busadm #3632 consulting immersion lab (cil) course ...€¦ · taobao: reinventing (e-)commerce...

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BUSADM #3632 – Consulting Immersion Lab (CIL)

Course Syllabus v1

Spring, 2018

Fisher College of Business

The Ohio State University

Professor Information

Dr. Mark J. Sullivan, Ph.D.

313 Fisher Hall

Email: [email protected]

Teaching Assistant: 3:30-5:30pm

Josh Kuhlman, Co-Faculty

[email protected]

Part II of a Two Part, Year-Long

Experiential Learning Curriculum

Course Information

Thursday, 3:30-5:30pm

Sections: 4490 & 4777

Fisher Hall - 800

Thursday, 5:45-7:45pm

Sections: 4601 & 4778

Fisher Hall - 800

Office Hours

Tuesday: 12:00 – 1:30 pm

Thursday: 1:30-3pm

Teaching Assistant: 5:45-7:45pm

Evan Trainer, Co-Faculty

[email protected]

Spring, 2018 Part II: CIL/Consulting Immersion Lab Course Features

11 Week Project Lab w/ market-facing clients; Team-based Executive Coaching, , Consulting Executive Guest

Lectures, Customer Clinic which includes C-Level Buyers, Case Analysis Symposium, Spring Chicago

Business Trips to Leading Consulting Houses, and an adapted McKinsey Consulting Project Mgmt.

Methodology

NOTE: There are two class sections of #3632 (Consulting Immersion Lab/CIL Course): One that meets Thursday, 3:30-5:30pm and

the other section right after, in the same location, Fisher Hall, at 5:45 – 7:45pm. Please be attentive to which section and time you are

in.

Course Description:

The Spring curriculum is an action-based, experiential learning approach working with sponsors, stakeholders,

customers, employees and managers in varied roles with varied interests and capabilities. The 11 week project

is embedded in a broad range of organizations within the central OH region. Student consultants will

collaborate with client organizations on best ways to work (i.e. frequency of on-site versus remote); as well as

developing a charter, work-plan / schedule, set of deliverables, interim and summary report with options and

recommendations to be presented to their client leadership.

Regardless of setting, the learning will focus on identifying and analyzing organizational problems; developing

and implementing relevant information-gathering mechanisms; and creating options and recommendations to

address desired value. Specifically, the more finite project management requirements to apply in the consulting

engagement include:

mailto:[email protected]



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CPMG: Consulting Project Management Guide (To be used in Autumn and Spring Consulting Projects)

1) Problem Statement: Understanding, developing, and framing the real problem

2) Issue Diagnostic: Decomposing key questions in separate lines of inquiry; Developing an issue tree

3) Storyboard: Developing a logical flow for arguments; Beginning with the end in mind

4) Work Plan: Creating a plan with key milestones, task, timeline, risk factors and progress indicators

5) Interviews: Gathering research from primary and secondary sources

6) Insight: Synthesizing and creating insights from data; Developing a story

7) Qualitative Insights: Presenting data and themes to address interaction effects or tacit but significant

trends

8) Quantitative Insights: Presenting data and insights visually: tables, graphs, charts

9) Story-Selling: Crafting key messages and themes in a compelling storyboard fashion

10) Tools & Templates: Use of problem statement worksheet, issue diagnostic template, storyboard

template, work plan template, interview guide template, synthesized interview notes template

In addition to reinforcing our above primary project methodology from the Autumn semester, each team will

need to incorporate key concepts from the new additional value proposition design (VPD) methodology for the

Spring Capstone project. This will build as both a complement and subset to the (CPMG) project methodology

used in the Autumn project.

The Spring Track continues in a more complex and accelerated fashion than in the Autumn Track. Similar, yet

different, there is a focus on how best to identify, align or address organizational mandates, competing interests,

cultural norms, resource constraints, process grid-lock and/or change dynamics with client interests. The intent

is on thinking clearly, simply and thoughtfully to address issues while solving a real problem. Yet, given the

enlarged scale it will feel vaguely familiar yet seemingly very different in working in a bigger, but perhaps

more ambiguous space. The aim is for teams to craft a meaningful solution path that addresses the client

opportunity through a set of actionable recommendations (for potential near term implementation and benefit).

