this course are designed to be relevant in both the immediate
future as well as over a lifetime. LEARNING OBJECTIVES Global
Learning Objectives: • Differentiate individual professional
talents, expertise, skills, work values, ego needs and the role
one’s unique definition of success plays in developing a
life-long systems-based approach to the career decision making
process across diverse fields and industries.
• Define one’s professional identity in business in order to
support strategic individual professional
exploration, goal setting, and personal achievement in today’s
world of work. • Evaluate best practices of professional
development in today’s changing business landscape and
determine strategy on how to communicate your individual value
to potential employers. Detailed Learning Objectives: • Each
student will develop an individual systems-based professional
development plan to define and
communicate his or her unique professional identity including
personality type in the workplace, abilities (talents, expertise,
and skills), and work values that align with the context and
realities of a global business landscape.
• Analyze the present and future career development trends in
today’s fast changing business
landscape through readings, exercises, and experiential
research/networking.
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2
• Research the role that assessment tools and resources are used
in the professional development process and how to access these
tools and resources within Marshall and the University.
• Critically evaluate the impact of technology and globalization
and how they play a key role in
defining and communicating individual professional value for
various stakeholders, such as that of a colleague, manager, and
leader in diverse fields and industries.
• Connect to the knowledge-base of working professionals in a
variety of fields to increase the
connection between the MBA education and identified professional
goals and outcomes. COURSE FORMAT BUCO 552 is targeted at MBA
students seeking to define and communicate their professional value
to support their professional development and identify how to apply
and connect their MBA education to best-fit scenarios across
diverse industries and fields in a fast changing business
landscape. This course is discussion based so that MBA students
practice the art of professional communication to substantiate
their authenticity, credibility, and marketability. The learning
objectives will be supported by one-on-on conferences with the
professor throughout, but especially by two special sessions in the
second part of the course, in which students interact with
professionals. Executives/alumni from different fields (according
to student interest) will be invited to lead small groups based
around how to communicate your value to an employer. Students will
prepare for these sessions through extracting questions for the
professionals from their work-in-progress final personal
development plan. SUGGESTED READING MATERIALS AND RESOURCES
(Optional)
• Niles, Spencer. Career Development in the 21st Century,
Pearson 2017
• Quast, Lisa, Self-Evaluations: The Key To Career Development,
Forbes, January 31, 2014
• Patton and MacMahon, Career Development and Systems Theory,
Sense 2014
• Ferrazzi, Keith. Never Eat Alone, Crown, 2014 Edition COURSE
REQUIREMENTS: • Attend and participate in all classroom
discussions, activities, and panels. • One Mid-Term examination.
(Based on applied career development strategies, course
principles
and readings) • One written term paper. (My Best Fit) •
Individual Professional Development Presentation (Final)
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3
GRADING SUMMARY Students will be evaluated on a 500 point scale.
Assignments Points Mid-Term (Short Essay Questions) 125 Term Paper
(My Best Fit) 125 Individual Professional Development Plan
Paper/Presentation 200 Professionalism/Engagement 50 Total 500
Points Assignment Details • Mid-Term Paper: The mid-term paper will
consist of personally applying career development
strategies, course principles and readings to your own
professional path. This paper will be highly individualized
highlighting the unique value each student brings to their own
career goals and objectives.
• Term Paper (My Best Fit): Each student will describe in a
proposal what their “best professional fit” ideally represents in a
fast-changing business landscape. This paper provides students with
real world criteria and understanding about how their MBA education
connects to the world of work in order to evaluate potential
corporate and organizational environments across diverse industries
and fields that represent a best-fit scenario. Paper will include
research-based company analysis.
• Final Career Development Plan Paper: Based on a systems theory
model of career development, students will develop their own
professional development plan including defining how her/his own
professional identity uniquely aligns with the company character,
success factors, and external image of a potential position.
Professionalism/Engagement: Throughout the semester, each
student is expected to participate in classroom discussions as well
as online discussions that will be included in this part of your
grade. This part of your grade will be evaluated based on how
active a role you take in these discussions, camaraderie and
supportiveness of other classmates, bringing relevant ideas or
topical news items to discuss with the class based on topics we are
covering in the course, level of commitment, etc. Multiple
absences, lateness and lack of overall engagement will negatively
affect your grade as will not paying attention to the professor,
classroom guests or peers when they are speaking or presenting.
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4
GRADING DETAILS Final grades represent how you perform in the
class relative to other students. Your grade will not be based on a
mandated target, but on your performance. Historically, the average
class GPA for MBA electives is 3.5. Three items are considered when
assigning final grades: 1. Your average weighted score as a
percentage of the available points for all assignments (the
points you receive divided by the number of points possible). 2.
