acp intercultural comm and negotiations ibom - 2016.pdf ... · project students will prepare a...

ACP Intercultural Comm and negotiations IBOM - 2016.pdf

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Intercultural Communications and Negotiations Mgmt X492.3 (3 units)

Course Description Success in all areas of international business, marketing and human resources depends on the skill of creating win-win solutions. This highly interactive, simulation based course provides executives and senior professionals with the knowledge and skills to plan, work and negotiate successfully in the global marketplace. Topics include: cultural differences as they affect doing business internationally; the importance of hospitality and protocol; establishing trust and credibility; characteristics of a good cross-cultural negotiator; concepts of win-win and win-lose; tactics and power strategies; as well as communication and persuasion strategies. Simulations enable executives and senior professionals who come from all over the world to practice negotiating concepts and develop skills in a real-world setting. Classes create an experience in international business rather than offering a textbook examination of the subject. At the end of the course students will have the skills and confidence to negotiate effectively in a variety of international settings.

Course Objectives Upon completing this course students should be able to:

• Plan to address cultural differences in global market entry strategies• Formulate leadership strategies for international managers in a changing global environment• Choose between distributed and integrated negotiations in given situations• Design strategies for negotiating international joint ventures• Use “principled negotiations” in complex situation

Reading Optional Text book: Cross Cultural Communications & Negotiations Create ISBN-13: 9781121282490 Project Name: Culture and Negotiations Create ISBN-10: 1121282490

Available at UCI bookstore

Go to http://extension.uci.edu/acpibom-materials to access supplemental resources online

Evaluation and Grading Evaluation of Student Performance

Final exam 30% Case reviews and projects 20% Briefing paper 20% Class participation 15% Quizzes 15%

100% Grading Scale A = 90% – 100%

SAMPLE

http://extension.uci.edu/acpibom-materials


B = 80% – 89% C = 70% – 79% D = 60% – 69%

Evaluation and grading will include the students’ active participation in class discussions and is important to successful evaluation. Negotiation simulation requires the active participation of the students to be successful and will be graded as participation and casework. Teamwork and Group Assignments You will be involved in group projects, make sure your team outlines the tasks or responsibilities and agrees to a fair workload for each person. Do your part of the work. If you cannot complete your part of the team assignment, or if someone on your team is not able to complete his or her work, please let me know immediately. We will make the appropriate adjustments so your team will be successful. Code of Conduct All participants in the course are bound by the University of California Code of Conduct, found at http://www.ucop.edu/ucophome/coordrev/ucpolicies/aos/uc100.html. Academic Honesty Policy The University is an institution of learning, research, and scholarship predicated on the existence of an environment of honesty and integrity. As members of the academic community, faculty, students, and administrative officials share responsibility for maintaining this environment. It is essential that all members of the academic community subscribe to the ideal of academic honesty and integrity and accept individual responsibility for their work. Academic dishonesty is unacceptable and will not be tolerated at the University of California, Irvine. Cheating, forgery, dishonest conduct, plagiarism, and collusion in dishonest activities erode the University's educational, research, and social roles. If students who knowingly or intentionally conduct or help another student perform dishonest conduct, acts of cheating, or plagiarism will be subject to disciplinary action at the discretion of UC Irvine Extension.

Plagiarism Plagiarism is intellectual theft and is not acceptable. It means use of the intellectual creations of another without proper attribution. Plagiarism may take two main forms, which are clearly related: 1. To steal or pass off as one's own the ideas or words, images, or other creative works of another. 2. To use a creative production without crediting the source, even if only minimal information is

available to identify it for citation.

SAMPLE

http://www.ucop.edu/ucophome/coordrev/ucpolicies/aos/uc100.html


Credit must be given for every direct quotation, for paraphrasing or summarizing a work (in whole, or in part, in one's own words), and for information that is not common knowledge. Attendance Attendance is critical to your successfully completing this course. Unless you are ill, please come to class. Let the instructor know in advance if you cannot attend class. Disability Services If you need support or assistance because of a disability, you may be eligible for accommodations or services through the Disability Service Center at UC Irvine. For more information, please contact UC Irvine Extension’s Student Services office at (949) 824-5414. Cases We will be reviewing cases as a learning tool. You should read the case individually and make decisions. You will then be teamed with other students to work together to develop team recommendations and decisions. Case studies are a fun learning tool to better approximate real life. Have fun Project Students will prepare a written management briefing due on day eight; this will be presented to the class on Day eight. The project follows: Please read!!!!! You have just met with your boss who is leaving in three days to visit a foreign country to meet and start a process to develop a negotiate business with Smartbiz, Inc. He has never visited this country and is being sent because he is technically competent and has been successful negotiating in the U.S. He has asked you to prepare a written briefing for him that he can review prior to meeting and engaging the Smartbiz organization. You will select a country on Day four. This requires use of the web, personal interviews with individuals from your selected country and general knowledge. You will prepare the written briefing (3-5 pages) and present to the class on day three. Role Playing/Practice negotiations Role-playing affords the opportunity to try out new behaviors in a supportive setting, but many people become anxious when asked to role-play. To make role-playing work for you and to aid the learning process, we suggest the following:

• There are no correct answers and as such, there is no script that you must follow • Accept the facts of the situation as they are written • You should assume whatever “attitude” is described…however; once the role-play

begins you can allow you feeling to take over. • If issues arise that are not covered in the role you were assigned, feel free to add facts.

They should be consistent.

SAMPLE


• Don’t say, “This isn’t how it would happen in real life.” For the purposes of this exercise, this is real life

• Don’t try to be an actor. That’s not the objective. Be yourself. • Have Fun!

Course Policies Computers can only be used in class for project work Attendance is critical to your successfully completing this course. (please read below the

attendance policy ) Turn in everything on time. Any late papers are penalized one full letter grade off

for every day it’s late. (“Day” is defined as 24 hours) Follow the format for homework and other instructions for work that is submitted. Keep copies of all the work that you submit, including the work I return to you as graded. Team Work or Group Assignments If you are involved in a team project, make sure your team outlines the tasks or responsibilities and

agrees to a fair workload for each person. Do your part of the work. If you cannot complete your part of the team assignment, or if someone

on your team is not able to complete his or her work, please let me know immediately. We will make the appropriate adjustments so your team will be successful.

What You Should Expect from Me Relevance. I am committed to using current examples. Clarity. If you don’t understand requirements or concepts — please ask me. New, unscripted material. When an opportunity presents itself to discuss a relevant business issue

that is not on the schedule, I may take the time to do it. I will try to keep it short and at least let you know where to get more information if you are interested in pursuing the topic.

Course Outline

Lesson 1 – Intro to Culture • Lesson Learning Objectives:

o Origin and basics of Culture • Assignments Due:

o AOL Case turn in written response, due day 2 o Read pages 1-34

• Method(s) of Instruction: All Classes o Presentations, Videos o Case Studies o Student discussions and presentations

Lesson 2 – Meanings of culture • Lesson Learning Objectives:

o Learn about cultural styles

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o Recognize the special nature of teams in this environment • Assignments Due:

o Turn in Aol case o Read Coca Cola Turn in Answers 1-4 due day 3

Lesson 3 – Managing across Cultures • Lesson Learning Objectives:

o Understand Management o Develop sensitivity to differences in styles o Study creativity methods

• Assignments Due: o Hand in Coca Cola answers o Read Zara case and hand in written answers questions 1-5, due day 4

Lesson 4 – Cross Culture negotiations • Lesson Learning Objectives:

o Active negotiation in class Lesson 5 – Principled Negotiation Strategies

• Lesson Learning Objectives: o Learn the concept of Principled Negotiations o Use the learning in case activities o Learn how to identify strategic options

• Assignments Due o Read pages 98-120

Lesson 6 – Negotiating • Lesson Learning Objectives:

o Learn Creating Options as a negotiating. Lesson 7– Negotiation Joint Ventures

• Lesson Learning Objectives: o Learn a special method for evaluating negotiation o Develop and execute a joint venture

• Assignments Due: o Create your Country briefing for presentation on day 9

Lesson 8 – Country Briefing Report • Lesson Learning Objectives:

o Learn different Country business practices o Understand the need to be culturally sensitive

• Assignments Due: o Present Country Briefing in 2 person teams

Lesson 9 – Negotiating BATNA • Lesson Learning Objectives:

o Understand concept and importance of Batna • Assignments Due:

o Read pages 126-160

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Lesson 10 – Summary and Final exam • Lesson Learning Objectives:

o Review Negotiation strategies • Assignments none

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MGMT X462.12 Syllabus

INTERNATIONAL BUSINESS PLANNING A Capstone Course

Mgmt X462.12 (2.5 units)

Course Description This course will prepare the student to understand, prepare, and present an actionable international business plan in a real world setting. In addition to the topics outlined below, the course will review information and skills learned in other International Business Operations Management Certificate courses where the student can apply them accordingly to meet the objectives of the class. Course Sequencing This is the final course of instruction for the International Business Operations & Management certificate program. All previous IBOM courses must be completed prior to applying for this course. Course Objectives At the end of this course, students will be able to:

• Create an actionable international business plan for their product or service.

• Conduct comprehensive international market research on countries, industries, products, competition, regulations, marketing, and financing in preparation for an international market entry.

• Create and take home an international business plan template which is appropriate for a broad spectrum of industries that can be utilized beyond this certificate program.

Course Material All materials will be provided to the students by the University and/or the instructor. Course Outline DAY One General Course Information Introduction to International Business Planning

• Why you should create an International Business Plan

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• Who should prepare an International Business Plan • How to select the most appropriate market • How to determine the cost/benefit of an international market

entry Team Selection, Products/Services Selection, Target Market Selection

Two Key Elements of an International Business Plan – How to Develop

the: • Table of Contents • Executive Summary • Body of the Plan • Summary & Conclusions

How to Conduct Effective Market Research • How to find reliable sources • How to collect relevant information • How to analyze and present your findings

Team Breakouts Three 1st Team Progress Presentation – Two Minute Update on Your

Teams Progress • Setting Realistic Goals and Objectives Derived From Your

Market Research • How to Justify Your Proposals (demographics, culture, tariffs,

economy, geography, personal interest, etc.) to Senior Management/Board Members

Team Breakouts Four Creating the Company Goals and Objectives Statement

Creating a Mission Statement Developing an Effective and Powerful Senior Management Structure

• Determining who would be most effective for each position • Charting their relative positions and responsibilities

Team Breakouts Five Marketing Plans for a Selected International Target Market

• How to best define and position products/services • Determining the best promotional methodologies • Assessing the most appropriate pricing structure

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• Developing an effective and efficient distribution system Sales Plans for a Selected International Target Market

• Creating an effective sales force • Choosing internal representatives vs external representatives • Determining protected territories • Negotiating compensation

Team Breakouts Six 2nd Team Progress Presentation - Two Minute Update on Your

Teams Progress Management and Operations Planning for a Successful Market Entry

• Prioritization of key operational components • Assigning roles and responsibility • Developing a realistic timeline – Gannt Chart

Team Breakouts Seven Creating a Realistic and Accurate Financial Plan

• Adjusting the financial plan for corporate or investment funding • How to determine what to include and in what format • Using effective financial charts and graphs

Calculating the Break-Even Point and ROI • How to determine the break-even point • Presenting the break-even point with charts and graphs • Defining the final audience to present the ROI

Psychological approaches to a Power Point Presentation • Knowing the audience • Creating the structure • Telling the story • Creating a forceful conclusion • Asking for the order • Practice, practice, practice

Team Breakouts Eight Final Team Presentations and Submission of International Business

Plans Teams of four or more will present an actionable International Business Plan utilizing Power Point, Prezi, or other suitable presentation format. The presentation will be no longer than 20 minutes each, with each team member presenting at least once.

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Each team will have to deliver a hardbound copy of their entire Business Plan to the instructor before they begin their presentation.

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Evaluation and Grading

Evaluation of Student Performance Weighted as Percentages of the Total Grade • Team project 50% • Project Presentation 20%

• Individual/team Topic Presentation 15% • Class attendance & Participation 15%

Grading Scale

A = 93% – 100% A- = 90% – 92% B+ = 87% – 89% B = 83% – 86% B- = 80% – 82% C+ = 77% – 79% C = 73% – 76% C- = 70% – 72% D+ = 67% – 69% D = 63% – 66% D- = 60% – 62% F = 59% or less

Code of Conduct All participants in the course are bound by the University of California Code of Conduct, found at http://www.ucop.edu/ethics-compliance-audit-services/_files/stmt-stds-ethics.pdf Attendance Policy ACP students are expected to attend all class meetings for every course in the student’s ACP. Students are expected to arrive to class on time and remain in class until the class is dismissed. A student who is absent more than 20% of a course and does not have a doctor’s note explaining the absence is put on Attendance Probation and is in danger of failing that course. A student on Attendance Probation must not miss any more hours of that course and must satisfy the academic requirements of that course. A student on Attendance

SAMPLE

http://www.ucop.edu/ethics-compliance-audit-services/_files/stmt-stds-ethics.pdf



Probation for more than two courses in his/her ACP will be dismissed from the program. As a reminder, students must earn passing grades of “C” or better in all courses of an ACP to receive a certificate in that ACP. For students who participate in the Internship Program, please note that internship interviews and advising meetings must be scheduled outside of class time. Academic Honesty Policy The University is an institution of learning, research, and scholarship predicated on the existence of an environment of honesty and integrity. As members of the academic community, faculty, students, and administrative officials share responsibility for maintaining this environment. It is essential that all members of the academic community subscribe to the ideal of academic honesty and integrity and accept individual responsibility for their work. Academic dishonesty is unacceptable and will not be tolerated at the University of California, Irvine. Cheating, forgery, dishonest conduct, plagiarism, and collusion in dishonest activities erode the University's educational, research, and social roles. Students who knowingly or intentionally conduct or help another student engage in dishonest conduct, acts of cheating, or plagiarism will be subject to disciplinary action at the discretion of UC Irvine Extension. Disability Services If you need support or assistance because of a disability, you may be eligible for accommodations or services through the Disability Service Center at UC Irvine. Please contact the DSC directly at (949) 824-7494 or TDD (949) 824-6272. You can also visit the DSC’s website: http://www.disability.uci.edu/. The DSC will work with your instructor to make any necessary accommodations. Please note that it is your responsibility to initiate this process with the DSC. SA

MPLE

http://www.disability.uci.edu/


In-Class Discussion Rubric This rubric will be used to assess the quality of your initial responses and interaction in the class. Please use this tool as a guide when constructing your responses.

Unsatisfactory Basic Proficient Distinguished Mechanics

of the Response

Uses incomplete sentences, is unstructured in its organization, and includes frequent or consistent errors in mechanics (grammar, usage). The response is incomprehensible and there is a distinct lack of tone.

Uses complete sentences and the response is comprehensible. The organization could be improved to present a more coherent argument, statement, or question. Includes 2-3 mechanical errors grammar, usage) per paragraph. The tone is respectful.

Uses complete sentences, organization is evident, and the response includes no more than one mechanical error (grammar, usage) per response. The tone is clear and respectful

Uses complete sentences, organization is clear and thoughtful, the response is grammatically correct, and free of usage errors. The tone is clear and respectful.

Participation in the

Discussion

Provides minimal comments and information to other participants in the class.

Provides comments, and some new information on a sporadic basis. Interacts with only 2 participants in the class.

Provides comments, discussion, questions, and new information on a fairly regular basis. Interacts with three or more participants in the class.

Provides comments, discussion, questions, and new information on a regular, active, and daily basis. Shows a high degree of interaction

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with five or more participants in the class.

Content of Responses

Offers a general or superficial response that is unrelated to the discussion at hand and/or has no comments.

Demonstrates a restricted understanding of the concepts, topics, and ideas as evidenced by offering information that could be derived from prior comments and/or including highly general comments.

Demonstrates an adequate understanding of the concepts, topics, and ideas as evidenced by offering superficial, or general statements in the class. Includes a few details in the responses.

Demonstrates a solid understanding of the concepts, topics, and ideas as evidenced by thoughtful responses and questions that show a clear connection (are integrated) with the course material at hand. The responses show depth, and includes many supporting details.

Critical Thinking

Evidenced by

Responses

Provides no evidence of agreement or disagreement with an existing discussion.

Indicates agreement or disagreement with an existing discussion but provides no justification or explanation for comments.

Indicates agreement or disagreement with an existing discussion including a limited explanation or justification. Provides

Demonstrates a critical analysis of an existing discussed idea or introduces a different interpretation to an existing concept or

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comments, discussion, and questions without a clear connection to the course material at hand.

idea. Includes comments, discussion, and questions that have a clear connection (are integrated) with the course material at hand.

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Team Presentation Rating Form Group_________________________________________Presentation Rating Form Part 1. Content and organization of the presentation. (15 points)

CREATIVITY (3 points) ♣ Presentation was creative. ♣ Material was not taken directly from the book. ♣ Presentation was distinctive and different from the other class

presentations.

Content (5 points) ♣ Provides appropriate overview of background material. ♣ Reviews only important points needed to make decisions; assumes

audience is familiar with reading. ♣ Clearly states which principles are used for each decision.

Content (Overall content) (3 points) ♣ Majority of case focuses on case decision. ♣ Meets guidelines:

∗ 1/3 covers background information & ∗ 2/3 covers case decision/conclusions/ implications.

Organization of material (5 points) ♣ Presentation is clear, consistent and well organized. ♣ Includes

∗ Cover page ∗ Table of Contents ∗ Introduction (introduce group and topic), ∗ Body (substance of material) and ∗ Conclusion (3 key concepts) ∗ Works cited

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∗ Division of Labor (who did what task) ♣ Complete written summary of information submitted:

∗ PowerPoint or Prezi ∗ 3-5 page written presentation using a narrative format

Part II. Delivery of the presentation and visual aids. (17 points)

Preparation and timing (3 points) ♣ Presentation flows smoothly from speaker to speaker; evidence of

sufficient rehearsal. ♣ Presentation is not so brief as to omit important material;

team/individual does not run out of time or rush to finish on time.