VALUE PROPOSITION DESIGN: (VPD)

You will need to demonstrate key concepts, models and frameworks from the VPD in the Spring Capstone

Client Project. The VPD topics include the following:

Canvas: Customer Profile (p10) ~ Value Map (p26) ~ Fit (p40)

Design: Prototyping Possibilities (p76) ~ Starting Points (p86) ~ Understanding Customers (p106) ~ Making Choices (p120)

Finding the Right Business Model (142) ~ Designing in Established Organizations (158) ~

Test: What to Test (p188) ~ Testing Step-by-Step (p196) ~ Experiment Library (p214) ~ Bringing It All Together (p238)

Evolve: Create Alignment (p260) ~ Measure & Monitor (p262) ~ Improve Relentlessly (p264) ~ Reinvent Yourself Constantly (p266)

Taobao: reinventing (E-)commerce (p268)

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The course is structured into student consulting business teams. Each of the teams will meet with their client

organization every week for 1-2 hours. Additionally, the teams will meet on their on; as well at Thursday

afternoon/evening class for two hours (i.e. either in the Thurs 3:15-5:15pm class or in the 5:30-7:30pm class).

Weekly classes will dedicate a large portion of their class time to working on their project. However, 20-30

minutes of each two-hour class also will focus on relevant best practice content and discussion from both the

Project Management Tool-kit and VPD (Value Proposition Development). Additionally, teams on occasion will

need to meet for additional work sessions to address deadlines for either their interim and/or final summary

report to their client and class.

Finally, it is each of the individual team leads and team members that are responsible for the relationship, value

delivery and satisfaction of the client. The Faculty’s role is to create and guide the learning experience; the

student’s role is to observe, engage, develop, adjust, deliver and learn from each other and the client. Sixty

percent of the grade is based on the project. Thirty percent is based on class participation; and ten percent based

on individual book report to the class, based on an assigned section.

Learning Objectives: Year-Long Focus 1. To develop the capacity to identify presenting and underlying problems in varied direct/in-direct forms,

levels and locations. To craft a problem statement; and shape a related value proposition, solution

path and set of actionable recommendations.

2. To gain a clear understanding of strategic ways to use project management best practices to address a

broad range of client issues and opportunities for effective execution.

3. To identify and manage expectations of clients, team members and course faculty at the beginning,

middle and end of the project. Understand client engagement, relationship management and

communication strategies.

4. To address (individual, team and organizational) conflict and operating constraints in a constructive

manner.

5. Build functional ability to conduct applied research and select business analytic tools for addressing

options for clients (i.e. root cause and data analysis).

6. Understand and practice analytical skills and methods as applied in a variety of organizational

challenges

7. Be educated and skilled on the critical nature of proposal presentation and delivery techniques and

approaches for multiple levels and types of clients

8. To develop enough experience and insight to be able to reflect on readiness and interest level of being

a professional consultant or position in a related capacity (e.g. internal service consultant, internal

functional generalist, or OD/ Organizational Development specialist, involved in cross-boundary work)

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Required Materials: For Consulting Immersion Lab Class the following is required for the Spring semester:

o ISBN # 978-1-118-96805-5: Alex Osterwalder, et.al. (2014) Value Proposition Design. Hoboken, NJ: John Wiley &

Sons

Along with the above, will be a rich collection of real client experience and consulting industry guest expertise and slideware that will further supplement the reading collateral.

Course Expectations:

Each of us is responsible for the success of this class. I have designed the course to maximize learning and I am

committed to creating a positive learning environment in the classroom. What you get out of the course is,

however, ultimately up to you the consulting student. Therefore, regular attendance throughout the semester is

critical. Keep up with the readings. Engage in regular introspection and apply the course material to your own

experiences. Come ready for class.

Also, as customary, I fully expect a high level of courtesy and professionalism in the classroom with peers and

in interactions with the external speakers, and on client-sites. This includes interactions during presentations,

and in any outside classroom events (work, social gatherings or otherwise). As an aside, if you come in late to

class or a client meeting, be sure that you do so in a way that does not distract your peers, clients or guests.

When you’re here, be here. Discussions in class, team or client meetings can only be fueled by those

individuals that are ready to ask relevant questions, provide feedback (objective, on topic, connective) and

influence/defend their positions with logic and facts – just as you will have to do in a corporate environment.