The overall average percentage score within the class. 3. Your
ranking among all students in the class. Also, please note that
letter grades may represent a range of points within a letter grade
category. For example, in the “A” category on a 50-point letter
graded assignment, an A may be assigned 47.5 points or vs. 50
points. Therefore, do not assume any letter grade represents
maximum points within any grade range for that assignment. Rather,
points associated with a grade will be across a range within that
letter grade schema. For example, an “A” will range from 94-100% of
possible points. Similarly, an “A-“ will range from 90-93.9% of
full points available for that assignment; “B+” will range from
87-89.9% of full points available for that assignment, etc. Grading
Baseline: All assignments are expected to demonstrate strong
critical thinking skills and a high level of communication
competence. The assignments that meet this baseline and are
polished, professional, thoughtful, well-structured and error free
would meet the standard to reach a base score of a B letter grade.
The analysis, depth of content, research as required, personal
illustrations, connectedness to the material, sophistication and
delivery of the assignment may then allow the base score to be
increased or require it to be reduced. Below is more information on
the core grading rubrics for each letter grade A through C or its
numerical equivalent per assignment: Mastery Skill Level (A range
letter grade) The criteria to increase from the base score of a B
or its numerical equivalent requires the deliverable to be
intellectually and emotionally insightful, provide
readers/listeners with strong depth into the content, provide
illustrations and examples to bring key points of the deliverable
to life, including personalization, and a connectedness to the
material that make the deliverable a role model for this
assignment. This A range also requires an excellent demonstration
of critical thinking and communication competence. An A range grade
will show deep systematic preparation, leveraging all of the
resources, tools and concepts from class. Assignments that merit an
A range letter grade are highly polished and professional and goes
beyond the expectations of the assignment. Competence Skill Level
(B range letter grade) The criteria for a base expected score of B
or its numerical equivalent requires the baseline definition
outlined in the first paragraph of Grading Criteria discussing
expectations in addition to the effective use of concepts and
strategies as presented in class. All B range grades need to
demonstrate thoughtful preparation, application of course concepts
and provide a good execution without structural or grammatical
errors. This B range also requires a solid demonstration of
critical thinking skills, and communication competence. It needs to
address all assignment elements with clarity and depth and be a
professional and polished response to the assignment prompt without
omissions.
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5
Emerging/Developing Skill Level (C range letter grade) The
criteria for a C range letter grade requires the absence of an
assignment requirement or diminished focus on the purpose of that
assignment as outlined in the B range letter grade description.
Grades in the C range would require thoughts that are less
developed and critical thinking skills that are not as strongly
demonstrated. Examples and illustrations in the deliverable would
be more sparse, less informative or off-point. External research as
required would be minimal, or underdeveloped. The application of
course strategies may be missing. The delivered assignment is not
sufficient to address the assigned expectations for a professional
audience for the assigned deliverable as detailed in the B letter
grade expectation. Add/Drop Process Most Marshall classes are open
enrollment (R-clearance) through the Add deadline. If there is an
open seat, students can add the class using Web Registration. If
the class is full, students will need to continue checking the
Schedule of Classes (classes.usc.edu) to see if a space becomes
available. Students who do not attend the first two class sessions
(for classes that meet twice per week) or the first class meeting
(for classes that meet once per week) may be dropped from the
course if they do not notify the instructor prior to their absence.
The last day to withdraw without receiving a “W” (and receive a
refund) is 1/29/19. The last day to drop with a mark of a “W” (no
refund) is 2/22/19. If you are absent 4 or more times prior to the
last day to withdraw from a course with a mark of “W,” I may ask
you to withdraw from the class by that date. Retention of Graded
Coursework http://arr.usc.edu/forms/ARR_Grade_Handbook.pdf for
detailed information. Example: Final exams and all other graded
work which affected the course grade will be retained for one year
after the end of the course if the graded work has not been
returned to the student. If I returned a graded paper to you, it is
your responsibility to file it. Technology Policy Laptop and
Internet usage is not permitted during academic or professional
sessions unless otherwise stated by the respective professor and/or
staff. Use of other personal communication devices, such as cell
phones, is considered unprofessional and is not permitted during
academic or professional sessions. ANY e-devices (cell phones,
iPads, other texting devices, laptops, I-pods) must be completely
turned off during class time. Upon request, you must comply and put
your device on the table in off mode and FACE DOWN. You might also
be asked to deposit your devices in a designated area in the
classroom. Videotaping faculty lectures is not permitted due to
copyright infringement regulations. Audiotaping may be permitted if
approved by the professor. Use of any recorded or distributed
material is reserved exclusively for the USC students registered in
this class. USC Statements on Academic Conduct and Support Systems
Academic Conduct: Plagiarism – presenting someone else’s ideas as
your own, either verbatim or recast in your own words – is a
serious academic offense with serious consequences. Please
familiarize yourself with
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6
the discussion of plagiarism in SCampus in Part B, Section 11,
“Behavior Violating University Standards”
https://policy.usc.edu/scampus-part-b/. Other forms of academic
dishonesty are equally unacceptable. See additional information in
SCampus and university policies on scientific misconduct,
http://policy.usc.edu/scientific-misconduct. Support Systems
Student Counseling Services (SCS) - (213) 740-7711 – 24/7 on call
Free and confidential mental health treatment for students,
including short-term psychotherapy, group counseling, stress
fitness workshops, and crisis intervention.