Delivery (4 points) ♣ Speaks loudly and clearly. ♣ Avoids speaking in monotone; Varies inflection. ♣ Demonstrates enthusiasm and interest in topic. ♣ Does not read directly from material on screen or notes. ♣ Presenters speak from appropriate positions in the room;

group is NOT bunched up together in corner.

Eye Contact (4 points) ♣ Presenters maintain good eye contact with all members of the

audience; presenter speaks without notes or screen during most of the presentation.

♣ Presenters speak to entire audience not the screen or one place or person in room.

Quality of visual aids (4 points) ♣ Visual aids enhance the presentation. ♣ Material highlights main points; uses outline format.

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♣ Avoid long, complicated, complete sentences; text is not copied verbatim

♣ YouTube Video ♣ Logo each slide ♣ Conclusion (3 key concepts) ♣ Works Cited Other (2 points) ♣ Audience is able to refer to slides while focusing attention on

speakers. ♣ Audience is politely listening.

ADDITIONAL COMMENTS_________________________________________________ ________________________________________________________________________ Maximum 32 points… Your Team Points ______+ individual_______

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EVALUATION CRITERIA FOR MANAGEMENT REPORTS

(Dr. Jeanne King Developed Most of the Organizational and Management Evaluative Criteria Listed Below)

CATEGORY INADEQUATE POOR FAIR GOOD Overall Organization of the Integrative Report

The paper is disorganized; information is presented in an arbitrary or almost random order; paragraphs contain unrelated ideas; subheadings are missing or too brief to describe the issues discussed in the subsections.

The paper is not consistently organized; some information is out of place and interferes with the logical flow of ideas; paragraphs tend to contain unrelated topics or too long; subheadings are missing or too brief to describe the related subsection.

Information is organized overall; most paragraphs are well-constructed with only a few deviations from the man point; subheadings are appropriate overall, although a few may be too brief to describe all issues related to the subsection...

The paper is very well organized overall; paragraphs have topic sentences and are well-constructed; sentences address only issues relevant to each paragraph; subheadings are appropriately descriptive of the related subsection.

Paper Requirements

The paper is too brief to cover the topics assigned; the content does not reflect the scope of assignment or some topics are missing entirely.

The paper should be longer; it includes too few concepts/issues; there is insufficient discussion of concepts, problems and solution; some topics are missing.

The paper satisfies or exceeds length requirements but lacks thorough discussion of relevant concepts, problem and solution.

The paper satisfies or exceeds length requirements and satisfies or exceeds requirements for the content of the paper. SA

MPLE


Introduction

There is no clear introduction alerting the reader to the overall structure of the paper or issues to be addressed

The introduction presents a few main issues but it is too brief to adequately preview the entire paper; it lacks originality and is highly similar to the text of the course readings.

The introduction states the most of the main issues to be discussed throughout the paper; its length is acceptable; intro is in the author’s own words.

The introduction states the main issues, previews all topics discussed throughout the paper in sufficient detail, and is clearly written in the author’s words.

Organizational Context

The organizational background is brief and incomplete, or longer than two pages.

The organizational background is descriptive and satisfactory but could include some fundamental concepts to help the reader understand the analysis to come.

The organizational background contains most details and concepts needed to understand the organization and the analysis that follows.

The organizational background is complete, informative, and prepares the reader for the analysis to come.

Reframing Problem/ Issue

Discussion of issue or problem for reframing analysis is not included or unclear.

The problem presented could be developed in a way more suitable for a reframing analysis.

The problem used in the reframing analysis could be more detailed with respect to the person(s) involved (including the author) as well as the place, time, and situation.

The problem is clearly suitable for a reframing analysis and is highly detailed with respect to the person(s) involved (including the author) as well as the place, time, and situation.

SAMPLE


Description of Problem

The problem is reported with no or only a few facts or details and/or is dominated by strong personal speculations about why it occurred.

Problem report needs to include more facts or details to be complete; statements of personal feelings or thoughts about why it occurred need to be removed.

Problem description is reported factually in terms of what anyone might have observed but needs more development.

Problem report and the facts and details leading to it are clear; objective, and complete.

Transitions

Logical transitions between ideas/topics/paragraphs are unclear or nonexistent; paragraphs lack topic sentences, or opening sentences use conversational language or slang

A few transitions work well, few use only brief, incomplete subheadings not followed by a related topic sentence starting the next paragraph. Connections between ideas/topics/paragraphs are unclear, informal or use slang.

Most transitions show how ideas/topics/paragraphs are connected, but a few use only brief, incomplete sub headings not followed by a related topic sentence starting the next paragraph. A few transitions are unclear, too informal or use slang.

A variety of thoughtful transitions are used in the form of topic sentences for each paragraph. They introduce and expand on the content of the subheading; transitions clearly show how ideas/topics/paragraphs are connected throughout the paper. SA

MPLE


Conclusions

There is no obvious conclusion; the paper just ends.

There is a concluding paragraph but it merely repeats the introduction without tying together topics discussed throughout the paper; again the writing is highly similar to phrasing in the readings

There is concluding paragraphs which summarizes or tie together all topics addressed throughout the paper.

The conclusion is strong, summarizes or ties together most or all topics, and leaves the reader feeling he/she understands the most important points of the paper.

Accuracy and Application

None of the course concepts/principles/theories are identified by name in the paper; the ideas are used without being defined or applied accurately or completely

A few of the course concepts/principles/theories are identified by name in the paper; but most are used without being defined or applied accurately or completely.

Many of the course concepts/principles/theories are identified by name in the paper; but some are used without being defined or applied accurately or completely.

All/almost all of the course concepts/principles/theories are identified by name in the paper, and all/almost all are defined and applied accurately.

Reference Sources Cited

No reference citations are integrated in the text of the paper or listed in a reference page.

A few citations are used and listed; citation styles are inconsistent.

Most citations are integrated in the text and listed in a reference page; citation style is generally acceptable.

All/almost all citations are used and listed; citation style is consistent and generally acceptable.

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Grammar & Syntax

The paper contains too many grammatical, spelling, and/or punctuation errors to count (or correct); thus the content of the paper is very difficult to understand. Campus writing assistance and proofreading is strongly encouraged.

The paper contains numerous grammatical, spelling, and/or punctuation errors and cannot all be individually corrected; this makes the content of the paper more difficult to understand. Campus writing assistance and proofreading is strongly encouraged

The paper contains only a few grammatical, spelling, and/or punctuation errors – some examples have been corrected – but still needs improvement. Proofreading and a mechanics check by a friend or tutor will improve your skills further.

The paper contains virtually no grammatical/spelling/ and/or punctuation errors; it demonstrates excellent command of English writing fundamentals.

SAMPLE


Clarity and Integration

All/most all sentences sound unnatural when read aloud because they may be awkwardly constructed, repetitive, use too much jargon or slang, are too long or fragmented or cannot be understood. This paper should be read orally to someone before submitting the document.

Most sentences sound rather unnatural when read aloud because they may be awkwardly constructed, repetitive, use too much jargon or slang, are too long or fragmented, or cannot be understood. This paper should be read orally to someone before submitting the document.

Most sentences sound natural when read aloud, are understandable, and the paper’s style flows reasonably well. The paper should be read to someone to catch the small number of awkward or difficult to understand sentences.

All/almost all sentences are like natural speech when read aloud and virtually all are clearly understandable. The paper flows smoothly and is easy to grasp its ideas and enjoyable to read and evaluate.

Formatting

The paper is not formatted according to standards and the paper also may have an unprofessional appearance.

Several formatting problems are present; the paper could also have a more professional appearance.

Only a few formatting problems exist; on the whole, the paper is also professionally presented

Virtually no formatting problems exist, and the paper is professionally presented.

SAMPLE

Course Syllabus

Page 1


International Business Strategy MGMT X490.6 (3 units)

Course Description: This course assesses the impact of “globalization” of products and markets on business, government, and society, and defines the various opportunities and challenges globalization presents for a firm engaged in international business. The course lectures, supplemented by the assigned text, will compare major theories of international trade and their relevance towards economic development, competitive advantage and strategic organization. Topics will also include arguments for and against the economics and politics of international trade and foreign direct investment. There will also be a team project and individual case studies conducted in a “real world” setting.

Course Sequencing This is the first course of instruction for the International Business Operations & Management certificate program. There are no prerequisites for this course. Course Objectives At the end of this course, students will be able to:

♦ Formulate international market entry strategies and policies that are best suited for the global marketplace, including Foreign Direct Investment, Joint Ventures, Manufacturing Under License, Franchising, Strategic Partnerships, etc.

♦ Design the most appropriate organizational structure to effectively operate a successful international business;

♦ Create an effective market research strategy for selecting and prioritizing high-potential international markets, including the use of both primary and secondary market research tools;

♦ Identify and calculate the opportunities and threats resulting from Regional Economic Integration, including Free Trade Agreements, and international treaties and its effect on an organization;

♦ Prepare briefing papers and professional presentations to all levels of management to aid in the international decision-making process.

Course Material IBOM: Strategy & Structure X490.6 International Business, Competing in the Global Marketplace, Anna Phillips; 2014; Consolidated with Primus Publishing; http://create.mcgraw-hill.com ISBN13: 9781308208343. Go to http://extension.uci.edu/acpibom-materials to access supplemental resources online. Course Outline Day 1 General Course Information

• Introductions & review of the course syllabus and course goals and expectations • Team formation for collaborative presentation • Chapter 1: Globalization concepts

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Course Syllabus Page 2


• Video analysis: 3 Billion New Capitalists and team discussion of concepts; seeAppendix 2 for rating criteria.

• Homework: Read chapter for the next day

Day 2 Brief Review of Globalization Concepts • Chapter 5 Ethics concepts

o Philosophical approaches to ethicso Strawman approaches to ethics

• Video analysis: Starbuck Building Relations with Coffee Growers and team discussion ofconcepts; see Appendix 2 for rating criteria.


Day 3 Brief Review of Globalization and Ethics • Chapter 8: Foreign Direct Investment (FDI) concepts

o Horizontal FDIo Vertical FDIo Licensing, Franchising, Greenfields, and Merger concepts

• Video analysis: Domino’s Pizza in Mexico and team discussion of concepts; seeAppendix 2 for rating criteria.


Day 4 Brief Review of Globalization, Ethics, and FDI Concepts • Chapter 2 National Differences in Political Economy concepts

• Chapter 7: The Political Economy of International Trade conceptso Instruments of Trade Policyo Anti-dumpingo Strategic trade policyo World Trade Organization

• Video analysis: Yukos: Sale or Seizure and/or No Tariffs – Politics of Steel and teamdiscussion of concepts; see Appendix 2 for rating criteria.

• Homework: chapter for the next day

Day 5 Brief Review of Globalization, Ethics, FDI, and Political Economy • Chapter 9: Regional Economic Integration concepts

o Horizontal and Vertical Foreign Direct Investmento Free trade, Common Union, Common Market, Economic Union, and Political Union

conceptso Trade creation and trade diversion

• Video analysis: US Farmers/CAFTA and team discussion of concepts; see Appendix 2 forrating criteria.

• Homework: chapter for the next day• Individual written assignment will be selected today

Day 6 Brief Review of Globalization, Ethics, FDI, Political Economy, and Regional Economic Integration

SAMPLE



• Ch 11 International Monetary Systemo International Monetary Fund (IMF), a central banko World Bank, a development bank

• Video analysis: IMF One Tough Job and World Bank and team discussion of concepts;see Appendix 2 for rating criteria.


Day 7 Brief Review of Globalization, Ethics, FDI, Political Economy, Regional Economic Integration, and International Monetary System

• Chapter 13: The Strategy of International Businesso Strategy for Expansion including global, international, localization and transnationalo Michael Porter’s strategies for creating valueo Comparative Advantage

• Video analysis: Traveling for Treatment Summary and team discussion of concepts; seeAppendix 2 for rating criteria.

• Team Breakouts to discuss status of presentations• Homework: chapter for the next day

Day 8 Brief Review of Globalization, Ethics, FDI, Political Economy, Regional Economic Integration, International Monetary System, and Strategy of International Business

• Chapter 14: The Organization of International Businesso Centralization and decentralization of organizationo International, Worldwide Area, and Global Matrix structureo Principles for change

• Video analysis: General Motors/Saab and team discussion of concepts; see Appendix 2for rating criteria.


Day 9 Brief Review of Globalization, Ethics, FDI, Political Economy, Regional Economic Integration, International Monetary System, Strategy of International Business, and Organization of International Business

• Chapter 15: Entry Strategy and Strategic Allianceso First moverso Entry methods

Exporting Turnkey Licensing Agreements Franchising Agreements Joint Venture Wholly owned Subsidiary

o Strategic Alliance Partnero Core Competencies

Technological Know-How Management Know-How

• Video analysis : DHL and team discussion of concepts• Team Breakouts to discuss status of presentations• Homework: team presentation

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Day 10 Final Team Presentations and Submission of International Case • Teams of four or more will present an actionable International Business Plan utilizing

Power Point, Prezi, or other suitable presentation format.• The presentation will present between 10 to 15 minutes each, with each team member

presenting at least once.• A 5 to 10 minute question about the topic followed by a critique on what went right and

how to improve the next presentation.• Teams provide a print a copy of the presentation to the instructor before they begin their

presentation.• Teams are rated on a criteria provided in Appendix 1.

Email Submission of individually written assignment due and evaluated based on a criteria provided in Appendix 1.

Evaluation and Grading Evaluation of Student Performance Weighted as Percentages of the Total Grade

1. Daily Individual Class Participation 10% 2. Quiz #1 – International Theory & Analysis 10%

Quiz #2 – Regional Integration, Market Entry & FDI 10%3. Team Project & Formal Presentation as Assigned 35% 4. Individual Written Case Study as Assigned 35%

1. Participation: 10 points:Successful students in this program do not miss any classes and arrive on time, and stay untilclass is over.

♦ It is strongly suggested that you make attending classes your top priority and try toschedule outside affairs at an alternate time.

♦ See Attendance Policy.♦ In addition, during class, your ideas and experiences are highly valued to all of us, and

are welcomed, provided they are on the subject matter and agenda we are covering.♦ You are expected to participate during the class discussions, that is to say you need to

do more than attend class. You will receive 1 point for each day you participate in theclass discussions.

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2 Quizzes: 20 points The quizzes will be during the class and based on the video presentations.

♦ Teams will be selected to discuss the video presentations as it relates to the topic(s) ofthe day.

♦ Team will collaborate on the topic(s) resulting in one student presenting the results ofthe collaboration and defending the presentation to the class.

♦ The expectation will be to provide three answers to the question assigned to yourteam.

♦ NO make-up submissions of quizzes are accepted.♦ Use the video rating sheet to ensure your team addresses the required criteria.♦ Valued at 20 points toward each student’s overall grade.

3. Integrated Case Studies/Presentations: 35 pointsOne important and consistent challenge for IBOM students is critical thinking, businessanalysis and case preparation and presentations. This project will be done as part of asmall team and needs to be presented to the class on the final day. Topics are listed inAppendix 2.

♦ Depending on the size of the class, you will assemble into teams of 3-5 studentseach.

♦ The goal is for your team to teach us something we did not know!♦ Remember to apply a minimum of three principles and/or concepts of the chapter

affiliated with your case.♦ You do not need to write anything other than your presentation and you will need to

turn in your project to obtain credit.♦ Outside research and updated information is required for a brief presentation

whereby your team will provide:• A PowerPoint or Prezi (about 8-10 slides)• A written three (3) to five (5) page summary including major concepts, issues,

and recommendations• A 10 to 15 minute oral presentation with a 5 to 10 minute question about the topic

followed by a critique on what went right and how to improve the next presentation.• A print a copy of the PowerPoint or Prezi presentation.

♦ Do NOT use Wikipedia as a resource!♦ Due for submission on Day 10.♦ Evaluation based on the criteria provided in Appendix 1.

4. Individually Written Assignment: 35 pointsThe second case will be done as an individual written assignment and is due on thefinal day of class. Topics are listed in Appendix 1.

♦ The goal is to provide a thoughtful analysis of the situation and reference of likeconcepts from the text is necessary.

♦ Explain why you selected the topic, review the case using concepts from the course,and summarize your discussion of the case.

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♦ Remember to apply a minimum of three principles and/or concepts of the chapteraffiliated with your case.

♦ These cases need to be typed; 1 ½ spaced in Word, Ariel at 12 font, with the lengthof a minimum three (3) and a maximum of five (5) pages.

♦ Do NOT use Wikipedia as a resource!♦ Submission of individually written assignment due on Day 10♦ Evaluation based on the criteria provided in Appendix 1.

Grading Scale A = 93% – 100% A- = 90% – 92% B+ = 87% – 89% B = 83% – 86% B- = 80% – 82% C+ = 77% – 79% C = 73% – 76% C- = 70% – 72% D+ = 67% – 69% D = 63% – 66% D- = 60% – 62% F = 59% or less

A Note on Trust, Honesty, and the Honor System: ♦ Trust is an important expectation in American education.♦ The ‘honor system,’ imposed by the instructor and the University, insists that the student

be honest in all areas of schoolwork.♦ Violation of the honor system can result in failing a course, having a permanent record

of the violation in the student’s files, and even being suspended or expelled from theUniversity.

♦ Many students are also aware that they can jeopardize their rapport with fellow studentsif they are dishonest.

Code of Conduct All participants in the course are bound by the University of California Code of Conduct, found at http://www.ucop.edu/ethics-compliance-audit-services/_files/stmt-stds-ethics.pdf

Attendance Policy ACP students are expected to attend all class meetings for every course in the student’s ACP. Students are expected to arrive to class on time and remain in class until the class is dismissed. A student who is absent more than 20% of a course and does not have a doctor’s note explaining the absence is put on Attendance Probation and is in danger of failing that course. A student on Attendance Probation must not miss any more hours of that course and must satisfy the academic requirements of that course. A student on Attendance Probation for more than two courses in his/her ACP will be dismissed from the program. As a reminder,

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students must earn passing grades of “C” or better in all courses of an ACP to receive a certificate in that ACP. For students who participate in the Internship Program, please note that internship interviews and advising meetings must be scheduled outside of class time. Academic Honesty Policy The University is an institution of learning, research, and scholarship predicated on the existence of an environment of honesty and integrity. As members of the academic community, faculty, students, and administrative officials share responsibility for maintaining this environment. It is essential that all members of the academic community subscribe to the ideal of academic honesty and integrity and accept individual responsibility for their work. Academic dishonesty is unacceptable and will not be tolerated at the University of California, Irvine. Cheating, forgery, dishonest conduct, plagiarism, and collusion in dishonest activities erode the University's educational, research, and social roles. Students who knowingly or intentionally conduct or help another student engage in dishonest conduct, acts of cheating, or plagiarism will be subject to disciplinary action at the discretion of UC Irvine Extension. Disability Services If you need support or assistance because of a disability, you may be eligible for accommodations or services through the Disability Service Center at UC Irvine. Please contact the DSC directly at (949) 824-7494 or TDD (949) 824-6272. You can also visit the DSC’s website: http://www.disability.uci.edu/. The DSC will work with your instructor to make any necessary accommodations. Please note that it is your responsibility to initiate this process with the DSC.