In summary, this course is for your benefit and development and you will get the most out of the course (and

ultimately be most successful) by making it relevant to your own life situation. If we both do our parts, this

course will make a difference for you and be a positive learning experience for all of us

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Grading: Individual Course/Class Participation 30% Homework Assignment: In-Class Teach-Back 10% Mid-Term Team Project Presentation 20% Final Team Project Presentation 40%

Attendance Policy: Students are expected to attend all consulting immersion activities and classes. Remember missing class translates to missing highly important knowledge and thoughtfully structured experiences, which are essential to master for consulting. Missing the interactive exercises are impossible to make up. However, you are allowed one “free” pass. All other absences will be excused only in the case of health problems (doctor’s note required) or significant life events (e.g. death in the family). Unexcused absence will result in reduction of points from the final course grade. Cell phone use: Demonstrating good judgement in when and why to use your cell phone is required. Cell phone usage may prevent full in-classroom or client engagement and focus, and may be an overall distraction. During breaks or outside of classroom or client meetings, there is no problem on use of phones. Bottom-line, thoughtless, excessive/ distracted use of a cell phone, will lead to reduced course participation points. Screen Use: Screens of any kind is allowed in the classroom for class related activities - only (taking notes or presentations). You may occasionally be asked to post your notes to a Canvas drop box for instructor review as well as be called upon during class to lead a topic recap. You will want to take quality notes for future reference. Course Participation: Class, Team and Client Given that class participation is 30% of the overall grade, each student should be fully prepared each week for whatever is asked of them: The weekly classroom topics and content will be thought provoking, but bringing all this “to life and reality” can only come from having candid, detailed dialogues and readily sharing viewpoints and perspectives. Participation does not mean you need to be the dominant force in the classroom, but it does mean that you need to come prepared with the right “mindset” to add value and thought leadership during each conversation to maximize the groups and your personal learning experience. You should come prepared with a series of well thought through key points you would like to make based upon the dynamics and flow of the classroom dialogue. Guest lecturers will leave plenty of time at the end of their lecture/discussion for questions and as a result the students need to be actively listening and engaged during the presentation. Over time, it is expected you will stretch in new ways in demonstrating thoughtful questions, summarizing experiences and observations, spontaneously addressing challenging scenarios in a thoughtful manner, engaging constructively in group and team dialogue. The intent is to grow your capacity to “think-on-your-

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feet”; to quietly listen and observe; to quickly analyze for patterns and practices - for meaningful information and insight; to authentically support and challenge others for individual and collective benefit. Academic Integrity:

This is an important area that is taken seriously by me and hopefully by you. Without personal and academic

integrity there is little we can be proud of as an individual or as an institution. The Ohio State University and the

Committee on Academic Misconduct (COAM) expect that all students have read and understand the

University’s Code of Student Conduct, and that all students will complete all academic and scholarly

assignments with fairness and honesty. Students must recognize that failure to follow the rules and guidelines

established in the University’s Code of Student Conduct and this syllabus may constitute “Academic

Misconduct.”

The Ohio State University’s Code of Student Conduct (Section 3335-23-04) defines academic misconduct as:

“Any activity that tends to compromise the academic integrity of the University, or subvert the educational

process.” Examples of academic misconduct include (but are not limited to) plagiarism, collusion (unauthorized

collaboration), copying the work of another student, submitting the same or similar work for credit in more than

one class, and possession of unauthorized materials during an examination. Ignorance of the University’s Code

of Student Conduct is never considered an “excuse” for academic misconduct, so you need to review the Code

of Student Conduct and, specifically, the sections dealing with academic misconduct.

If I suspect that a student has committed academic misconduct in this course, I am obligated by University

Rules to report my suspicions to COAM. If COAM determines that you have violated the University’s Code of

Student Conduct (i.e., committed academic misconduct), the sanctions for the misconduct in this class could

include a failing grade for the course, disciplinary probation, suspension or dismissal from the University. If

you have any questions about the above policy or what constitutes academic misconduct in this course, please

contact me or review the Code of Student Conduct http://studentlife.osu.edu/csc/." Please do not even think of

testing me or your fellow colleagues on the seriousness of the Code and the consequences thereof.

Disability Services:

“Students with disabilities that have been certified by the Office for Disability Services will be appropriately

accommodated and should inform the instructor as soon as possible of their needs. The Office for Disability

Services is located in 150 Pomerene Hall, 1760 Neil Avenue; telephone 292-3307, TDD 292-0901;

http://www.ods.ohio-state.edu/.”