https://engemannshc.usc.edu/counseling/ National Suicide Prevention
Lifeline - 1-800-273-8255 Provides free and confidential emotional
support to people in suicidal crisis or emotional distress 24 hours
a day, 7 days a week. http://www.suicidepreventionlifeline.org
Relationship & Sexual Violence Prevention Services (RSVP) -
(213) 740-4900 - 24/7 on call Free and confidential therapy
services, workshops, and training for situations related to
gender-based harm. https://engemannshc.usc.edu/rsvp/ Sexual Assault
Resource Center For more information about how to get help or help
a survivor, rights, reporting options, and additional resources,
visit the website: http://sarc.usc.edu/ Office of Equity and
Diversity (OED)/Title IX compliance – (213) 740-5086 Works with
faculty, staff, visitors, applicants, and students around issues of
protected class. https://equity.usc.edu/ Bias Assessment Response
and Support Incidents of bias, hate crimes and microaggressions
need to be reported allowing for appropriate investigation and
response.
https://studentaffairs.usc.edu/bias-assessment-response-support/
Student Support & Advocacy – (213) 821-4710 Assists students
and families in resolving complex issues adversely affecting their
success as a student EX: personal, financial, and academic.
https://studentaffairs.usc.edu/ssa/ Diversity at USC –
https://diversity.usc.edu/ Tabs for Events, Programs and Training,
Task Force (including representatives for each school), Chronology,
Participate, Resources for Students Students with Disabilities USC
is committed to making reasonable accommodations to assist
individuals with disabilities in reaching their academic potential.
If you have a disability which may impact your performance,
attendance, or grades in this course and require accommodations,
you must first register with the Office of Disability Services and
Programs (www.usc.edu/disability). DSP provides certification for
students with disabilities and helps arrange the relevant
accommodations. Any student requesting academic accommodations
based on a disability is required to register with Disability
Services and
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7
Programs (DSP) each semester. A letter of verification for
approved accommodations can be obtained from DSP. Please be sure
the letter is delivered to me (or to your TA) as early in the
semester as possible. DSP is located in GFS (Grace Ford Salvatori
Hall) 120 and is open 8:30 a.m.–5:00 p.m., Monday through Friday.
The phone number for DSP is (213) 740-0776. Email: [email protected].
Emergency Preparedness/Course Continuity In case of a declared
emergency if travel to campus is not feasible, the USC Emergency
Information web site (http://emergency.usc.edu/) will provide
safety and other information, including electronic means by which
instructors will conduct class using a combination of USC’s
Blackboard learning management system (blackboard.usc.edu),
teleconferencing, and other technologies. Incomplete Grades A mark
of IN (incomplete) may be assigned when work is not completed
because of a documented illness or other “emergency” that occurs
after the 12th week of the semester (or the twelfth week equivalent
for any course that is scheduled for less than 15 weeks). An
“emergency” is defined as a serious documented illness, or an
unforeseen situation that is beyond the student’s control, that
prevents a student from completing the semester. Prior to the 12th
week, the student still has the option of dropping the class.
Arrangements for completing an IN must be initiated by the student
and agreed to by the instructor prior to the final examination. If
an Incomplete is assigned as the student’s grade, the instructor is
required to fill out an “Assignment of an Incomplete (IN) and
Requirements for Completion” form which specifies to the student
and to the department the work remaining to be done, the procedures
for its completion, the grade in the course to date, and the weight
to be assigned to work remaining to be done when the final grade is
computed. Both the instructor and student must sign the form with a
copy of the form filed in the department. Class work to complete
the course must be completed within one calendar year from the date
the IN was assigned. The IN mark will be converted to an F grade
should the course not be completed within the time allowed. Grade
Disputes All grades assigned by faculty members are final. Students
have the right to seek explanation, guidance, counsel and reasons
for the assignment of a grade. Faculty may initiate a change in
grade if there is an error in the calculation of a grade. Students
may appeal a grade according to university policy as set forth in
SCampus. A faculty member may not change a disputed grade outside
the formal appeals process. In response to a disputed academic
evaluation by an instructor, a student is entitled to two levels of
appeal after review by the instructor: first to the chairperson of
the department and then to the appropriate dean of the school. The
full university policy can be found in SCampus under University
Governance / Academic Policies at
https://policy.usc.edu/scampus-part-c/. Evaluation of Your Work:
You may regard each of your assignments as an “exam” in which you
apply what you’ve learned according to the assignment. I will do my
best to make my expectations for the various assignments clear and
to evaluate them as fairly and objectively as I can. If, however,
you feel that an error has occurred in the grading of any
assignment, you may, within one week of the date the assignment is
returned to you, write me a memo in which you request that I
re-
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8
evaluate the assignment. For presentations, explain fully and
carefully based providing me with examples per the timer countdown
of the video why you think the presentation should be re-graded. Be
aware that the re-evaluation process can result in three types of
grade adjustments: positive, none, or negative. All grades assigned
by faculty members are final. Students have the right to seek
explanation, guidance, counsel and reasons for the assignment of a
grade. Students may appeal a grade according to university policy
as set forth in SCampus.