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Appendix 1 The following is a list of topics for the Individual case study. Each student will select one case and answer the questions in the text related to the case also refer to the rating criteria.

Individual Case Chapter Topic page

Ch 1 Globalization Management Focus: Vizio

32

Ch 5 Ethics Management Focus: Unocal in Myanmar

83

Ch 7 Political Economy and International Trade

Management Focus: US Magnesium China/Russia

113

Ch 8 Foreign Direct Investment Management Focus: CEMEX FDI

143

Ch 9 Regional Economic Integration

Management Focus: 2010-2012 EU Sovereign Debt Crisis

177

Ch 11 International Monetary System

Country Focus: US Dollar, Oil Prices &Recycling Petrodollars

206

Ch 13 Strategy of International Business

Management Focus: Evolution of Strategy of Procter & Gamble

235

Ch14 Organization of Int Business Management Focus: International Division at Wal-Mart

273

Ch14 Organization of Intl Business Management Focus: Lincoln Electric

273

Ch14 Organization of Intl Business Management Focus: Dow Chemical Matrix Structure

273

Ch 15 Entry Strategy & Strategic Alliance

Management Focus: Tesco Goes Global

302

Ch 15 Entry Strategy & Strategic Alliance

Critical Thinking: Canadian Medical Products Enter EU Market

302

Note: Most Cases are located in the Management Focus or Country Focus sections of text while the questions you need address are in the Critical Thinking section of the text. SA

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The following is a list of topics for the Team case study. Each student will select one case and answer the questions in the text related to the case also refer to the rating criteria. Team Cases

Chapter Topic Page Ch 1 Globalization Closing Case:

Apple iPhone 33-34

Ch 2 National Differences in Political Economy

Closing Case: Poland’s Economy

57

Ch 5 Ethics Closing Case: Working Conditions in

Chinese Factory

84-85

Ch 7 Political Economy and International Trade

Closing Case: US Tariffs on Tire Imports

from China

113-114

Ch 8 Foreign Direct Investment

Closing Case: Walmart in Japan

143-145

Ch 9 Regional Economic Integration

Closing Case: I want my GREEK TV

178

Ch 11 International Monetary System

Closing Case: Currency Trouble in Malawi

207

Ch 13 Strategy of International Business

Closing Case: Avon Products

236-237

Ch 14 Organization of International Business

Closing Case: Philips NV

274-275

Ch 15 Entry Strategy and Strategic Alliance

Closing Case: General Motors in China

303-304

Note: Cases are located in closing case section of text while the questions you need in the Critical Thinking section of the text.

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Presentation Rating Form Team Case ______________________

Part 1. Content and organization of the presentation. (15 points)

CREATIVITY (3 points)

♣ Presentation was creative. ♣ Material was not taken directly from the book. ♣ Presentation was distinctive and different from the other class

presentations.

Content (5 points)

♣ Provides appropriate overview of background material. ♣ Reviews only important points needed to make decisions; assumes


Content (Overall content) (3 points)

♣ Majority of case focuses on case decision. ♣ Meets guidelines:

∗ 1/3 covers background information & ∗ 2/3 covers case decision/conclusions/ implications.

Organization of material (5 points)

♣ Presentation is clear, consistent and well organized. ♣ Includes

∗ Cover page ∗ Table of Contents ∗ Introduction (introduce group and topic), ∗ Body (substance of material) and ∗ Conclusion (3 key concepts) ∗ Works cited ∗ Division of Labor (who did what task)

♣ Complete written summary of information submitted: ∗ PowerPoint or Prezi ∗ 3-5 page written presentation using a narrative format

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Part II. Delivery of the presentation and visual aids. (17 points)

Preparation and timing (3 points)

♣ Presentation flows smoothly from speaker to speaker; evidence of sufficient rehearsal.

♣ Presentation is not so brief as to omit important material; team/individual does not run out of time or rush to finish on time.

Delivery (4 points)

♣ Speaks loudly and clearly. ♣ Avoids speaking in monotone; Varies inflection. ♣ Demonstrates enthusiasm and interest in topic. ♣ Does not read directly from material on screen or notes. ♣ Presenters speak from appropriate positions in the room;

group is NOT bunched up together in corner.

Eye Contact (4 points)

♣ Presenters maintain good eye contact with all members of the audience; presenter speaks without notes or screen during most of the presentation.

♣ Presenters speak to entire audience not the screen or one place or person in room.

Quality of visual aids (4 points)

♣ Visual aids enhance the presentation. ♣ Material highlights main points; uses outline format. ♣ Avoid long, complicated, complete sentences; text is not copied verbatim ♣ YouTube Video ♣ Logo each slide ♣ Conclusion (3 key concepts) ♣ Works Cited Other (2 points)

♣ Audience is able to refer to slides while focusing attention on speakers. ♣ Audience is politely listening.

ADDITIONAL COMMENTS_____________________________________________________ ___________________________________________________________________________

Maximum 32 points… Your Team Points ______+ individual_______

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♣ Individual ORAL presentation (3 points)





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Presentation Rating Form Individual Case______________________

Content and organization of the presentation. (35 points)

CREATIVITY (6 points) ♣ Presentation was creative. ♣ Material was not taken directly from the book. ♣ Presentation was distinctive and different from the other class

presentations.

Content (15 points) ♣ Provides appropriate overview of background material. ♣ Reviews only important points needed to make decisions; assumes


Content (Overall content) (6 points) ♣ Majority of case focuses on case decision. ♣ Meets guidelines:

∗ 1/3 covers background information ∗ 2/3 covers case decision/conclusions/ implications.

Organization of material (8 points) ♣ Presentation is clear, consistent and well organized. ♣ Includes

∗ Cover page ∗ Table of Contents ∗ Introduction (introduce group and topic), ∗ Body (substance of material) and ∗ Conclusion (brief review of case) ∗ Reason for selecting topic ∗ Works cited

♣ Complete written summary of information submitted: ∗ 3-5 page written presentation using a narrative format ∗ PowerPoint or Prezi

ADDITIONAL COMMENTS_____________________________________________________

Total Points _____________

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EVALUATION CRITERIA FOR CASE REPORT

CATEGORY INADEQUATE POOR FAIR GOOD Overall Organization of the Integrative Case Report

The paper is disorganized; information is presented in an arbitrary or almost random order; paragraphs contain unrelated ideas; subheadings are missing or too brief to describe the issues discussed in the subsections.

The paper is not consistently organized; some information is out of place and interferes with the logical flow of ideas; paragraphs tend to contain unrelated topics or too long; subheadings are missing or too brief to describe the related subsection.

Information is organized overall; most paragraphs are well-constructed with only a few deviations from the man point; subheadings are appropriate overall, although a few may be too brief to describe all issues related to the subsection...

The paper is very well organized overall; paragraphs have topic sentences and are well-constructed; sentences address only issues relevant to each paragraph; subheadings are appropriately descriptive of the related subsection.

Paper Requirements

The paper is too brief to cover the topics assigned; the content does not reflect the scope of assignment or some topics are missing entirely.

The paper should be longer; it includes too few concepts/issues; there is insufficient discussion of concepts, problems and solution; some topics are missing.

The paper satisfies or exceeds length requirements but lacks thorough discussion of relevant concepts, problem and solution.

The paper satisfies or exceeds length requirements and satisfies or exceeds requirements for the content of the paper.

Introduction

There is no clear introduction alerting the reader to the overall structure of the paper or issues to be addressed

The introduction presents a few main issues but it is too brief to adequately preview the entire paper; it lacks originality and is highly similar to the text of the course readings.

The introduction states the most of the main issues to be discussed throughout the paper; its length is acceptable; intro is in the author’s own words.

The introduction states the main issues, previews all topics discussed throughout the paper in sufficient detail, and is clearly written in the author’s words.

Organizational Context

The organizational background is brief and incomplete, or longer than two pages.

The organizational background is descriptive and satisfactory but could include some fundamental concepts to help the reader understand the analysis to come.

The organizational background contains most details and concepts needed to understand the organization and the analysis that follows.

The organizational background is complete, informative, and prepares the reader for the analysis to come.

Reframing Problem/ Issue

Discussion of issue or problem for reframing analysis is not included or unclear.

The problem presented could be developed in a way more suitable for a reframing analysis.

The problem used in the reframing analysis could be more detailed with respect to the person(s) involved (including the author) as well as the place, time, and situation.

The problem is clearly suitable for a reframing analysis and is highly detailed with respect to the person(s) involved (including the author) as well as the place, time, and situation.

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Description of Problem

The problem is reported with no or only a few facts or details and/or is dominated by strong personal speculations about why it occurred.

Problem report needs to include more facts or details to be complete; statements of personal feelings or thoughts about why it occurred need to be removed.

Problem description is reported factually in terms of what anyone might have observed but needs more development.

Problem report and the facts and details leading to it are clear; objective, and complete.

Transitions Logical transitions between ideas/topics/paragraphs are unclear or nonexistent; paragraphs lack topic sentences, or opening sentences use conversational language or slang

A few transitions work well, few use only brief, incomplete subheadings not followed by a related topic sentence starting the next paragraph. Connections between ideas/topics/paragraphs are unclear, informal or use slang.

Most transitions show how ideas/topics/paragraphs are connected, but a few use only brief, incomplete sub headings not followed by a related topic sentence starting the next paragraph. A few transitions are unclear, too informal or use slang.

A variety of thoughtful transitions are used in the form of topic sentences for each paragraph. They introduce and expand on the content of the subheading; transitions clearly show how ideas/topics/paragraphs are connected throughout the paper.

Conclusions There is no obvious conclusion; the paper just ends.

There is a concluding paragraph but it merely repeats the introduction without tying together topics discussed throughout the paper; again the writing is highly similar to phrasing in the readings

There is concluding paragraphs which summarizes or tie together all topics addressed throughout the paper.

The conclusion is strong, summarizes or ties together most or all topics, and leaves the reader feeling he/she understands the most important points of the paper.

Accuracy and Application

None of the course concepts/principles/theories are identified by name in the paper; the ideas are used without being defined or applied accurately or completely

A few of the course concepts/principles/theories are identified by name in the paper; but most are used without being defined or applied accurately or completely.

Many of the course concepts/principles/theories are identified by name in the paper; but some are used without being defined or applied accurately or completely.

All/almost all of the course concepts/principles/theories are identified by name in the paper, and all/almost all are defined and applied accurately.

Reference Sources Cited

No reference citations are integrated in the text of the paper or listed in a reference page.

A few citations are used and listed; citation styles are inconsistent.

Most citations are integrated in the text and listed in a reference page; citation style is generally acceptable.

All/almost all citations are used and listed; citation style is consistent and generally acceptable.

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Grammar & Syntax

The paper contains too many grammatical, spelling, and/or punctuation errors to count (or correct); thus the content of the paper is very difficult to understand. Campus writing assistance and proofreading is strongly encouraged.

The paper contains numerous grammatical, spelling, and/or punctuation errors and cannot all be individually corrected; this makes the content of the paper more difficult to understand. Campus writing assistance and proofreading is strongly encouraged

The paper contains only a few grammatical, spelling, and/or punctuation errors – some examples have been corrected – but still needs improvement. Proofreading and a mechanics check by a friend or tutor will improve your skills further.

The paper contains virtually no grammatical/spelling/ and/or punctuation errors; it demonstrates excellent command of English writing fundamentals.

Clarity and Integration

All/most all sentences sound unnatural when read aloud because they may be awkwardly constructed, repetitive, use too much jargon or slang, are too long or fragmented or cannot be understood. This paper should be read orally to someone before submitting the document.

Most sentences sound rather unnatural when read aloud because they may be awkwardly constructed, repetitive, use too much jargon or slang, are too long or fragmented, or cannot be understood. This paper should be read orally to someone before submitting the document.

Most sentences sound natural when read aloud, are understandable, and the paper’s style flows reasonably well. The paper should be read to someone to catch the small number of awkward or difficult to understand sentences.

All/almost all sentences are like natural speech when read aloud and virtually all are clearly understandable. The paper flows smoothly and is easy to grasp its ideas and enjoyable to read and evaluate.

Formatting

The paper is not formatted according to standards and the paper also may have an unprofessional appearance.

Several formatting problems are present; the paper could also have a more professional appearance.

Only a few formatting problems exist; on the whole, the paper is also professionally presented

Virtually no formatting problems exist, and the paper is professionally presented.

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Appendix 2 Video Rating Form

Content and Organization of the Presentation. (3 points)

• Each time you present the maximum points earned is 3 points. • If you do not present, yet participate in collaboration of the answer, the maximum points

earned is 2 points. • These points will be attributed to the quiz requirements of the course for a maximum of 20

points.

TEAM Participation (1 points)

1. Selected teams will submit a one page answer UPLOADED to the appropriate Discussion Forum.

a. Individual scores will be determined by team participation and class discussion; with a list of team members in attendance i. _____________________________

ii. _____________________________ iii. _____________________________ iv. _____________________________ v. _____________________________

2. Team responses will be rated on:

a. student involvement/participation b. attention to details, c. demonstrated ability to think critically d. attendance

3. One or more students from each team will be responsible for

presenting the team’s answer to the question to the class. ______________________

Organization of material (2 points)

1. Date 2. Video Topic 3. List the question 4. Body

a. Answer should include a minimum of 3 answers in addressing the question

b. clearly states which principles are used in article (includes spelling, grammar, and full sentences)

TOTAL POINTS _____________________

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International Finance MGMT X490.7 (2 units)

Prerequisites — Classes or Knowledge Required for this Course NONE

Course Description

To succeed in the expanding international economy, business professionals must learn about the role and impact of international financial markets. This class begins with the history and structure of the international monetary system. Topics build on this foundation with a focus on the forces that drive exchange rates as well as international trade and investment; international financial risks and the protection that can be achieved through the use of financial derivatives. The course also emphasizes some of the most important financial techniques used by multinational firms to manage their international financial operations.

Course Objectives • Gain a general understanding of the history and structure of the international financial markets • Learn the functions of foreign exchange spot, forward and derivatives transactions • Acquire the skills necessary to create and execute basic hedging strategies • Become familiar with alternative financing and payment methods • Acquire a basic understanding of the forces behind international investment flows • Be able to identify the financial management techniques used by multinational firms On a more practical level, the course goals are achieved through a process in which students are expected to master 90 key terms and concepts. The key terms and concepts are listed below, together with the class session during which they are discussed, the test where the term appears and the location of the source material where an explanation of the term or concept can be found.

Case Study Project Class will be divided into teams and a project will be presented at the last day of class. This project will use material covered in class lectures, hand out material and course book. A hard copy of the project must be handed in the last day just prior to the team’s presentation. Project description and details are on separate handout sheet. SA

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Methodology

Lecture, classroom interaction and breakouts, team study on project both in class and outside class, presentation of case study on last day, and a quiz midway through the class and a final exam on last day.

Course Materials

International Finance, McGraw Hill/Primis, ISBN: 10: 0-39-067650-0 Go to http://extension.uci.edu/acpibom-materials to access supplemental resources online.

Evaluation and Grading Evaluation of Student Performance Quiz 10% Final Exam 40% Presentation 50% Total 100%

Grading Scale A = 90% – 100% B = 80% – 89% C = 70% – 79% D = 60% – 69% Feedback and assessment will be given after each quiz as to how students are doing Final Exam and Quiz have True/False, Multiple Choice, and Short Answer questions. **Bonus” up to 10% points will be given to students who participate in class discussions by answering and asking questions in class, interacting with other team or class members, focusing on instruction and subject material, showing that the homework reading has been done prior to class, attention given to instructor and not to classmates.

Course Polices Exams and Presentations The exams will be given in class and the project presentations will be also during class.

Attendance Policy ACP students are expected to attend all class meetings for every course in the student’s ACP. Students are expected to arrive to class on time and remain in class until the class is dismissed. A student who is absent more than 20% of a course and does not have a doctor’s note explaining the absence is put on Attendance Probation and is in danger of failing that course. A student on Attendance Probation must not miss any more hours of that course and must satisfy the academic requirements of that course. A student on Attendance Probation for more than two courses in his/her ACP will be dismissed from the program. As a reminder, students must earn passing grades of “C” or better in all courses of an ACP to receive a certificate in that ACP. Students who arrive to class 30 or more minutes late or depart 30 or more minutes early will be marked absent for one day. For students who participate in the Internship Program, please note that internship interviews and advising meetings must be scheduled outside of class time. Students who are absent from class, arrive to class 30 or more minutes late, or depart 30 or more minutes early to attend an interview or meet with their advisor will be marked absent for one day.