Key Elements to the Fisher Consulting Immersion Lab

http://studentlife.osu.edu/csc/

http://www.ods.ohio-state.edu/

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Client

Communications

Workshop

Case & Team Presentations

Accenture

Engagement

Life-Cycle Customer

Lab: C-Level

Buyers

McKinsey

Case Analysis

Presentations

Skills Clinic

Tableau

Visual Tool

Training

Deloitte

Opportunity

Mapping

Navigator

Senior

Consulting

Mentoring

Accenture

Project

Management

Methods

FCOB

Business

Analytics

Tools

Weekly

Teach-Back

Peer-to-Peer

Deloitte

Client Needs

Analysis

Alumni Panel

Team Leads

Applied

Research

Signature

Capstone

Consulting

Projects Life-

Cycle

Chicago Spring

Consulting

Industry Trip

Project

Management

Life-Cycle

Visit to

Accenture

Global

Corporate U.

Earnst &

Young

Go-To-Market

Strategy

Case

Coaching Lab

Case

Coaching Lab

PWC Deal

Transactions

OSU ERP

Strategy

Part I:

Autumn 7 Week Consulting

Projects Focus On Non-Profit,

Family Business, Government,

Faith-Based, and Military

Organizations

Part II:

Spring 11 Week Signature

Capstone Consulting Projects

Focus on Commercial, For -

Profit Organizations

Commercial

Consulting

House Field

Visit & Exec

Biz Social

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Spring Course #3632 Outline OSU Fisher Consulting Immersion Lab (CIL)

Week

Lecturer Topics

Learning Objective Summary

Readings, Report Outs and Discussion Topics

#1

(1/11)

Sullivan

Kuhlman Trainer

Course introduction and expectations.

Review highlights of Autumn Semester – Discussion

Johari Window

Preview preferred project team opportunities

Sign up for VPD reading (in dyads) for in-class book report and due date

Alumni Panel: Former Spring Student Project Team Insights

Review of course topics, objectives, expectations and project mgmt. approach.

Awareness of key behaviors for cultivating impact and opportunities.

Review course material

CPMG (Consulting Project Mgmt. Guide)

VPD (Value Proposition Design)

Project Client-Sites & Teams

Sample Client Presentation

Teach-Back Assignments

Johari Window

Tableau pre-read

#2

(1/18)

Kuhlman

Trainer

Tableau

Co. Sales Rep

Confirm Project Team Assignments

Visual Basic, Diagnostic, Analysis, and Graphics

Clarify team and client roles and assignments

Review of key fundamentals for applying visual tools for consulting analysis and interpretation

Data analytics Predictive practices

Trending

#3

(1/25)

Sullivan

Sponsors

Project Sponsor Kick-Off Welcome and Overview

Client-Team Working Session

Highlight features of capstone project team partnership

Understand Sponsor interests, scope, expectations and operating conditions

Client industry knowledge, business

practices and management imperatives

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#4

(2/1)

Team

Sullivan Kuhlman Trainer

Project Week #1:

VPD Canvas Teach-back

Team Work Session: Problem Statement, Issue Diagnostic, Goal, Scope

Team Debrief: In-Class

Develop understanding of client needs, issues, goals and challenges

Confirm areas to research

CPMG

o Problem Statement

VPD: Canvas o Customer

Profile o Value Map o Fit

#5

(2/8)

Team


Project Week #2:

VPD Design Teach-back

Team Work Session: Storyboard, Prototyping


Demonstrate an emerging conceptual framework for creating an approach, process and outcome

CPMG

o Storyboard

VPD: Design o Prototyping o Starting Points

#6

(2/15)

Team


Project Week #3:


Team Work Session: Customers, Choice Making, Work Plan


Deepen ways to translate client needs to addressable actions

Develop milestones, tasks, roles, due dates and status bar

CPMG

Work Plan

VPD: Design o Understanding

Customers o Making

Choices

#7

(2/22)

Team


Project Week #4:


Team Work Session: Insights, Business Model – Value Map


Define structure (activity chain) to the relationship of value elements that will achieve profitable outcomes

CPMG

Qualitative & Quantitative Insights

VPD: Design o Finding the

Right Business Model

#8

(3/1)

Team


Project Week #5:


Team Work Session: Key Themes, and Benefits to Organizational Arrangement


Deepen awareness to trade-offs and operating conditions while optimizing solution path