---------------------------------
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COURSE SCHEDULE (NOTE: NOT YET UPDATED TO SP 2021) Week One:
Course Introduction 1/13/20
• Review Syllabus and Deliverables. • Individual introductions
and course goals • Introduce/Review Working Your System • Defining
Individual Professional Value • Why a systems approach to career
development makes sense in a fast-
changing business landscape. • Watch Scott Dinsmore’s Ted Talk
before next class • Read before next class: HBR Article: Why People
Lose Motivation—and
What Managers Can Do To Help
1/15/20 • In-Class Ted Talk Discussion (Dinsmore) • Discussion
about assigned HBR article • Identifying Your Value (Complete
worksheets prior to next class on your
own—these do not have to be handed in) • In-Class Exercise and
Discussion: Intrinsic Motivation and My Ideal Job • Watch David
Lee’s Ted Talk: Why Jobs of the Future Won’t Feel Like
Work before next class • Take the MBTI prior to next class (See
link on BB)
Week Two: Defining and Communicating My Professional Value
1/20/20 tbd 1/22/20
• Ted Talk Discussion (Lee) • MBTI Interpretation • Focusing on
Talents: How to leverage innate abilities in a right fit • Group
Exercise: Personal Experiences of a Right Fit • Read the Business
Insider article, How 9 Incredibly Successful People
Define Success prior to next class
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1
Week Three: Success: What it Means to Me
1/27/20
• Discussion of Business Insider article • Roundtable Exercise:
What Success Means to Me • Review Mid Term Assignment • Defining
Graduating Goal and Three Year Goal • Watch Simon Sinek’s Ted Talk
How Great Leader’s Inspire Action
before next class • (Bring laptop to next session)
Aligning My Value to a Right Path 1/29/20
• Discuss Ted Talk: The importance of the “why” behind a right
fit • Asking yourself the right questions to find a right fit •
Finding my best fit scenarios: Fields and Companies (In-class
personalized working session) • Reporting Out: Creating my
custom job bank of right fits
Week Four: Aligning My Value to a Right Path
2/3/20 • Mid Term Due (Upload prior to class) • Finding my best
fit scenarios: Roles (In-class personalized working
session) • Reporting Out: Finalizing my custom job bank of right
fits • Introduce Term Paper (Due 9/25) • Read for next class: HBR
Article: 9 out of 10 People are Willing to Earn
Less Money to do More Meaningful Work
Ranking My Top Ten Right Fits and Turning Them Into Offers
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2/5/20
• Discussion of assigned article • The Work Life Balance:
Individual, Social and Environmental System • In-Class Ted Talk and
Discussion • Going to the source: Networking and collecting
on-the-ground
information about my Top Ten right fits • In-class exercise:
Mining new opportunities: Telling the right story to an
employer
Week Five: Best Fit/Career Development Plan
2/10/20
• Workshop: Tell Me About Yourself (Be prepared to speak in
front of the class—this is about practice not perfection!)
2/12/20 • TERM PAPER DUE (Upload prior to class) • Introduce and
Discuss Final Paper: My Customized Blueprint to turn
right fits into offers • (Continuing) Workshop: Tell Me About
Yourself • Discussion Board: Overcoming obstacles to get to my best
right fits
(Submit prior to next class) Week Six My Plan for Success
2/17/20 HOLIDAY
2/19/19
• Communicating My Value and Getting the Job
Week Seven Turning Right Fits into Job Offers
2/24/19 • Communicating My Value and Getting the Job
2/26/19
• A Real World Analysis: What are my acceptable trade-offs
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• Staying On Course: Using my custom job bank effectively •
Overcoming Obstacles (Based on Discussion Board responses) • Read
for next class: Fast Company Article: 8 Signs You Should Quit
Your Job and Forbes Article: Five Undeniable Signs It’s Time to
Move On
Week Eight Course Wrap Up
3/2/20 • Discussion of assigned article • Review Final Paper
deliverable • Career Fears Roundtable • Leveraging Your Unique
Value
3/4/20
• FINAL PAPER DUE • Course Wrap Up • Next Steps