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Code of Conduct All participants in the course are bound by the University of California Code of Conduct, found at http://www.ucop.edu/ucophome/coordrev/ucpolicies/aos/uc100.html. Academic Honesty Policy The University is an institution of learning, research, and scholarship predicated on the existence of an environment of honesty and integrity. As members of the academic community, faculty, students, and administrative officials share responsibility for maintaining this environment. It is essential that all members of the academic community subscribe to the ideal of academic honesty and integrity and accept individual responsibility for their work. Academic dishonesty is unacceptable and will not be tolerated at the University of California, Irvine. Cheating, forgery, dishonest conduct, plagiarism, and collusion in dishonest activities erode the University's educational, research, and social roles. Students who knowingly or intentionally conduct or help another student engage in dishonest conduct, acts of cheating, or plagiarism will be subject to disciplinary action at the discretion of UC Irvine Extension. Disability Services If you need support or assistance because of a disability, you may be eligible for accommodations or services through the Disability Service Center at UC Irvine. Please contact the DSC directly at (949) 824-7494 or TDD (949) 824-6272. You can also visit the DSC’s website: http://www.disability.uci.edu/. The DSC will work with your instructor to make any necessary accommodations. Please note that it is your responsibility to initiate this process with the DSC

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Course Outline

Date 1st Class Reading for Today Chapters 11 and 10

Objectives

The Global Monetary System The International Monetary System – Chapter 11 with discussions on Qualities of “good money”, Approaches to Exchange Rates, Bretton Woods System, and Overvalue/Undervalued Currencies

The Foreign Exchange Market – chapter 10 with discussions on the risk of the Foreign Exchange (FX) markets, Types of Exchange Rates, and Theories that try to explain exchange rate changes

Discussion on Presentation – Teams will be assigned/picked, case study will be openly discussed with questions and answers in class as to the deliverable and stressing that each team member should use the other members of their team to interact with, review and especially help one another in studying and researching the case study throughout the entire time whether in class or evening studies

Assignments Due Read chapters 11 and 10

Date 2nd Class Reading for Today Chapters 7 and 11.

Objectives

The Foreign Exchange Market, Exchange Rate Determination and Currency, Futures and Options on Foreign Exchange – chapter 7 with discussions on Instruments used to hedge and speculate on FX (Futures, Forwards, Options)

World Financial Markets and Institutions, International Banking and Money Markets – Chapter 11 with discussion on International Banking, International currencymarkets including notes and paper, LIBOR, and Currency creation.

Discussion on Presentation – Breakout into teams with individual discussion with each team and or team member as needed

Assignments Due Read chapters 7 and 11

Date 3rd Class Reading for Today Chapter 3

Objectives

Foundations of International Financial Management, Balance of Payments – chapter 3 with discussions on Imports/Exports, Current/Capital accounts, Balance of Trade, Portfolio/Direct investments

Quiz on all material discussed through last lecture

Discussion on Presentation – Breakout into teams and assist in resources needed to complete case study, Give assignment to have what each team member with be presenting and report next class

Assignments Due Read chapter 3

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Date 4th Class Reading for Today Chapter 20

Objectives

Financial Management of the Multinational Firm, International Trade Finance – chapter 20 with discussion on Letters of Credit, Fortaiting and Counter Trade (including present-day Bartering between International Corporations Discussion on Presentation – Breakout into teams and review what each team member will be presenting and preparing to show Power Point format in next class

Assignments Due Read chapter 20 Date 5th Class Reading for Today Chapter 20.

Objectives

Business Operations, Financial Management in the International Business – chapter 20 with discussion on Raising Capital in International Markets, Debt vs. Equity financing, Netting, Transfer Pricing, and Fronting systems in International Corporations Discussion on Presentation – Breakout into teams and have final review of Power Point presentation on case study in class

Assignments Due Read chapter 20 Date 6th Class Reading for Today None Objectives Presentation of Case Study and Final Exam.

Assignments Due Presentation of Case Study by each team including turning in a “hard copy” of each team’s Presentation prior to presenting to the class

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International Marketing MGMT X462.31 (3 units)

Course Description This course is based on the challenge of carefully balancing the firm’s characteristics and their marketing mix - product, price, placement and promotion - against external environmental dynamics such as cultural, economic, competitive, legal, and political forces, technology levels, and geographic infrastructure. Recognize how a firm’s strategic orientation needs to be tailored to match the locally responsive needs of a given market, and also how to develop a standardized approach to satisfy the global consumers in emerging middle class markets. Discriminate between marketing products and services to both consumer and business markets based on branding, international marketing channels, integrated marketing communications and pricing strategies. Participants learn to use market research tools to develop and present an international marketing analysis. A typical session will include lecture, think-pair-share classroom dynamics, critical thinking, and instructor/group time to collaborate on the class project.

Prerequisites: Classes or Knowledge Required for this Course There are no prerequisites for this course.

Educational Objectives: At the conclusion of this course the student will be able to:

• Demonstrate a complete understanding and appreciation of the role and scope of the international marketing mix as they relate to the foreign uncontrollable elements which exist in the global environment.

• Analyze the marketing research process, including secondary and primary methods for both quantitative and qualitative information.

• Obtain international marketing research via international business portals on the internet; and present your international marketing research findings to the class in a professional, multimedia supported effort that conveys your knowledge of the fundamentals and essentials of the course.

• Classify the various attributes of emerging markets and forecast economic growth in newly industrialized markets.

• Evaluate the choices in developing strategic planning techniques and effective international entry modes based on different company goals, products and services, markets and end users.

• Distinguish the impact that globalization has had on consumer and business and markets, especially in regards to the leverage between standardization and local responsiveness.

• Assess the opportunities and challenges of integrated marketing communications (IMC), and the current changes which exist in the promotional “P” of personal selling, advertising, sales promotion, direct and online marketing, as well as public relations.

Optional Course Text: International Marketing: Globalization & Localization, by Cateora and Graham, McGraw Hill Higher Education (Custom Text), ISBN: 0390770698. Go to http://extension.uci.edu/acpibom-materials to access supplemental resources online. Evaluation and Grading: Evaluation of Student Performance: Midterm Exam: 20% Final exam: 20% Class Project/Presentation: 50% Class Participation: 10% Notes:

SAMPLE


Course Syllabus

Page 2

1. Participation represents 10% of your overall grade in this class. Successful students do not miss any

classes, arrive on time, and stay until class is over. By not attending class, you are missing important information which can negatively impact performance, especially given our “accelerated” format. It is strongly suggested that you make class attendance a priority and schedule outside affairs at an alternate time. During class, your ideas and experiences are highly valued to all of us and are quite welcomed if they are germane to what we are covering. If you need to miss class, come late, or leave early, please notify me accordingly.

2. Both the midterm and final exams will consist of fill-in-the-blank questions, true/false, and multiple choice matching of newly learned nomenclature to phrases or statements. In addition, each exam will include a multi-point essay style question. I will also provide study guides for each exam.

3. The class project is the most salient evaluation of your class performance. I will provide a detailed outline of what is expected, and we will devote ample classroom time for critical thinking and to actually practice making concise oral presentations. Each group will consist of 4-5 students, depending on final enrollment. You are welcome to use multi-media enhancements, conduct primary research, develop creative marketing communication concepts, and/or use presentation tools other than Power Point.

Grading Scale

A = 93% - 100% A- = 90% - 92% B+ = 87% - 89% B = 83% - 86% B- = 80% - 82% C+ = 77% - 79% C = 73% - 76% C- = 70% - 72% D+ = 67% - 69% D = 63% - 66% D- = 60% - 62%

F = 59% or less

SAMPLE

Course Syllabus

Page 3

Attendance ACP students are expected to attend all class meetings. Students are expected to arrive to class on time and remain in class until class is dismissed. A student who is absent more than 20% of a course and does not have a doctor’s note explaining the absence is put on Attendance Probation and is in danger of failing the course. A student on Attendance Probation must not miss any more hours of that course and must satisfy the academic requirements of that course. A student on Attendance Probation for more than two courses in his/her ACP will be dismissed from the program. Students who arrive to class 30 or more minutes late or depart 30 or more minutes early will be marked absent for one day. For students who participate in the Internship Program, please note that internship interviews and advising meetings must be scheduled outside of class time. Students who are absent from class, arrive to class 30 or more minutes late, or depart 30 or more minutes early to attend an interview or meet with their advisor will be marked absent for one day. Academic Honesty Policy The University is an institution of learning, research, and scholarship predicated on the existence of an environment of honesty and integrity. As members of the academic community, faculty, students, and administrative officials share responsibility for maintaining this environment. It is essential that all members of the academic community subscribe to the ideal of academic honesty and integrity and accept individual responsibility for their work. Academic dishonesty is unacceptable and will not be tolerated at the University of California, Irvine. Cheating, forgery, dishonest conduct, plagiarism, and collusion of dishonest activities erode the University’s educational, research, and social roles. If students who knowingly or intentionally conduct or help another student perform dishonest conduct, acts of cheating, or plagiarism will be subject to disciplinary action at the discretion of UC Irvine Extension. Plagiarism Plagiarism is intellectual theft and is not acceptable. It means the intellectual creations of another without proper attribution. Plagiarism may take two main forms which are clearly related:

1. To steal or pass of as one’s own ideas, words, images or other creative works of another. 2. To use creative production, without crediting the source, even if only minimal information is available to

identify it for citation. Credit must be given for every direct quotation, for paraphrasing or summarizing a work (in whole or in part or in one’s own words) and for information that is not common knowledge. Code of Conduct All participants in the course are bound by the University of California Code of Conduct, found at http://www.ucop.edu/ucophome/coordrev/ucpolicies/aos/uc100.html Disability Services If you need support or assistance because of a disability, you may be eligible for accommodations or services through the Disability Services Center at UC Irvine. For more information, contact the Disability Services Center at (949) 824-7494 (voice), (949) 824-6272 (TTY), at www.disability.uci.edu/incomingstudents , or stop by the center at Building 313 on the UC Irvine map.

SAMPLE


http://www.disability.uci.edu/incomingstudents

Course Syllabus

Page 4

Schedule: Required readings, class preparation, examinations, SUBJECT TO REVISION Please note: A typical day will consist of an introductory class participation icebreaker followed by the main lecture of new concepts, theories, and nomenclature. Most days, we will then break into small groups in order for you to discuss the material amongst yourselves. Then your group will make a short presentation to the class, including time for Q&A, further emphasizing what you have learned that day. As we progress, I will also allow classroom time to work on your main group project and I will expect partial completion of individual sections of your presentation for my perusal and subsequent recommendations. Session 1

Introductions & review of the course syllabus and course goals and expectations Chapter 1: The Scope & Challenge of International Marketing Become acquainted with the class and other students Introduction to elevator speeches Homework: Read Harvard handout “Ending The War Between Sales and Marketing”

Session 2

Chapter 8: Developing a Global Vision through Marketing Research Review Harvard handout Review qualitative and quantitative research Review primary vs. secondary research Thinking beyond the 4P’s of marketing Think-pair-share critical thinking: President Obama Administration: “Cash for Clunkers” Class Project: Introduction

Session 3 Chapter 11: Global Marketing Management: Planning & Organization US Culture: Presidential politics and marketing Leading economic indicators Think-Pair-Share critical thinking: Global launch of Apple V i-phone

Session 4

Chapter 12: Products & Services for Consumers International brands and IP Think-Pair-Share: Starbucks global launch of VIA Ready Brew Review study guide for midterm Select group projects

Session 5

Chapter 13: Products & Services for Businesses Class Project: Intensive review of matrix International strategic alliances Market entry strategies Midterm

SAMPLE

Course Syllabus

Page 5

Session 6

Chapter 14: International Marketing Channels International distribution and middlemen Controllable and uncontrollable elements of international commerce Class Project: SWOT Analysis due

Session 7

Chapter 16: Integrated Marketing Communications & International Advertising Positioning statements and media planning Inbound vs. outbound marketing tactics Traditional vs. emerging media Class project update: “Jerry Maguire” Critical Thinking: 2016 Olympic Games in Rio

Session 8

Chapter 18: Pricing for International Markets Why price matters (beyond the 4P’s of marketing) International business ethics “Working Girl” Class Project: “Pioneer” presentations

Session 9 Class Project presentations. (Be sure to turn in a copy of your power-point presentation.) International product adaptation Country of origin effect on quality and its perception Homologation

Session 10

Final Exam Final presentations Farewell lecture: corporate credibility “Wedding Crashers”

SAMPLE


International Trade and Supply Chain Management X462.61

2 units

Course Description

The physical act of importing and exporting, whether it is raw materials, components, or finished goods is an integral part of international trade. Large or small companies marketing to just one country or all over the world need to know the distribution systems of their manufacturing locations and their target markets. This course surveys the field of international distribution and supply chain management, essential components of an international business strategy. It focuses on the differences between domestic and international physical transportation, infrastructure and the availability of modes. Other topics include inventory and packaging issues, use of customs privileged facilities, developing efficient freight pricing, the role of service providers and marine cargo insurance. Calculators are required for some of the work in this course.

Course Objectives

At the end of this course, students will be able to:

• Describe the management of the international supply chain, and how the role of logistics,information technology and services in international shipping facilitate that process;

• Assess the value of international contracts and marine cargo insurance as part of an overallinternational business strategy, inclusive of determining the appropriate value for insurance ona given shipment;

• Compare and contrast the International Commercial Terms of Sale, and Incoterms.

• Evaluate the various methods of payment for your import/export business in regards to risk andcompetitive strategies;

• Demonstrate an awareness of the various types of international shipping documents, such asthe commercial invoice, bills of lading, packing list, export declaration, and certificates of originand insurance;

• Explain the importance of the Harmonized System, HS, for both imports and exports;

• Demonstrate knowledge of the customs clearance process on a worldwide basis, and theimportance of developing a strategic plan for efficient importation of goods;

SAMPLE


• Evaluate the choices in international transportation, including the appropriate use of air, land, ocean and Intermodal shipments depending on the type of product, destination and availability of modes;

• Develop a strategic manufacturing and materials management program through the use of

accurate freight quotations and the execution of the pro forma invoice. Course Text or Online Resources

Required texts for this course are:

• International Logistics: The Management of International Trade Operations; Third Edition. Pierre David and Richard Stewart; Atomic Dog Publishing; 2013; ISBN-13: 9781111464981; ISBN 10: 1111464987; www.atomicdog.com


Evaluation of Student Performance

Criterion Description % of Grade Quizzes: Each quiz worth 8% of your grade (six quizzes) 48% (Multiple Choice, True/False, and fill in the blank) Class participation: Need to attend classes to participate 10% (Ask questions and share ideas in class and in teams) Homework: Team project and other assignments 22% Final: Review of entire course, with special emphasis on 20%

Trade terms, Payment terms, and Insurance. 100%

All quiz and final exam questions are taken directly from the textbook. (So, read it).

Grading Scale A = 90% – 100% B = 80% – 89% C = 70% – 79% D = 60% – 69%

Attendance

SAMPLE

http://www.atomicdog.com/


ACP students are expected to attend all class meetings for every course in the student’s ACP. Students are expected to arrive to class on time and remain in class until the class is dismissed. A student who is absent more than 20% of a course and does not have a doctor’s note explaining the absence is put on Attendance Probation and is in danger of failing that course. A student on Attendance Probation must not miss any more hours of that course and must satisfy the academic requirements of that course. A student on Attendance Probation for more than two courses in his/her ACP will be dismissed from the program. As a reminder, students must earn passing grades of “C” or better in all courses of an ACP to receive a certificate in that ACP. Students who arrive to class 30 or more minutes late or depart 30 or more minutes early will be marked absent for one day.

For students who participate in the Internship Program, please note that internship interviews and advising meetings must be scheduled outside of class time. Students who are absent from class, arrive to class 30 or more minutes late, or depart 30 or more minutes early to attend an interview or meet with their advisor will be marked absent for one day.

Code of Conduct

All participants in the course are bound by the University of California Code of Conduct, found at http://www.ucop.edu/ucophome/coordrev/ucpolicies/aos/uc100.html.

Academic Honesty Policy

The University is an institution of learning, research, and scholarship predicated on the existence of an environment of honesty and integrity. As members of the academic community, faculty, students, and administrative officials share responsibility for maintaining this environment. It is essential that all members of the academic community subscribe to the ideal of academic honesty and integrity and accept individual responsibility for their work. Academic dishonesty is unacceptable and will not be tolerated at the University of California, Irvine. Cheating, forgery, dishonest conduct, plagiarism, and collusion in dishonest activities erode the University's educational, research, and social roles.

If students who knowingly or intentionally conduct or help another student perform dishonest conduct, acts of cheating, or plagiarism will be subject to disciplinary action at the discretion of UC Irvine Extension.

Plagiarism

Plagiarism is intellectual theft and is not acceptable. It means use of the intellectual creations of another without proper attribution. Plagiarism may take two main forms, which are clearly related:

1. To steal or pass off as one's own the ideas or words, images, or other creative works of another.2. To use a creative production without crediting the source, even if only minimal information is

available to identify it for citation.

SAMPLE



Credit must be given for every direct quotation, for paraphrasing or summarizing a work (in whole, or in part, in one's own words), and for information which is not common knowledge.

Disability Services If you need support or assistance because of a disability, you may be eligible for accommodations or services through the Disability Service Center at UC Irvine. Please contact the DSC directly at (949) 824-7494 or TDD (949) 824-6272. You can also visit the DSC’s website: http://www.disability.uci.edu/. The DSC will work with your instructor to make any necessary accommodations. Please note that it is your responsibility to initiate this process with the DSC.

SAMPLE



Course Outline

Lesson 1: Introduction to International Supply Chain Management (Text Ch. 2). Import/Export basics. • Lesson Learning Objectives:

o Review syllabus and course logisticso Discuss the purpose of the classo Recognize the exponential growth of international trade in recent decades and

reasons for it.o Obtain a basic idea of the recent historical developments in the practice of

logistics.o Know the basic definitions of logistics and international logistics.o Know the basic components of international logistics.o Recognize the economic impact of international logistics activities

• Assignment Due:o Prepare for Quizo Work on Chapter Project

• Method(s) of Instruction:o Classroom methodology includes class lectures with visual aids.o The class will also participate in small and large group discussions of relevant

case studies and will present the results of those discussions to the class.o Text document

Lesson 2: Quiz (Chapter 2). International Logistics Infrastructure (Text Ch. 3) and Methods of entry into Foreign Markets (Text Ch. 4).

• Lesson Learning Objectives:o Identify characteristics of international transportation infrastructure.o Identify options of indirect exporting, active exporting and production abroad.o Be aware of the complications related to parallel imports.o Identify other issues in methods of entry into international trade.

• Assignment Due:o Prepare for Quizo Work on Team Project

• Method(s) of Instruction:o Classroom methodology includes class lectures with visual aids.o Text documento The class will also participate in small and large group discussions of relevant

case studies and will present the results of those discussions to the class.