CPMG

Story-Selling

VPD: Design o Designing in

Established Organizations

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#9 (3/8)

Team

Project Week #6:

Mid-Term Team Presentations

-- 4 Teams --

Demonstrate capacity to provide crisp, compelling status; and to address questions in a constructive, high value manner

CPMG Tools and Templates

#10

(3/15)

Project Week #7:

Spring Break – No Class

Good time to consider analysis, interpretation or refinement of client presentation documents

#11

(3/22)

Team

Sullivan

Kuhlman Trainer

Project Week #8:


Team Work Session: Testing Protocols – Path and Process


Establish an array of options and proof-of- concept that is defensible against “what-if” scenarios

CPMG

Tools and Templates

VPD: Test o What to Test o Testing: Step

by Step

#12

(3/29)

Team

Sullivan

Kuhlman Trainer

Project Week #9:


Team Work Session: Testing Protocols – Path and Process; Integration, Synthesis


Clarify and confirm direction and steps for value path in operating construct (i.e. for go-to market if external; or process map if internal)

CPMG Tools and Templates

VPD: Test

o Experiment Library

o Bring It All Together

#13

(4/5)

Team

Sullivan

Kuhlman Trainer

Project Week #10:


Team Work Session: Align, Refine, Stress-Test, Measure to Stated ROI


Document value and proof case with real operating conditions

VPD: Evolve o Create

Alignment o Measure &

Monitor o Improve

Relentlessly o Reinvent: Self,

e-Commerce

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#14

(4/12)

Team

Project Week #11:

Final Team Presentations

Use “7–Factor” Framework to demonstrate aligned value to impact

Use of CPMG and VPD Tools

#15

(4/19)

Team

Sullivan

Sullivan

Final Team Presentations (Cont. if needed)

Executive Presence; and Crucial Conversations Tools and Tips Course close-out and summary

Review of Key Engagement Practices That Make A difference

Reflect on key Learnings and Actions

Review Favorite Chapter Sections

About the Professor:

Dr. Mark Sullivan, an organizational psychologist, nationally recognized thought-leader and core MBA and

EMBA faculty member of the OSU Fisher College of Business, brings 25 plus years of industry and executive

educational expertise. He has held C-level, cross-industry leadership positions as an executive manager of a

$1B product portfolio, Dow 30 business incubator executive lead; sales and business development officer;

Fortune 50 consulting partner; chief talent officer; lead business negotiator and Pacific Rim expatriate for a

legacy G-1000 airline conglomerate; and advisor/coach to a broad range of senior executives.

His motivational speaking and consulting engagements include NASA, U.S. State Department, CIA, Soviet

Military Defense, Accenture, McKinsey, Honeywell, Battelle, United Airlines and Harvard Business School.

Additionally, he is writing a book called, “THRIVE: When Trouble Visit! Being Your Best in Tough Times.” It

will be distributed by Kendall-Hunt Publishers in mid-2018.

About the Teaching Assistants:

Mr. Josh Kuhlman, Co-Faculty, is a senior Marketing and Operations Management major in the OSU Fisher

College of Business. He has been actively involved in a variety of on-campus student leadership positions,

study abroad and commercial internships. This past summer he interned for Nike in their Chicago offices on the

basketball brand. He was responsible for helping to bring to life Nike’s #Rise-Chicago movement, where the

focus was on attracting urban youth to adopt a more actively engaged, sporting life. His CIL Spring capstone-

signature consulting project last year provided strategic guidance in generating revenue and stakeholder

engagement for a major metropolitan-based leadership development initiative.

Mr. Evan Trainer, Co-Faculty, is a senior Finance major in the OSU Fisher College of Business. He is

involved in numerous Fisher organizations such as Buckeye Capital Investors, The Fisher Leaders Initiative,

and Scarlet & Gray Financial. He is a graduate of the Consulting Immersion Lab and served as a project lead for

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Mr. Evan Trainer, Co-Faculty, Continued

his client engagement. He has participated in multiple consulting engagements, case study and stock pitch

competitions. The objectives of these experiences have included developing marketing plans, strategy and

technology recommendations. He has work experience as a Project Management Intern for a mid-market

construction company, and as a Global Finance & Business Management Summer Analyst for JPMorgan Chase

& Co.

busadm #3632 consulting immersion lab (cil) course ...€¦ · taobao: reinventing (e-)commerce...

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