SAMPLE


Lesson 3: Quiz (Chapter 3). International Contracts (Text Ch. 5) and Terms of Trade or Incoterms (Text Ch. 6).

• Lesson Learning Objectives: o Recognize differences in international sales contracts and the United Nations

Convention on Contracts for the International Sale of Goods (CISG). o Know about legal issues regarding agency vs. distributorships. o Identify elements of an agency or distributor contract. o Be able to identify the varied terms of international trade, or Incoterms. o Realize how Incoterms can be used for strategic advantage.

• Assignment Due: o Prepare for Quiz o Work on Chapter Project

• Method(s) of Instruction: o Classroom methodology includes class lectures with visual aids. o Text document o The class will also participate in small and large group discussions of relevant

case studies and will present the results of those discussions to the class. Lesson 4: Quiz (Chapter 6). Terms of Payment (Text Ch. 7) Lesson Learning Objectives:

o Identify alternative terms of payment in international trade. o Identify the advantages/disadvantages of securing payment through various

means of payment. o Recognize the strategic advantages of using the proper method of payment. o Identify the risks that currency exchange rates pose for both the importer and

exporter. o Identify means of managing transaction exposure.

• Assignment Due: o Prepare for Quiz o Work on Chapter Project (if provided) and Team Project



SAMPLE


Lesson 5: Quiz (Chapter 7). International Commercial Documents (Text Ch. 9); Review Extravaganza.

• Lesson Learning Objectives: • Identify the basic functions of export documents in international trade. • Identify the basic functions of import documents in international trade. • Identify the basic functions of transportation documents in international trade. • Identify the basic functions of electronic data interchange (EDI) in international trade. • Assignment Due:

o Prepare for Quiz o Work on Chapter Project


case studies and will present the results of those discussions to the class. Lesson 6: Quiz (Chapter 9). International Insurance (Text Ch. 10) and International Transportation. Optional Reading: International Ocean Transportation (Text Ch. 11), International Air Transportation (Text Ch. 12) & International Land & Multi-Modal Transportation (Text Ch. 13).

• Lesson Learning Objectives: o Identify methods of risk management. o Identify various forms of coverages under marine insurance policies. o Identify elements and functions of commercial credit insurance.

• Assignment Due: o Prepare for Quiz o Work on Chapter Project


case studies and will present the results of those discussions to the class. Lesson 7: Quiz (Chapter 10). International Transportation Packaging (Text Chapter 14) and Customs Clearance (Text Ch. 15).

• Lesson Learning Objectives: o Identify the distinctions among primary, secondary, and tertiary packaging. o Identify packaging objectives. o Identify domestic packaging issues. o Identify the characteristics of duties that may be imposed upon imports.

SAMPLE


o Identify the characteristics of non-tariff barriers to imports.o Identify the functions and requirements of the Customs clearing process.

• Assignment Due:o Prepare for Quizo Work on Chapter Project



Lesson 8: Review, Import/Export in Practice and Final Exam. • Lesson Learning Objectives:

o Identify the distinctions between agents, distributors and sales subsidiaries.o Identify the characteristics of the international supply chain.o Identify the functions and requirements of the domestic land international

logistics.• Assignment Due:

o Prepare for Final examo Finalize Team Project



What I Expect from You:

• Be here. Be on time. Participate. We are a large group and attendance is critical! Attendance ofat least 75% of the course is required to pass the class.

• Learning the material in this course involves hearing the lecture, reviewing materials distributedin class, participating in class discussions and activities, and completing the homeworkassignments.

What You Should Expect from Me:

• Clarity. I will try to make course and assignment expectations as clear as possible. If you don’tunderstand requirements or concepts—please ask me.

• Relevance. Each assignment is geared to prepare you for some aspect of professional and/orinterpersonal communication. If the relevance of an assignment is not clear—please ask me.

SAMPLE


Resources

From the U.S. Dept. of State:

The Language of Trade: http://usinfo.state.gov/products/pubs/trade/glossac.htm

International Trade Administration; Foreign Commercial Service; http://www.export.gov/

Export.gov – Trade Information Center http://www.trade.gov/td/tic/

One important link among many is “FAQ’s”

Tradeport: http://www.tradeport.org/

Bureau of the Census, The Harmonized System & Schedules A&B,

http://www.census.gov/foreign-trade/schedules/b/

We also will consider this database for export and import statistics – Fee Based

http://www.usatradeonline.gov/

Through Census we also have a link to the U.S. International Trade Commission for the import tariff and statistics – “Dataweb”

http://dataweb.usitc.gov/scripts/tariff.asp

U.S. Customs & Border Patrol; http://www.cbp.gov/

The Foreign Agricultural Service: This is like the Dept. of Commerce except it is for food products

FAS Online; http://www.fas.usda.gov/default.asp

From the same organization but different branch: The Agricultural Marketing Service (AMS)

Agricultural Export Transportation Handbook; http://www.ams.usda.gov/tmd/export/contents.htm

The State of Minnesota has its own export portal, which is quite helpful.

www.exportassistance.com

Japan has their own organization for helping U.S. companies understand the market:

SAMPLE

http://usinfo.state.gov/products/pubs/trade/glossac.htm

http://www.export.gov/

http://www.trade.gov/td/tic/

http://www.tradeport.org/

http://www.census.gov/foreign-trade/schedules/b/

http://www.usatradeonline.gov/

http://dataweb.usitc.gov/scripts/tariff.asp

http://www.cbp.gov/

http://www.fas.usda.gov/default.asp

http://www.ams.usda.gov/tmd/export/contents.htm

http://www.exportassistance.com/


Japanese External Trade Organization – JETRO http://www.jetro.go.jp/

Export Essentials: http://www.exportessentials.org/home/

UNZ is the oldest publisher and supplier of international trade materials:

UNZ & Co.; http://www.unzco.com/

They also publish the Basic Guide to Exporting for the DOC.

The Basic Guide to Exporting; http://www.unzco.com/basicguide/

Shipping Solutions offers complete software programs to run an export business.

Shipping Solutions; http://www.shipsolutions.com/

Alibaba is one of the more famous trade lead portals:

Alibaba; http://www.alibaba.com/

FITA has a wealth of information as well as job opportunities and emailing list.

Federation of International Trade Associations: www.fita.org/

SAMPLE

http://www.jetro.go.jp/

http://www.exportessentials.org/home/

http://www.unzco.com/

http://www.unzco.com/basicguide/

http://www.shipsolutions.com/

http://www.alibaba.com/

http://www.fita.org/

© Copyright 10/11/2013 UC Regents unex.uci.edu 1

Introduction to Project Management Principles and Practices MGMT X442.21 (3 units)

Course Description Project management has been proven to be the most effective method of delivering products within cost, schedule, and resource constraints. This intensive and hands-on course gives you the skills to ensure your projects are completed on time and on budget while giving the user the product they expect. You will gain a strong working knowledge of the basics of project management and be able to immediately use that knowledge to effectively manage work projects. At the end of the course you will be able to identify and manage the product scope, build a work breakdown structure, create a project plan, create the project budget, define and allocate resources, manage the project development, identify and manage risks, and understand the project procurement process.

Prerequisites — Classes or Knowledge Required for this Course There are no prerequisites for this course.

Course Objectives At the end of this course, students will be able to:

Identify the five process groups and 10 knowledge areas of the PMBOK® Guide.

Identify the role and responsibilities of the project manager and project team.

Draft a project scope statement.

Create a work breakdown structure.

Develop a project schedule.

Identify the resource needs of the project and develop a cost baseline.

Recognize the components of a project’s quality management plan.

Identify project stakeholders and determine their information needs.

Perform a basic project risk assessment.

Define the key elements needed to measure and report on project scope, schedule, and costperformance.

Identify and analyze changes to project scope.

Course Materials Required texts for this course are:

A Guide to the Project Management Body of Knowledge (PMBOK® Guide) 5th Edition, ProjectManagement Institute, Newtown Square, PA, 2013.

Optional Text Resources (which may be assigned by your instructor):

Stackpole, Cynthia. Project Manager's Book of Forms: A Companion to the PMBOK Guide.Wiley, John & Sons, Incorporated, Hoboken, New Jersey, 2009.

Verzuh, Eric. The Fast Forward MBA in Project Management 4th Edition. Wiley, John & Sons,Incorporated, Hoboken, New Jersey, 2012.

SAMPLE


Evaluation and Grading Evaluation of Student Performance Class project 45% Take-home exam 35% Short answer quiz 10% Class attendance and participation 10%

100% Grading Scale

A = 93% – 100% A- = 90% – 92% B+ = 87% – 89% B = 83% – 86% B- = 80% – 82% C+ = 77% – 79% C = 73% – 76%

C- = 70% – 72% D+ = 67% – 69% D = 63% – 66% D- = 60% – 62% F = 59% or less

Class Project

Class projects are intended to provide the student with the opportunity to practice what they learn and apply their new tools to a real or hypothetical project. The instructor will provide you time to work on projects during class; however, there will be times when the team will need to meet outside of the regular class schedule. Teams will make presentations as defined by the instructor. Documentation of your class project will be turned in and graded. The class project will include the following deliverables:

Narrative scope

statement

Work breakdown structure

Activity sequencing

Network diagram & schedule

Cost performance baseline

Responsibility assignment matrix

Risk identification

Project presentation

SAMPLE


Take-Home Exam The take-home exam will be handed out at the first class session. It will be open book and open notes, and should result from the student’s individual effort. All information necessary to successfully answer the questions will be covered in class lectures, exercises and debriefing, student workbook and text, and other handouts. Students may not ask questions of the instructor.

Short Answer Quiz Students will complete a short answer quiz during class through discussion with their team members. Each member of the team will present at least one discussion item.

SAMPLE


Class Attendance and Participation

Class participation is composed of attendance, presentation, and discussion. Participation in the group activities is vital for learning. This is a full course which includes practical application of concepts. Material coverage is extensive. Students should plan on making a class presentation and participate in class discussions. Because of the numerous project and team activities, students must attend all class sessions. If necessary, up to four hours in the accelerated format or one class of a multi-week format may be missed. The instructor may require additional work for the portion of class missed. Beyond this, participants will be asked to re-enroll in another class.

Academic Honesty Policy The University is an institution of learning, research, and scholarship predicated on the existence of an environment of honesty and integrity. As members of the academic community, faculty, students, and administrative officials share responsibility for maintaining this environment. It is essential that all members of the academic community subscribe to the ideal of academic honesty and integrity and accept individual responsibility for their work. Academic dishonesty is unacceptable and will not be tolerated at the University of California, Irvine. Cheating, forgery, dishonest conduct, plagiarism, and collusion in dishonest activities erode the University's educational, research, and social roles.


Disability Services If support or assistance is needed, because of a disability, you may be eligible for accommodations or services through the Disability Service Center at UC Irvine. For more information, contact the Disability Services Center at (949) 824-7494 (voice), (949) 824-6272 (TTY) at http://www.disability.uci.edu/, or stop by the center at building 313 on the UC Irvine Campus.

Course Outline

Module 1 – Introduction to Project Management Objectives:

Identify the key characteristics of a project.

Identify primary project constraints.

Define the role and responsibilities of the project manager.

Module 2 – Project Life Cycle Objectives:

Understand organizational influences on projects.

Identify project organizational structures.

SAMPLE



Define the difference between an enterprise environmental factor and an organizationalprocess asset.

Understand the definition of a project stakeholder.

Describe the project life cycle.

Module 3 – Project Management Processes Objectives:

Identify the five process groups described in the PMBOK® Guide.

Describe the 10 knowledge areas described in the PMBOK® Guide.

Module 4 –Integration I Objectives:

Define the purpose of using a project charter.

Determine the benefits of project planning.

Summarize the key elements of a project plan.

Identify project stakeholders.

Module 5 –Scope Objectives:

Define the outputs of the collect requirements process.

Draft a project scope statement.

Create a work breakdown structure.

Identify the uses of a work breakdown structure.

Module 6 – Time Objectives:

Develop a project schedule.

Identify the resource needs of the project.

Decompose work packages into activities.

Create a project network diagram.

Define what is needed to estimate activity durations.

Define milestones and create a milestone schedule.

Determine the critical path and calculate float.

Describe the purpose of using leads and lags in aproject schedule.

Identify three ways to shorten a project schedule.

Module 7 – Cost Objectives:

Estimate the quantities and costs of resources required to perform project activities.

Select one of three common cost estimating techniques to determine a project budget.

SAMPLE


Develop a project cost performance baseline.

Module 8 – Quality Objectives:

Recognize the components of a project’s quality management plan.

Distinguish between quality assurance and quality control.

Module 9 –Human Resources Objectives:

Identify tools used in determining staffing requirements.

Use a responsibility assignment matrix to assign responsibilities.

Identify common sources of conflict within a project environment.

Describe the difference between authority and influence.

Module 10 – Communications Objectives:

Define components of a communications management plan.

Understand the importance of communications channels.

Identify effective methods of reporting project performance.

Module 11 – Risk Objectives:

Perform a basic risk assessment.

Define risk in the project environment.

Identify project risk events.

Write a risk statement for a specific risk event.

Prioritize identified risks.

Develop responses for a high priority risk.

Module 12 – Procurement Objectives:

Differentiate between fixed price and cost reimbursable contract types.

Identify who holds the risk in fixed price and cost reimbursable contract types.

Select five factors that may influence the make vs. buy decision.

Module 13 – Stakeholder Objectives:

Identify information needs of the project stakeholders.

Define responsibility for managing stakeholder and controlling stakeholder engagement.

SAMPLE


Module 14 – Integration II Objectives:

Define the key elements needed to measure and report on project scope, schedule, andcost performance.

Identify and analyze changes to project scope.

Create a project tracking tool.

Describe causes and effects of project changes.

Define the purpose of conducting a lessons learned session. List the benefits of a formal closing process.

SAMPLE


Introduction to Project Management Principles and Practices

MGMT X442.21

Copyright 2013 UC Regents All Rights Reserved The entire content of this UC Irvine Extension course material, including all past editions, are protected under the Federal Copyright Act. No part of this work may be reproduced, transmitted, broadcasted or passed on in any form or by any means, electronic, manual, photocopying, recording, or by any information storage and retrieval system, without prior written permission of Regents of University of California.

Trademark “PMI” is a trade and service mark of the Project Management Institute, Inc.

PMP®, Project Management Professional®, CAPM®, and PgMPSM are either certification marks or registered certification marks of the Project Management Institute, Inc.

PMI®, PMP®, PMBOK® Guide, OPM3®, PM Network®, Project Management Journal®, CAPM® are trademarks of the Project Management Institute, Inc.

To reach PMI: Project Management Institute Four Campus Boulevard Newtown Square, PA 19073-3299 Phone: 610-356-4600 Fax: 610-356-4647 SA

MPLE


Project Management Practicum and Project Simulation Mgmt. X 472.83 (2.5 Units)

Course Description This hands-on capstone course lets you put into practice the five project process groups and the nine knowledge areas that are outlined in the Project Management Body of Knowledge Guide (PMBOK® Guide 5th Edition). Participants will simulate a project based on one of two case studies. The project will require students to create a complete project plan under typical business constraints. Project managers are expected to team successfully with their classmates and to perform a variety of tasks typically required of project managers on the job.

Students are expected to bring their own laptops to class, with Microsoft Excel and Word capabilities. Microsoft Project software program is recommended, otherwise instructor will provide alternative software. At least two laptops per team will be required.

Prerequisites – Classes or knowledge required for this course Completion of three courses:

1. MGMT X442.28 Introduction to Project Management Principles & Practices2. MGMT X474.9 Management, Leadership and Team Building3. MGMT X474.1 Project Risk Management

orMGMT X452.39 Project Control and Monitoring

If students do not meet the prerequisites, they may register with instructor’s consent.


1. Use and apply the basic principles associated with successful project management.2. Develop and apply project chartering documents and plans.3. Manage selected projects using a defined project process methodology.4. Demonstrate best practices in project management based on experience with the simulated

project.5. Describe the use of software tools for planning, tracking and estimating.6. Implement a full-scale project under typical business constraints.

Required course texts:

A Guide to the Project Management Body of Knowledge (PMBOK® Guide) 5th Edition, ProjectManagement Institute, Newtown Square, PA, 2013.

Optional text – The following provides project management templates, you may use this or devise your own templates; this is up to you and your project team.

SAMPLE


A Project Managers Book of Forms: A Companion to the (PMBOK® Guide) 5th Edition,John Wiley & Sons, Hoboken, NJ, 2013.

Evaluation and Grading Student evaluation and grading will be based on four components:

Simulation Final presentation 70% Quality of Presentation 20% Individual Participation 10% TOTAL 100%

Grading Scale A = 93% – 100% A- = 90% – 92% B+ = 87% – 89% B = 83% – 86% B- = 80% – 82% C+ = 77% – 79% C = 73% – 76%

C- = 70% – 72% D+ = 67% – 69% D = 63% – 66% D- = 60% – 62% F = 59% or less

Breakdown of Class Project elements:

Project Charter 7.5%

Work Breakdown Structure 7.5%

Responsibility Assignment Matrix/Organizational Breakdown Structure 5%

Risk List 7.5%

Estimates & Basis of Estimates 5%

Inputs & Relationships 5%

Project Schedule 7.5%

Work Packages for Outsourcing 5%

Work Packages for Earned Value 5%

Status Template 5%

Change Control Report 5%

Lessons Learned 5%

(More information on each section of the project is provided to you in a separate document.)

SAMPLE


Course Outline

Class 1 Introduction, Team Building and Chartering

Objectives

Introduction to the course and overview of the project. Setting the stage and team creation. The Initiation Process – Project Chartering

Assignments Get your Charter started, you will present it in class next week

Class 2 The Work Breakdown Structure

Objectives Beginning the Plan (WBS)

Assignments Continue your WBS, you will present in class next week.

Class 3 The Responsibility Assignment Matrix and the Organizational Breakdown Structure

Objectives Create a Responsibility Assignment Matrix (RAM). Understand and create an Organizational Breakdown Structure (OBS).

Assignments Complete your RAM and OBS, you will present in class next week.

Class 4 Risk Management

Objectives Identify and plan for project risks

Assignments Clean up any unfinished or rough sections of your project

Class 5 Estimating and Scheduling

Objectives Understand estimating techniques Employ estimating techniques to determine duration for various tasks Identify relationships between your project tasks

Assignments Continue work on your project schedule, you will present in class next week

Class 6 Subcontract Management

Objectives

Define what drives the make or buy decision Select three work packages for outsourcing Select the type of contract will best support your outsourcing relationship

Assignments Clean up any unfinished or rough sections of your project

SAMPLE


Class 7 Scope Management

Objectives Define a change control process for your project Review and decision a project change request

Assignments Prepare you final project presentation

Class 8 Wrap and Lessons Learned

Objectives Identify lessons learned for your project Complete final project presentations

Assignments None

SAMPLE


Project Cost Management Management X442.19 (2 units)

Course Description This course helps participants focus on the critical aspects of managing project costs. Because no organization has unlimited time, money, or resources, it should evaluate the benefits and costs of the project in relation to other potential projects before a project is selected. Once that selection is made the project manager is the one who guides the team through the processes necessary to ensure that project cost objectives are clearly defined and carefully monitored and controlled.

Class participants will walk through the life of a project from a cost management perspective. This includes understanding what may happen before a project is approved and what happens next. Guidelines for project feasibility studies will be reviewed and students will participate in a case study. The purpose of this case study is to allow students to focus on key project cost management deliverables such as the Cost Management Plan, Cost Estimate, Project Budget and Project Forecasts.

As each Project Cost Management process is discussed participants will actively use their knowledge either through completion of the case study, active discussion or other course exercises.

Prerequisites or Knowledge Required Students in the project management certificate program should have completed Introduction to Project Management Principles and Practices x442.28. Students, who have had actual project management or contracting experience, may take this course independently, with prior permission from the instructor. This course may be taken in any sequence, after having taken Project Management Principles and Practices x442.28.

Course Objectives At the end of this course, students will be able to: • Describe the project cost management processes.• Identify outputs of the project cost management processes.• Describe the role of the project manager in relationship to project cost management.• Create a project feasibility report.• Describe how planning data from other processes impacts project cost.• Distinguish characteristics of two cost estimating techniques.• Prepare a project cost estimate with supporting basis of estimates.• Build a time-phased budget.• Define a contingency reserve.• Evaluate project status based on earned value measurements.• List characteristics of effective cost control measurements.

Course Material Required course texts that students should bring to class include:

• A Guide to the Project Management Body of Knowledge – Fifth Edition (PMBOK Guide®), ProjectManagement Institute, Newtown Square, PA, 2013.

• Project Estimating and Cost Management, Rad., Management Concepts, Vienna, PA, 2002.

SAMPLE


Evaluation and Grading Evaluation of Student Performance Take home exam 40% Case study 40% Class exercises 10% Class attendance and participation 10%

100% Take Home Exam The take home exam will be handed out at the first class session. It will be open book and open notes, and should result from the student’s individual effort. All information necessary to successfully answer the questions will be covered in class lectures, exercises and debriefing, student workbook and text and other handouts. Students may not ask questions of the instructor.

Case Study Students will complete this during the duration of the course.

Class Exercises Students will complete exercises during class and present answers to the class. Most of these exercises will be completed by working in groups.

Class Attendance and Participation This is a full course which includes practical application of concepts. Students are required to attend all class sessions because an opportunity for learning comes from other students as well as the instructor. Students must participate in class discussions, activities, and assignments. These may include an analysis of monitoring and controlling processes, exercises, practice calculations, discussions of relevant topics, or individual assignments.

If necessary, four-hours of class may be missed. Beyond this, participants may be asked to re-enroll in another class. To obtain credit for a missed class, the instructor may require the student to complete an additional assignment.

Grading Scale A = 93% – 100% A- = 90% – 92% B+ = 87% – 89% B = 83% – 86% B- = 80% – 82% C+ = 77% – 79% C = 73% – 76%

C- = 70% – 72% D+ = 67% – 69% D = 63% – 66% D- = 60% – 62% F = 59% or less


SAMPLE



Disability Services If you need support or assistance because of a disability, you may be eligible for accommodations or services through the Disability Service Center at UC Irvine. For more information, contact the Disability Services Center at (949) 824-7494 (voice), (949) 824-6272 (TTY) at http://www.disability.uci.edu/, or stop by the center at building 313 on the UC Irvine Campus.

Course Outline

Module 1 – Introduction to Project Cost Management Objectives:

• Describe the project cost management processes.• Identify outputs of the project cost management processes.• Describe the role of the project manager in relationship to project cost management.• List the skills and knowledge used by a project manager in cost management.

Topics: • What is Project Cost Management?• Project Cost Management and the Guide to the Project Management Body of Knowledge®• When does Project Cost Management begin?• The Role of the Project Manager in Cost Management.• What a Project Manager Should Know.

Module 2 – A New Project is Announced Objectives:

• Identify three financial decision criteria that influence project initiation.• Describe three non-financial decision criteria that may influence project initiation.• Select a project based on comparisons of common financial evaluation measures.• Create a project feasibility report.• Create a summary budget for a project charter.

Topics: • Before the Project Begins• Understanding Project Selection Criteria• Project Feasibility• The Project Charter

Module 3 – Plan Cost Management Objectives:

• Describe how planning data from other processes impacts project cost.• Create a project cost management plan.• Define the Purpose of Life cycle Costing.• Create a WBS

Topics: • Life Cycle Costing

SAMPLE



• Project Planning Processes Influencing Cost• The Cost Management Plan• The Work Breakdown Structure (WBS)

Module 4 – Estimate Costs Objectives:

• Distinguish characteristics of two cost estimating techniques.• Prepare a project cost estimate with supporting basis of estimates.• Identify factors that affect accuracy in cost estimates.• Identify the benefits and disadvantages of bottom up estimating.• Identify requirements to document cost estimates.• Define contingency versus reserve and the impact on cost estimates.

Topics: • Introduction to Estimate Costs Process• Estimating Challenges• Accuracy of Estimates• Estimating Tools and Techniques• Cost Estimating Steps

Module 5 – Determine Budget Objectives:

• Build a time-phased budget.• Define a contingency or a reserve.• Describe the purpose of a cost baseline.• Create a response to an imposed funding limitation.

Topics: • Introduction to Determine Budget Process• Estimating Vs. Budgeting• Budgeting Tools and Techniques• Budgeting Steps

Module 6 – Control Costs Objectives:

• Evaluate project status based on earned value measurements.• List characteristics of effective cost control measurements.• Define the purpose of cost control.• Calculate earned value variances and performance indices.• Calculate estimate at completion.• Describe steps to take to process a change request.

Topics: • Introduction to Control Cost Process• Control Cost Tools and Techniques

SAMPLE


• Control Cost Steps• Change Control

SAMPLE


Project Cost Management Management X442.19 (2 units)

This course was updated for use by UC Irvine Extension by the following individuals: Lead Instructor: Margaret Meloni, PMP

Copyright 2014 UC Regents All Rights Reserved The entire content of this UC Irvine Extension course material, including all past editions, are protected under the federal copyright act. No part of this work may be reproduced, transmitted, broadcasted or passed on in any form or by any means, electronic, manual, photocopying, recording, or by any information storage and retrieval system, without prior written permission of Regents of University of California.




To reach PMI: Project Management Institute Four Campus Boulevard Newtown Square, PA 19073-3299 Phone: 610-356-4600 Fax: 610-356-4647

SAMPLE


Management, Leadership, and Team Building in a Project Environment MGMT X474.91

(2.5 Units)

Course Description This is a required course in the Certificate Program in Project Management.

This course is for those involved in projects, including project managers, project team members, and functional managers who interface with project teams. The success of projects is dependent not only upon the project management process itself, but also upon the people in the process and how effectively they work together and communicate with and influence clients, stakeholders, and each other. This course focuses on the project manager's role as both manager and leader, with particular emphasis on the competencies and skills associated with effective project leadership and what is required to develop and maintain a high‐performance project team. Participants will address key principal topics as they relate to project teams including but not limited to: (1) Project leadership versus functional leadership including the role of the project team and the project team manager‐leader, (2) Building and Sustaining Project Teams, (3) Project Communications (4) Key aspects of Project Leadership Skill Sets, and (5) Specific topics from the PMI® Perspective. The course is highly participative and uses a variety of learning methods, including lesson presentations, case studies, readings, essays, and discussions. This is one of the courses that provide a wider variety of choices for instructors to customize the delivery, case studies and in class work to fit the needs, interests and backgrounds of the students participating in the class.

Course Objectives Overall course objective is:

To identify and apply key concepts in Management, Leadership, and Team Building toorganizing and leading a project team.

At the end of this course, students will be able to satisfy specific course objectives:

Define the role of the project manager.

Identify key aspects of common motivation theories.

Develop plans for working with key stakeholders.

Identify factors affecting project communications.

Be able to organize and develop project teams.

Identify factors for effective project leadership in the various matrix environments.

Differentiate between management and leadership activities.

Define leadership, negotiation and conflict management styles.

Define steps to improve one’s ability to accomplish project work through influence.

Identify techniques to develop and sustain project teams.

Be able to understand and be able to apply the concepts of situational leadership in aproject environment.

SAMPLE


Identify other aspects of building project teams including impact of culture, and virtualenvironments.

Course Material Required course texts include:

A Guide to the Project Management Body of Knowledge (PMBOK® Guide) Fifth Edition, ProjectManagement Institute, Newtown Square, PA, 2013.

Evaluation and Grading Evaluation of Student Performance Final exam 30%

Attendance and Participation 20%Group Project and Presentation 50%

100%

Grading Scale A = 93% – 100% A‐ = 90% – 92% B+ = 87% – 89% B = 83% – 86% B‐ = 80% – 82% C+ = 77% – 79% C = 73% – 76%

C‐ = 70% – 72% D+ = 67% – 69% D = 63% – 66% D‐ = 60% – 62% F = 59% or less

Final Exam The final exam will be available before the last class session. It will be open book and open notes. The intent of the exam is to reinforce key learning objectives and extend the learning process. All information necessary to successfully answer the questions will be covered in class lectures, exercises and debriefing, student workbook and other handouts.

Class Case Study The instructor will provide a case study built around the five stages of team formation and performance. Groups will be responsible to analyze and document key aspects of leadership and how they pertain to the actions necessary at each of the stages to move forward and maintain a high level of on‐going performance. NOTE TO INSTRUCTORS – If the client or other stakeholder has another case study that would be effective, you may choose to utilize any case that meets the overall learning objectives of this class

Final Group Presentation Though each group will consider all aspects of the leader’s role, the instructor will select a group to present the specifics as related to a designated stage. This way, your teams will have a chance to teach us what is important at each stage and the class will evaluate and add as necessary. Here are the roles you should consider as your groups form:

SAMPLE


1. Project Manager. This person will get work done through others by motivating, leading,

and managing the scope, manage time, and quality assurance efforts necessary to satisfy

the project objectives..

2. Timekeeper. This person will ensure that you complete each segment on time and that your

presentation stays within the 20 minute range.

3. Lead Presenter. This person will take the lead in organizing the actual presentation.

All team members are expected to participate in the final presentation.

4. Handout Preparer. This person will be responsible for the preparation and distribution of

any handouts required to support the presentation. Your instructor will ensure that all of

the materials are posted to Moodle.

Guidelines:

All members of the group must present.

For the multi‐week course you will get time in class to work on your presentation Additional

work (if necessary) can be conducted outside of the class periods.

Each group will be responsible for developing their own communications and discussion

forums.

Please limit your presentation to 20 minutes so that we can hear from all groups in one

session.

You may use any electronic medium available to your team to support the presentation.

Have fun and learn from your peers.

Grading: The class project is worth 50 percent of your grade. Your instructor will utilize hisor her judgment to grade the effort as follows:Excellent – 45 to 50 pointsVery Good – 40 to 44 pointsGood – 30 to 39 pointsFair – 25 to 29 pointsPoor – 15 to 24 pointsNot acceptable – 0 to 14 pointsSA

MPLE


Class Exercises Students will complete various exercises during class and present findings to the class. Most of these exercises will be completed by working in groups.

Class Attendance and Participation This is a full course which includes practical application of concepts. Material coverage is extensive. Students are required to attend all class sessions because an opportunity for learning comes from other students as well as the instructor. Students are required to participate in class discussions, activities, and assignments. These include an analysis of management and leadership, team building, discussions of relevant topics, group and individual assignments.

If necessary, one four‐hour session may be missed. Beyond this, participants may be asked to re‐enroll in another class. To obtain credit for a missed class, the instructor may require the student to complete an additional assignment. This is true for the multi‐week ground course. Any time missed in the Accelerated course must be discussed with the instructor.



Disability Services if you need support or assistance because of a disability, you may be eligible for accommodations or services through the Disability Service Center at UC Irvine. For more information, contact the Disability Services Center at (949) 824‐7494 (voice), (949) 824‐6272 (TTY) at http://www.disability.uci.edu/, or stop by the center at building 313 on the UC Irvine Campus. SA

MPLE


Course Outline

Module 1 – Introduction and Overview of the Course

Objective:

Understand the course content and how it fits with Project Management

Topics:

Introductions

Course Content

Ground Rules and Housekeeping

Team Building/Ice Breaker activity

Module 2 ‐ Impact of Organizations on Project Leadership

Objectives:

Define a project environment

Define organizational and matrix culture

Define the role of the project manager (PM)

Topics:

Lesson introduction

The project

Organizational structures

Organizational culture

The role of the project manager

Module 3 – Team Development

Objectives:

Identify techniques to develop project teams.

Identify characteristics of a stage of team development.

Select techniques for recognizing and rewarding team members.

Identify techniques to make virtual teams more effective.

Topics:

Introduction

Assembling the project team

Developing the project team

Stages of team development

SAMPLE


Techniques to build your team

Recognition and reward

Virtual teams

Introduction to class case study on team building

Summary

Module 4 – Human Behavior

Objectives:

Identify personal characteristics

Explain the effects of change on human behavior

Topics:

Introduction

Personality

Motivation

The effects of change on human behavior

Lesson summary

Module 5 – Communications

Objectives:

Identify factors affecting project communications

Develop a communication plan

Select techniques to improve meetings

Describe ways to improve negotiations

Topics:

Introduction

Communication models and methods

Conduct a learning conversation

Prepare a communication plan

Communicate in meetings

Negotiation skills

Lesson summary

SAMPLE


Module 6 – Management and Leadership Objectives:

Differentiate between management and leadership activities

Define conflict management styles

Identify the importance of professional and ethical behavior

Topics:

Introduction

Managing vs. Leading

Key skills for project leadership

Creating a project vision

Situational leadership

Conflict management styles

Effective decision making

Organizational change management

Professional and ethical responsibility

Lesson summaryStudents are required to read the PMI® Professional Code of conduct available for download at the PMI® website http://www.pmi.org

Module 7: Key aspects for PMI® Regarding MLTB

Objectives:

Know the key elements required for the Human Resource elements of the PMP®

Topics:

Conflict styles

Sources of power

Key motivation theories

Key roles of the PM

Simulations and Instruments Used (Information provided for Instructors) 1. Team Kick‐off – Instructors can choose an instrument of their choice. I use the White

Water Rafting and there are many others based on your preferences. 2. Personality Profile – Your choice of MBTI, DISC or others, Personal Style Profile (ZB

Global) 3. EQ On Line Assessments or paper and pencil4. Conflict Style Inventory5. Blake Mouton Management Grid6. Team Maturity Assessment

SAMPLE


Management, Leadership, and Team Building in a Project Environment MGMT X474.91

(2.5 Units)

Copyright 2013 UC Irvine Extension All Rights Reserved

This publication may not be reproduced or transmitted in whole or in part, or in any form by any means, electronic or mechanical, including photocopying, recording, or any information storage and retrieval system without written permission from UCI Extension.

Trademark “PMP” and the PMP® logo are certification marks of the Project Management Institute, Inc., which are registered in the United States and other nations.

“PMBOK” is a trademark of the Project Management Institute, Inc., which is registered in the United States and other nations.

Copyright “PMI” is a trade and service mark of the Project Management Institute, Inc., which is registered in the United States and other nations.

To reach PMI®: Project Management Institute Four Campus Boulevard Newtown Square, PA 19073‐3299 Phone: 610‐356‐4600 Fax: 610‐356‐4647

SAMPLE

© Copyright 2013 UC Regents 1

Management of Multiple Projects Management X478.6 (2.5 units)

Course Description Managing multiple projects typically presents different and additional challenges to the project manager compared with the management of a single large project. This advanced course builds on project managers’ previously acquired knowledge and skills in the areas of scope, time, cost, risk, human resources, leadership, and teambuilding through a combination of lecture and team‐based learning exercises. Basic knowledge and competence in all of the aforementioned areas is highly recommended.

These skills include planning for and delivering appropriate and timely communications and advanced negotiating abilities to effectively manage: multiple stakeholders; task and project prioritization; grouping; and efficient resource allocation utilizing the theory of constraints. We explore scheduling techniques to balance resource utilization with project risks and desired responsiveness that lead to optimal collective stakeholder satisfaction. Personal management techniques are also covered.

Team exercises focus on the assessment of project environments through stakeholder analysis and an adaptable multi‐project simulation to reinforce the benefits of cooperation for mutual gain. Participants will learn to select the most effective strategies and responses, whether multiple small independent projects, portfolios, or large programs are encountered.

Prerequisites — Classes or Knowledge Required for this Course Students in the project management certificate program should have completed an introductory project management course, such as Management x442.28. Students that have had actual project management experience may enroll for this course, with prior permission of the instructor. The instructor may require an additional assignment.


Identify key elements of a good project portfolio selection process

Create a stakeholder management plan

Develop a three‐step plan to improve one time management skill

Create a master project schedule

Select requirements for implementing Theory of Constraints

Integrate class concepts

SAMPLE


Required Reading and Materials The Jugglers Guide to Managing Multiple Projects, Dobson, Project Management Institute,

1999.

Reading assignments will be provided by the instructor.Optional Textbook Reference:

A Guide to the Project Management Body of Knowledge, Project Management Institute, 2013.


Evaluation of Student Performance Team Project 40%Take Home Exam 35%Class attendance and participation 15%Class exercises 10%

100%

Team Project Class projects will include the selection and management of a three project portfolio. A project requirements document will be distributed by the instructor. Each team will need to turn in a copy of its group work. Copies are acceptable. The class projects are due at the end of the last day of class. The class projects should explore a practical application of all of the following topics:

1. Stakeholder Analysis and Communication plan2. Milestone Schedule and Resource Utilization3. Project portfolio risk analysis and project prioritization

Take Home Exam The take home exam will be handed out at the first class session. It will be open book and open notes, and should result from the student’s individual effort. All information necessary to successfully answer the questions will be covered in class lectures, exercises and debriefing, student workbook and text and other handouts. Students may not ask questions of the instructor.

Class Attendance and Participation This is a full course which includes practical application of concepts. Material coverage is extensive. Students are required to attend all class sessions because an opportunity for learning comes from other students as well as the instructor. Students must participate in class discussions, activities, and assignments. These may include an analysis of processes, exercises, practice calculations, discussions of relevant topics, or individual assignments.

If necessary, one three‐hour session may be missed. Beyond this, participants may be asked to re‐enroll in another class. To obtain credit for a missed class, the instructor may require the student to complete an additional assignment.

SAMPLE


Class Exercises Students will complete exercises during class and present answers to the class. Most of these exercises will be completed by working in groups. There may be one class exercise that each student will complete and hand in during the last class session for grading. This exercise will be covered by the instructor.

Grading Scale A = 93% – 100% A‐ = 90% – 92% B+ = 87% – 89% B = 83% – 86% B‐ = 80% – 82% C+ = 77% – 79% C = 73% – 76%

C‐ = 70% – 72% D+ = 67% – 69% D = 63% – 66% D‐ = 60% – 62% F = 59% or less



Disability Services If you need support or assistance because of a disability, you may be eligible for accommodations or services through the Disability Service Center at UC Irvine. For more information, contact the Disability Services Center at (949) 824‐7494 (voice), (949) 824‐6272 (TTY) at http://www.disability.uci.edu/, or stop by the center at building 313 on the UC Irvine Campus. SA

MPLE


Course Outline

Module 1 – Overview Topics covered:

Defining what is expected of students

Identifying the overall course objectives

Module 2 – Introduction to Portfolio Management Objectives:

Identify key elements of a good project portfolio selection process

Identify basic types of selection criteria

Select the purpose of a portfolio change control plan

Identify how a company can evaluate whether a current project should be continued or canceled

Choose appropriate data to collect to enable resource allocationTopics covered:

Why companies execute multiple projects

The project portfolio selection process

Create a project portfolio

Manage a project portfolio

Resource allocation

Module 3 – Managing Project Stakeholders Objectives:

Define types of stakeholders on a project

Define a stakeholder management plan

Define a stakeholder map and its purpose

Identify good practices when using a stakeholder map

Identify components of a communications plan

Define the purpose of a master communication scheduleTopics covered:

Who are your stakeholders?

Managing your stakeholders

Planning your communications

Module 4 – Tips and Techniques for the Project Manager Objectives:

Define the project manager’s role in managing multiple projects

Identify the steps to improving personal time management

Define switching cost

Identify negative side effects of multitasking

Identify areas where a well defined project plan document can improve management ofmultiple projects

Define the purpose and characteristics of a combined status report

SAMPLE


Identify the purpose and characteristics of a combined issues log

Develop a three‐step plan to improve one time management skill

Create a combined risk register.Topics covered:

The strategic project manager

Time management

The myths about multitasking

The project plan document and how it saves you time

Create a combined status report

The benefits of a combined issue log

The benefits of a combined risk register.

Module 5 – Scheduling and Tracking Multiple Projects Objectives:

Identify types of interdependencies in a project portfolio

Identify the benefits of a master schedule

Create a master project schedule

Define requirements for building a master schedule

Define strategic reserve time

Select a solutions for a resource utilization issueTopics covered:

Managing your project portfolio

The benefits of a master schedule

Understanding how to assess and maximize resource utilization

Module 6 – Theory of Constraints and Critical Chain Project Management Objectives:

Identify the effects of applying safety or contingency to each task

Define problems that affect estimates

Define critical chain terms

Select requirements for implementing Theory of Constraints

Integrate class conceptsTopics covered:

Introduction to the Theory of Constraints

Identifying the drum resource

Introduction to Critical Chain project management

How Critical Chain project management impacts project estimating

How Critical Chain project management impacts project scheduling

Putting it all together: integrating class concepts

SAMPLE


Management of Multiple Projects MGMT X 478.6

Copyright 2013 UC Regents All Rights Reserved The entire content of this UC Irvine Extension course material, including all past editions, are protected under the federal copyright act. No part of this work may be reproduced, transmitted, broadcasted or passed on in any form or by any means, electronic, manual, photocopying, recording, or by any information storage and retrieval system, without prior written permission of Regents of University of California.




To reach PMI: Project Management Institute Four Campus Boulevard Newtown Square, PA 19073‐3299 Phone: 610‐356‐4600 Fax: 610‐356‐4647 SA

MPLE


Project Procurement Management Management X478.7

2 Units

Course Description Procurement management has become a vital project management skill, as organizations increasingly outsource all but their core competencies. In this course, students will gain an understanding of the significance of procurement management in the modern project management environment, and the role and duties of the procurement manager on a project team. In addition, students will learn the importance of a project scope/statement of work initiatives, a procurement management plan to monitor both cost type or fixed price contracts, determining the proper contract type, define strategic teaming agreements, evaluate and select suppliers, and track supplier performance.

The content of this course is fully compliant with Chapter 12 – Project Procurement Management, in A Guide to the Project Management Body of Knowledge, PMBOK Guide, Fifth Edition, published by the Project Management Institute, Inc.

Prerequisites — Classes or Knowledge Required Before Taking This Course Students in the project management certificate program should have completed either of the introductory project management courses, such as Management x442.28. Students who have had actual project management or contracting experience may take this course independently, with prior permission from the instructor. This course may be taken in any sequence, after having taken the basic introductory course.

Course Sequencing This is a required course in the Project Management Certificate Program.


Describe the four processes needed to manage procurement of external goodsand services for projects: Plan, Conduct, Control and Closing of Procurement processes as described in A Guide to the Project Management Body of Knowledge, PMBOK® Guide, Fifth Edition;

Describe how the Project Procurement process fits within the overall ProjectProcess as defined by PMI

Identify information necessary to plan procurement;

Define documents necessary to complete procurement planning;

Discuss different types of contracts as well as their inherent risks

Define documents necessary to conduct procurement

SAMPLE


Describe the steps for procurement management as well as the steps needed toclose the procurement.

Course Material

A Guide to the Project Management Body of Knowledge, PMBOK® Guide, Fifth Edition. Project Management Institute Inc., Newtown Square, PA, 2013.

Note: Students should submit general questions about the course via the General Q&A forum on the UCI Canvas Site for the course so that others can learn from the question and the instructor’s response. Only contact the instructor via phone or email for personal questions such as a request for extension of an assignment or absence, etc.

Course Outline

Week 1

Topics/Objectives

Key Topics:

1. Project Definition – What is a Project?2. Definition of Project Procurement Management3. The Four Phases of Project Procurement defined by PMI4. Centralized / Decentralized Purchasing5. Contract Management vs. Procurement Management6. Project Managers Roles and Responsibilities in Procurement

Management7. Importance of Planning on the Project Procurement

Processes8. Impact of Procurement Risk and Value on Procurement

Planning9. Types and Importance of Teaming Arrangements

Learning Objectives:

By the end of this lesson, students will be able to :

Identify and list the four phases of Project Procurement asdefined by Procurement Management International

Identify and list the Project Managers Roles andResponsibilities in Procurement Management

Identify and list possible risks associated with theProcurement Management Process

Learning Activities

Read the reference document Week 1

Read PMBOK(r) Guide ‐ Fifth Edition Chapter 12.0, First 4Pages, up to para 12.1.

Watch the online video presentations

Participate in the discussion forum and post your thoughts

SAMPLE


on the weekly topic by Wednesday and respond to two (2) other students post by Saturday 1200PM PST.

Complete the weekly written assignment by Sunday1200PM PST

Assignments Due

Participate in the discussion forum and post your thoughtson the weekly topic by Wednesday and respond to two (2)other students post by Saturday 1200PM PST.


Week 2

Topics/Objectives

Key Topics:

1. Organizational Process Assets and Enterprise Environment

Factors

2. Procurement Acquisition Lead Times

3. Competitive and Non‐Competitive Acquisitions

4. Requirements and Requirements Process for Acquisitions

5. Make‐versus‐Buy Process in Procurements

6. Procurement Risk

7. Evaluation Criteria

8. Inputs, Tools and Techniques, Outputs for Plan

Procurement Management



Define the

Lists the reasons for competitive and non‐competitiveprocurements

Create a Work Breakdown Structure for determiningrequirements for a given scenario

Successfully perform a make‐vs‐buy analysis given a specificscenario

Determine and define evaluation criteria for a givenprocurement scenario

Define and list Procurement risks for the four procurementphases as identified by PMI

Learning Activities


Read PMBOK(r) Guide ‐ Fifth Edition Chapter 12, paragraphs12.1 through 12.1.1.9.


Participate in the discussion forum and post your thoughts

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on the weekly topic by Wednesday and respond to two (2) other students post by Saturday 1200PM PST.


Assignments Due



Week 3

Topics/Objectives

Key Topics:

1. Procurement Ethics

2. Contact Definition and Contract Types

3. Vendor Selection Process

4. Contract Negotiations

5. Inputs, Tools and Techniques, Outputs for Conduct

Procurements



List three different scenarios for ethics violations within theProject Procurement framework

List and define the three types of contract types and theirattributes

Successfully develop a vendor selection framework for agiven scenario

List at least five attributes needed for successful contractnegotiations

Learning Activities


Read PMBOK(r) Guide ‐ Fifth Edition Chapter 12, paragraphs12.1.2 through 12.1.3.7.




Assignments Due Participate in the discussion forum and post your thoughts

on the weekly topic by Wednesday and respond to two (2)

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other students post by Saturday 1200PM PST.

Complete the weekly written assignment by Sunday 1200PM PST

Week 4

Topics/Objectives

Key Topics:

1. Contract Administration Tasks

2. Monitoring Contracts for Performance

3. Contract Changes and the Change Process

4. Inputs, Tools and Techniques, Outputs for Control

Procurements



Identify the main tasks needed for successful contract administration

Identify and list at least five attributes needed for a successful contract change system

Perform a simple earned value management calculation on a simple contract scenario

Learning Activities


Read PMBOK(r) Guide ‐ Fifth Edition Chapter 12, paragraphs 12.2 through 12.2.3.6.


Participate in the discussion forum and post your thoughts on the weekly topic by Wednesday and respond to two (2) other students post by Saturday 1200PM PST.


Assignments Due



Week 5 Topics/Objectives

Key Topics:

1. Contract Terminations

2. Alternate Dispute Resolutions

3. Contract Closing Tasks

4. Inputs, Tools and Techniques, Outputs

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Identify and list the three ways a contract can be terminated

Identify and list two methods of alternate dispute resolution available to a project manager

Identify and list 4 different contract closing tasks associated with the Close Procurement Process

Learning Activities

Read the reference document for Week 5

Read PMBOK(r) Guide ‐ Fifth Edition Chapter 12, paragraphs 12.3 through 12.3.3.5




Assignments Due



Week 6

Topics/Objectives

Key Topics:

None



Successfully accomplish the final exam

Learning Activities Refer to the handout reference document Week 1 through 5

Reference PMBOK(r) Guide ‐ Fifth Edition Chapter 12.0 (all sections)

Assignments Due Take the final exam

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Evaluation of Student Performance Weighted as Percentages of the Total Grade

Weekly Discussion Forums (5 total) 20%Weekly Assignments/Exercises (5 Total) 40%Final Exam (Open Book) 40%

100%

Grading Scale A = 90% – 100% B = 80% – 89% C = 70% – 79% D = 60% – 69% F = 59% or less

Discussion Forums ‐ Each week will contain an opportunity for you to engage your classmates in discussion. Participation in these discussion forums is required and counts as 20% of your final grade. To receive full participation points, you will need to post a substantive response to the prompt by 11:55pm PST on Wednesday of each week and provide critical feedback to at least 2 of your peers by 11:55pm PST on the Sunday of each week. Although I am not looking for you to meet a specific word count, I am looking for well thought‐out and interesting contributions to the conversation that is within the topic of discussion for the week. Simply posting a link to a resource or letting your classmate know that he/she did a “Great job!” will not result in full participation points. Assignments/Exercises – Each week will contain an assignment (usually a one‐to‐two page narrative) on a topic taught during the week and counts as 40% of your grade. The assignments will logically build on the previous week’s lesson touching on the major points of a procurement. I am looking for well thought‐out and interesting contributions to the scenario that is given for the assignment associated with the topic for the week. Final Exam – The final exam is a 35 Question Multiple Choice , True/False exam. The exam is open book and you are free to utilize all references within the class. The final exam represents 40% of your grade. Attending class, participating in discussion forums, reading the weekly material, and accomplishing the assignments/exercises will more than prepare you for the final

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exam. In addition the instructor will provide sample questions to help the student prepare for the final exam. Code of Conduct

All participants in the course are bound by the University of California Code of Conduct, found at http://www.ucop.edu/ethics‐compliance‐audit‐services/_files/stmt‐stds‐ethics.pdf

Netiquette In an online course, the majority of our communication takes place in the course forums. However, when we have a need for communication that is private, whether personal, interpersonal, or professional, we will use individual email or telephone. Our primary means of communication is written. The written language has many advantages: more opportunity for reasoned thought, more ability to go in‐depth, and more time to think through an issue before posting a comment. However, written communication also has certain disadvantages, such a lack of the face‐to‐face signaling that occurs through body language, intonation, pausing, facial expressions, and gestures. As a result, please be aware of the possibility of miscommunication and compose your comments in a positive, supportive, and constructive manner.

Academic Honesty Policy

The University is an institution of learning, research, and scholarship predicated on the existence of an environment of honesty and integrity. As members of the academic community, faculty, students, and administrative officials share responsibility for maintaining this environment. It is essential that all members of the academic community subscribe to the ideal of academic honesty and integrity and accept individual responsibility for their work. Academic dishonesty is unacceptable and will not be tolerated at the University of California, Irvine. Cheating, forgery, dishonest conduct, plagiarism, and collusion in dishonest activities erode the University's educational, research, and social roles. Students who knowingly or intentionally conduct or help another student engage in dishonest conduct, acts of cheating, or plagiarism will be subject to disciplinary action at the discretion of UC Irvine Extension.

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Disability Services If you need support or assistance because of a disability, you may be eligible for accommodations or services through the Disability Service Center at UC Irvine. Please contact the DSC directly at (949) 824‐7494 or TDD (949) 824‐6272. You can also visit the DSC’s website: http://www.disability.uci.edu/. The DSC will work with your instructor to make any necessary accommodations. Please note that it is your responsibility to initiate this process with the DSC.

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Project Risk Management Management X474.1 (2.5 units)

Course Description

This is a required course in the Certificate Program in Project Management. The successful management of projects is a difficult challenge. The ability to distinguish and integrate the management of key or emergent risks within a project significantly improves the chances of successful project execution. Failure to properly identify and manage project risks may result in unnecessary project delays, negative financial impacts, and potential damage to the organization’s reputation. Successful Project Managers and organizations know how to recognize, assess, and respond to project risks in an appropriate, cost effective manner; and how to make better decisions as a result.

A common misconception is that risk management is supplementary to the project management set of processes. A more appropriate approach is to view risk management as core to the overall project management approach. Effective risk management is critical to project and organizational success. The purpose of this course is to provide an overview of project risk management principles, processes, tools and techniques to allow participants to gain a better understanding of its application in day to day project management activities and set the groundwork for establishment of this success.

The material is based on A Guide to the Project Management Body of Knowledge, (PMBOK Guide) Fifth Edition, Project Management Institute, Inc., 2013.

Prerequisites and Knowledge Required for this Course

This is an advanced course that requires students have a broad knowledge of project management. Students must have completed a minimum of 24 hours of project management instruction, such as Management X442.28, Introduction to Project Management Principles and Practices in the UCI Project Management Certificate curriculum. Courses outside the UCI Project Management Certificate curriculum may also be acceptable. In special circumstances, the instructor may specifically waive the prerequisites. Required knowledge prerequisites are:

1. An understanding of basic project management principles from all knowledge areas. 2. Knowledge of basic business statistics and business management techniques.

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Course Objectives At the end of this course, students will be able to: • Apply project risk management principles, tools and techniques to a project • Define key risk management terms • Identify and apply the six core project risk management processes • Define risk tolerance and its effect on risk management • Identify the components of a Risk Management Plan • Use a project risk register • Properly document risk statements • Use a risk severity matrix to prioritize project risks • Use expected value in performing detailed risk analysis • Understand the basics of schedule and cost risk analysis • Understand and select appropriate responses for identified risks • Select methods for monitoring and controlling risks

Course Text

Required course texts that students should bring to class include: • A Guide to the Project Management Body of Knowledge – Fifth Edition (PMBOK® Guide),

Project Management Institute, Newtown Square, PA, 2013. • Kendrick, Tom. Identifying and Managing Project Risk: Essential Tools for Failure-Proofing Your

Project. 3rd Edition AMACOM, 2015.

Pre-Class Reading Assignments • PMBOK® Guide PMBOK® Guide Chapters 1, 2, and 11.


Evaluation of Student Performance Individual take home exam 45% Team project risk analysis exercises 40% Class attendance and participation 15% 100% Individual Take Home Exam The take home exam will be handed out at the first class session. All of your class materials and notes may be used in completing the exam and should result from the student’s individual effort. All information necessary to successfully answer the questions will be covered in class lectures, exercises and debriefing, in the student workbook, texts, and other handouts.

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Project Risk Analysis Exercises Students will work in teams to complete a project risk analysis using tools and techniques studied in the class. These may include an analysis of risk management processes, exercises, and practice calculations, discussions of relevant topics, presentations, or individual assignments. Some templates may be provided to facilitate the exercises. Presentations will be made during the class sessions. While most activities will be completed by working in groups, the instructor may assign individual exercises. All class project work and other assignments must be turned in at the last class session. The instructor will give direction on any special required format. Class Attendance and Participation Students must attend all class sessions because this is a full course with extensive coverage of the concepts. In addition, an opportunity for learning comes from other students as well as the instructor, and students will work in teams to learn the practical application of concepts. For full credit for attendance and participation, and to reap the full benefits of the course, students must take part in class discussions, activities, and assignments. If necessary, up to three hours of class session may be missed. Beyond three hours, participants will be asked to re-enroll in another class. To obtain credit for the missed class time, the instructor may require an additional, make-up assignment.

Grading Scale

A = 93% – 100% A- = 90% – 92% B+ = 87% – 89% B = 83% – 86% B- = 80% – 82% C+ = 77% – 79% C = 73% – 76%

C- = 70% – 72% D+ = 67% – 69% D = 63% – 66% D- = 60% – 62% F = 59% or less

Academic Honesty Policy The University is an institution of learning, research, and scholarship predicated on the existence of an environment of honesty and integrity. As members of the academic community, faculty, students, and administrative officials share responsibility for maintaining this environment. It is essential that all members of the academic community subscribe to the ideal of academic honesty and integrity and accept individual responsibility for their work. Academic dishonesty is unacceptable and will not be tolerated at the University of California, Irvine. Cheating, forgery, dishonest conduct, plagiarism, and collusion in dishonest activities erode the University's educational, research, and social roles. If students who knowingly or intentionally conduct or help another student perform dishonest conduct, acts of cheating, or plagiarism will be subject to disciplinary action at the discretion of UC Irvine Extension.

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Disability Services If you need support or assistance because of a disability, you may be eligible for accommodations or services through the Disability Service Center at UC Irvine. For more information, contact the Disability Services Center at (949) 824-7494 (voice), (949) 824-6272 (TTY) at http://www.disability.uci.edu/, or stop by the center at building 313 on the UC Irvine Campus.

Course Outline

Module 1 – Introduction to Project Risk Management Objectives: After completing this module, you will have learned the basic elements of project risk management and how as a Project Manager you need to be aware of influences which will impact your ability to successfully apply risk management to your project. After completing this module, you will be able to:

• Define risk in the project environment • Identify the powerful benefits of project risk management • Identify the six project risk management processes • Define risk averse, risk neutral, and risk seeking attitudes • Identify the role of the Project Manager and Leadership • Identify the importance of project stakeholders in a project environment • Identify the organizational influences and factors which affect project risk management • Recognize that project risk management increases business value

Module 2 – Plan Risk Management

Objectives: After completing this module, you will have learned the importance of risk management planning and the key elements of a Risk Management Plan. This will help you better prepare for the implementation of risk management activities on your current or future projects. After completing this module, you will be able to:

• Identify the purpose and importance of the Risk Management Plan • Identify the importance of communications in risk planning • Describe the elements of a Risk Management Plan • Describe the Risk Breakdown Structure • Identify impact, probability, and risk severity • Identify the purpose of a Risk Register

Module 3 – Identify Risks

Objectives: After completing this module, you will have learned the importance of risk identification and the key techniques used to assist you in identifying project risks. This will help you to properly identify risks on your current or future projects.

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After completing this module, you will be able to:

• Identify the purpose and importance of risk identification • Select appropriate tools and techniques for identifying risks • Identify clear and specific risk statements • Identify risks using the risk metalanguage approach • Define the purpose of the Risk Breakdown Structure • Identify required risk register updates

Module 4 – Perform Qualitative Risk Analysis

Objectives: After completing this module, you will have learned the basics of qualitative risk analysis and the key techniques used to assist you in prioritizing project risks to allow you to determine which risks to focus on first. This will help you to properly prioritize risks on your current or future projects. After completing this module, you will be able to:

• Identify the purpose and importance of qualitative risk analysis • Differentiate qualitative from quantitative assessment of risk • Define impact and probability definitions • Apply a risk severity matrix to prioritize risks • Identify required risk register updates

Module 5 – Perform Quantitative Risk Analysis

Objectives: After completing this module, you will have learned the basics of quantitative risk analysis and the key techniques used to assist you in numerically analyzing project risks to allow you to determine the impact of all risks on the project. This will help you to numerically analyze risks on your current or future projects. After completing this module, you will be able to:

• Identify the purpose and importance of quantitative risk analysis • Identify the most suitable situations for quantitative analysis • Identify various data gathering and representation techniques • Define the purpose of a sensitivity analysis • Calculate the Expected Monetary Value (EMV) of a risk event • Identify the uses of a decision tree • Define the purpose and types of Monte Carlo simulations • Define schedule merge bias and its effects on a project schedule • Identify required risk register updates

Module 6 – Plan Risk Responses

Objectives: After completing this module, you will have learned how to determine the best method by which to respond to a risk and the role of risk triggers. This will help you better prepare for the implementation of risk management activities on your current or future projects.

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After completing this module, you will be able to:

• Identify the purpose and importance of planning risk responses • Review key risk response terms • Select strategies for responding to negative risks • Select strategies for responding to positive risks • Identify scenarios of when to accept risks • Identify events and conditions that may trigger a risk • Define factors to determine a contingency reserve • Identify required risk register updates

Module 7 – Monitor and Control Risks

Objectives: After completing this module, you will have learned the importance of monitoring and controlling risks. This will help you better prepare for the implementation of risk management activities on your current or future projects. After completing this module, you will be able to:

• Identify the purpose and importance of controlling risks • Methods to monitor and control project risks • Define the monitoring of risk triggers • The benefits of periodic risk reviews • Identify required risk register updates

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Project Risk Management Management X474.1 (2.5 units)

Copyright 2013 UC Irvine Extension All Rights Reserved This publication may not be reproduced or transmitted in whole or in part, or in any form by any means, electronic or mechanical, including photocopying, recording, or any information storage and retrieval system without written permission from UCI Extension. Trademark “PMP” and the PMP logo are certification marks of the Project Management Institute, Inc., which are registered in the United States and other nations. “PMBOK” is a trademark of the Project Management Institute, Inc., which is registered in the United States and other nations. Copyright “PMI” is a trade and service mark of the Project Management Institute, Inc., which is registered in the United States and other nations. To reach PMI: Project Management Institute Four Campus Boulevard Newtown Square, PA 19073-3299 Phone: 610-356-4600 Fax: 610-356-4647

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MGMT X474.7 Course Description

This course focuses on generally accepted and newly emerging techniques for monitoring and controlling projects during the implementation (or post-planning) segment of the project life cycle. Good project planning practices are a vital precursor to attain effective monitoring and control. A brief but thorough review of project initiating and planning practices will be covered at the beginning of this course, with a special emphasis on project planning with earned value (EV) metrics. EV is a powerful means of monitoring and communicating project performance, by providing early warning signals on the “health” of the project. Additionally, the course provides in-depth coverage of a variety of methods to develop and present meaningful project performance reports, by incorporating the earned value methodology to develop variance analyses, trend analyses, as well as cost and schedule forecasting. Of equal importance is the management of expectations of all stakeholders. Students will use a variety of monitoring and controlling techniques and will apply them effectively to determine cost and schedule performance against the plan. Students will become adept at “drilling” down into the performance data to flush out the root cause of problems. They will also become skilled at synchronizing EV data with a variety of schedule planning and control techniques, including network diagrams, tracking Gantt charts, crashing and fast tracking. By applying all available tools, students will gain the necessary knowledge to develop a set of possible corrective action scenarios. A highly interactive course with an emphasis on individual and team exercises, enabling the student to enhance their critical thinking and immediately apply the knowledge gained into job-related proficiency. This course also addresses change management and control, including the recognition, implementation and differentiation between product scope and project scope changes.

Prerequisites and Knowledge Required for this Course

This course requires students have a basic understanding of project management. Students must have completed an introductory course, such as Management 442.12, Introduction to Project Management Principles and Practices in the UCI curriculum. Courses outside the UCI Project Management program may be acceptable. In special circumstances, the instructor may specifically waive the prerequisites.

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Project Monitoring & Control with Earned Value

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Course Objectives At the end of this course, students will be able to: • Describe a scope baseline. • Develop a performance measurement baseline • Define earned value terms. • Compute cost and schedule variances and performance efficiency measures. • Analyze performance metrics. • Determine appropriate actions to take corrective action. • Identify steps used to manage project changes.

Required Readings and Materials

A Guide to the Project Management Body of Knowledge (PMBOK® Guide), Project Management Institute, Newtown Square, PA, 2008. An article by David Jacob, A Short Treatise on Earned Value Project Management, is provided . Selected readings are included in the course materials. Students must have a calculator available for class exercises.

Evaluation and Grading Evaluation of Student Performance Take home exam 45% Case study Class attendance 100% Take Home Exam A take home exam is provided together with the rest of the downloadable course materials. All information necessary to successfully answer the questions will be covered in class lectures, exercises and debriefings, student workbook and text and other handouts. Students may not ask questions of the instructor. Case Study Students will complete a comprehensive case study. It is is provided together with the rest of the downloadable course materials. To enhance your learning experience, it is strongly encouraged to work in teams. Class Exercises Students will complete exercises both or homework and during class. Most of these exercises will be completed by working in groups. Class Attendance and Participation This is a full course which includes practical application of concepts. Material coverage is extensive. Students are required to attend all class sessions because an opportunity for learning comes from other students as well as the instructor. Students must participate in class discussions, activities, and assignments. These may include an analysis of the monitoring and control processes, exercises, practice calculations, discussions of relevant topics, or individual assignments.

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, exercises and participation

If necessary, one 4-hour session may be missed. Beyond this, participants may be asked to re-enroll in another class. To obtain credit for a missed class, the instructor may require the student to complete an additional assignment.

Grading Scale A = 90% – 100% B = 80% – 89% C = 70% – 79% D = 60% – 69%

Course Outline

Module 1 – Key Concepts in Project Management Objectives • Describe a scope baseline • Describe the relationship between control accounts and work packages • List the elements of a WBS Dictionary Topics • Key concepts for effective project management, including the project life cycle — initiating,

planning, executing, controlling and closing — as describe the PMBOK® Guide • Project success criteria • Strategic project selection Module 2 – Planning for Effective Monitoring and Control Objectives • Develop a performance measurement baseline • Develop a schedule • Describe the relationship between work packages and scheduled activities • Create a network diagram • Identify factors needed to determine time management reserves • Create a time-phased budget • Identify factors needed to determine cost management reserves Topics • Project planning essentials for effective monitoring and control • Corrective action scenarios • Review of scheduling techniques, including crashing, fast tracking and resource allocation and

leveling • Resource constrained scheduling

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Module 3 – Using Earned Value Metrics Objectives • Define earned value terms • Compute cost and schedule variances and performance efficiency measures Topics • Application of EV formulas • Monitoring performance using EV metrics and status reporting techniques Module 4 – Establishing the Performance Measurement Baseline Objectives • Select the appropriate earned value measurement method for three work packages • Forecast project cost at completion • Use metrics to determine corrective actions Topics • Management reserve • Rolling wave planning • Assigning EV measurement methods • Forming the performance measurement baseline Module 5 –Performance Reporting Objectives • Determine appropriate actions to take corrective action • List techniques to bring schedule in line • List techniques to bring costs in line • Describe communication techniques used to monitor and control project performance Topics • Project communications • Performance reporting • Measuring performance and reporting using EV data • Assessing project health Module 6 – Identifying and Controlling Scope Changes Objectives • Identify steps used to manage project changes Topics • Product scope vs. project scope • Scope changes

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Innovation Management & Entrepreneurship Certificate Program Law and Finance Unit

Program Overview �Modern enterprises must incorporate innovative people and processes to succeed. Using proven methods of innovation and design thinking as a framework, students in this unique program will learn new ways to generate ideas, gain deeper insights into their clients, manage creative teams, and drive growth in companies large and small.

Program Need

This program was designed primarily as an Accelerated Certificate Program (ACP) for international students. The program was developed after receiving input from International Programs of student interest in this subject area and in close consultation with a number of professionals across different industries who are proven innovators aware of industry needs for more workers skilled in this field.

Program Objectives

1. Utilize creative thinking methodologies to generate new ideas, recognize innovative business opportunities, and solve complex problems.

2. Use iterative thinking and opportunity framing to move a nascent idea to a more fully fleshed-out business concept.

3. Examine the business models used by the greatest business leaders in history in a variety of industries and apply the underlying strategies to today’s economic landscape.

4. Strategically structure a deal and thoughtfully deploy various contractual provisions common in modern business transactions.

5. Develop a written marketing plan suitable for bringing an innovative product or service to market.

6. Develop skills to manage a creative team through all stages in the lifecycle of an innovative product or service.

7. Create and present a business plan for an innovative product or service. 8. Demonstrate functional business skills in collaboration with entrepreneurs from the

business community.

Target Audience

This program is primarily targeted to international students and professionals who want to bring innovative solutions to market, whether working in a large corporate environment, mid-size company or as an entrepreneur. This program will first be offered as an Accelerated Certificate Program (ACP) in collaboration with International Programs.

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Certificate Requirements

To earn a certificate, individuals must complete the six courses listed below with a grade of “C” or better for a total of 19 quarter unites (190 hours of instruction).

Course # Course Title Units MGMT X403.1 Innovation 4.0 MGMT X403.7 Business Model Design 3.0 LAW X403.6 Effective Deal Making 3.0 MGMT X403.8 Marketing and Business Development 3.0 MGMT X403.9 Managing Innovative Teams 3.0 MGMT X403.10 Innovating in Today’s Global Marketplace (Capstone Course) 3.0

Course Descriptions and Objectives

InnovationMGMT X403.1 – 4 Units

Course Description: Imagining innovative solutions to complex problems is a critical skill for today’s workforce. In this course, tenets of design thinking and innovation methodologies will be practically applied to a variety of challenges across a broad array of industries. Students will learn mind-opening techniques to recognize hidden opportunities, better empathize with customers, and rapidly test prototypes to minimize the time required to bring an innovation to market.

DSOs� Obtain skills to recognize unique opportunities for innovative business solutions � Examine design thinking methodologies commonly used by successful innovators � Apply design thinking methodologies to creatively solve complex problems � Utilize an iterative learning process to drive innovation � Use frameworks to develop new perspectives and new thinking about goods, services, the

market, and your organization

Business Model Design MGMT X403.7 – 3 Units

Course Description: Transforming a nascent idea into a profitable and sustainable enterprise requires the strategic application of the right business model. This course will take students deep into the economics of the most iconic businesses in recent history to understand how they turn a profit. A variety of industries will be explored to give students a broad perspective on the structure and importance of adopting a model that is carefully tailored to the unique needs and challenges each business faces.

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DSOs� Analyze the models used by iconic business leaders to meet growth and profitability

objectives � Examine a customer value proposition, a technology and operations management plan, a

go-to-market plan, and a profit formula � Explore various forms of protection for intellectual property � Examine potential funding sources, cash flow, valuation and strategic investments � Explain how to effectively incorporate operations and supply chain planning in business

model design � Describe common exit strategies including liquidations, acquisitions, and IPOs

Effective Deal Making LAW X403.6 – 3 Units

Course Description:This course will show you how to think about business deals like a transactional lawyer. The curriculum focuses on the intersection of law, business and strategy with an emphasis on the practical application of this transactional knowledge base, including structuring and negotiating deal terms to create value, reviewing and revising various documents to manage risks, and working effectively with other parties to achieve organizational objectives. Students will participate in mock negotiations and drafting exercises, identifying and resolving common problems in deal structuring and negotiations, and developing the legal and non-legal skills necessary to become an effective deal maker.

DSOs� Develop skills to think like a transactional lawyer in distinguishing between good and

bad business transactions � Deconstruct recent mergers and acquisitions to identify key deal points and tactics � Examine various key structural issues in the formation of modern business transactions � Define common contractual provisions and customize language to better suit

organizational objectives � Identify the costs and benefits of various actions in the negotiation process � Use interpersonal skills and communication to understand and predict competitor’s

behaviors to your advantage

Marketing and Business Development MGMT X403.8 – 3 Units

Course Description: Explore innovative marketing and development strategies to increase awareness and profitability for today’s businesses. Learn to devise a comprehensive action plan that identifies customer needs, offers a unique selling proposition, aligns pricing and positioning strategy and outlines promotional assets and activities. Develop skills to recognize ideal strategic partnership and business opportunities across various product categories, channels and industries.

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DSOs� Identify customer needs � Pair customer needs with the right offering � Promotional activities to build awareness and motivate purchase � Choosing a suitable price � Define traditional, social and viral marketing � Design a marketing plan suited to an innovative business solution � Utilize marketing analytics to grow awareness, offer a new product/service to the

marketplace, and manage that product/service throughout its lifecycle � Develop skills to identify strategic partnerships and business opportunities within and

across various industries

Managing Innovative TeamsMGMT X403.9 – 3 Units

Course Description: This course will prepare students to manage an innovative team. Unlike a traditional management course, our focus is on management and leadership from the unique lens of an innovative product lifecycle. Students will learn practical strategies to hire and confidently supervise staff – creative and otherwise – to meet organizational goals.

DSOs� Examine leading theories of management � Develop a plan to assess and hire candidates for a creative team � Utilize interpersonal skills and management techniques that enhance employee

engagement and motivation � Identify framework to addressing and resolving workplace conflicts � Create a process to supervise others through the innovation process, encourage creativity,

stay on track, and achieve desired results

Innovating in Today’s Global Marketplace (Capstone Course) MGMT X403.10 – 3 Units

Course Description: Students will be fully immersed in entrepreneurship and real life innovation challenges startup business are currently working through. By collaborating directly with leadership in the business community, students will meaningfully contribute to the success of each organization.

DSOs� Work directly with businesses to implement innovation plans � Demonstrate functional business skills, including business model analysis, marketing,

business development, deal making and management � Create and present a business plan for an innovation-driven company � Apply design thinking and innovation skills to problems entrepreneurs are facing