Professor Pete Cardoncardon@marshall.usc.edu

This course engages in theory and practice in how leaders communicate via social media and other forms of new media to achieve business goals.

Students will evaluate emerging forms of leadership communication in networked and community-driven organizations, while strategically creating an online professional persona.

Section: 15164D (1.5 units)T 6:30pm to 9:30pm Spring 2021 (Online) Term 1

BUCO 536BUCO 536

BUCO 536BUCO 536Leading Leading

with Digitalwith DigitalCommunicationCommunication

GSBA-536: Leading with Digital Communication Spring 2021, Tuesdays, 6:30 – 9:30 PST, Term 1

Instructor: Peter Cardon Office: ACC 403 Office Hours: Upon request Zoom (for class and individual meetings) zoom.us/j/670954534 Email: cardon@marshall.usc.edu

COURSE DESCRIPTION

This course provides theory and practice in how leaders can communicate via social media and other forms of new media to achieve business goals. The primary focus of the course will be how leaders can communicate within organizations to build communities, increase employee engagement, and increase innovation and productivity. The course will also examine how leaders can use social tools to communicate with external stakeholders. The use of social tools and other new media will be examined in a variety of contexts, including setting direction, managing change, and responding to crises. A constant theme throughout the course will be using new media to build professional credibility as a leader. COURSE OBJECTIVES

Learning objectives for this course include the following:

1. identify how social tools and other new media impact organizational communication; 2. evaluate emerging forms of leadership communication in networked and community-driven

organizations; 3. communicate effectively via social tools and other forms of new media; 4. explain how artificial intelligence and other emerging technologies are impacting workplace

communication; 5. develop communication strategies that incorporate appropriate communication channels to

meet various business objectives. COURSE MATERIALS

Required reading comes from the (a) BUCO 536: Leading with Digital Communication (2021) coursepack and (b) articles posted to Blackboard. The BUCO 536: Leading with Digital Communication (2020) coursepack can be purchased directly from Harvard Publishing at the following link: https://hbsp.harvard.edu/import/690908. The coursepack is $45.12. If you haven’t purchased a Harvard Business Publishing coursepack before, you will need register by creating a username and a password. Once you purchase the digital coursepack, you have the option to purchase a print version (not required).

2

GRADING The target GPA for this course is 3.5. The final grading breakdown is as follows: Item Points Possible Quizzes (5) 200 Short Assignments (5) 100 Individual Project 250

Team Project 300 Digital Leadership Memo 50 Participation 100 Total 1,000

All these items are located in Blackboard. Descriptions are provided there. TEAM PROJECT SLIDE DECK REPORT DUE: TBD EOD; PRESENTATIONS: In Class on TBD You will research how an emerging technology impacts leadership communication, organizational communication, and/or team communication. In your presentation and report, you should address issues such as the following:

• Description of the technology and how it differs with other technologies that accomplish similar objectives

• Current adoption of the technology and projected use of the technology in the future • Benefits of using the technology • Challenges to adopting the technology for leaders and/or organizations • Best practices in using the technology (with a heavy focus on communication practices) • Approaches to gaining buy-in from those who will use the technology

Your team project has two deliverables: (1) team presentation and (2) team project annotated slide deck. Additional details will be placed in Blackboard. INDIVIDUAL PROJECT DUE: TBD EOD You will identify a communication challenge that is heavily influenced by technology use. After researching this communication challenge, you will create a slide deck report. More details will be provided in Blackboard and in class. CLASS PARTICIPATION You are expected to attend all Zoom class sessions and contribute during class. You may also be asked to participate in several short activities throughout the week. STATEMENT OF ACADEMIC CONDUCT AND SUPPORT SYSTEMS

3

USC seeks to maintain an optimal learning environment. Students are expected to submit original work. They have an obligation both to protect their own work from misuse and to avoid using another’s work as their own. All students are expected to understand and abide by the principles of academic honesty outlined in the University Student Conduct Code (see University Governance, Section 11.00) of SCampus (www.usc.edu/scampus or http://scampus.usc.edu). The recommended sanctions for academic integrity violations can be found in Appendix A of the Student Conduct Code. Students with Disabilities: USC is committed to making reasonable accommodations to assist individuals with disabilities in reaching their academic potential. If you have a disability which may impact your performance, attendance, or grades in this course and require accommodations, you must first register with the Office of Disability Services and Programs (www.usc.edu/disability). DSP provides certification for students with disabilities and helps arrange the relevant accommodations. Any student requesting academic accommodations based on a disability is required to register with Disability Services and Programs (DSP) each semester. A letter of verification for approved accommodations can be obtained from DSP. Please be sure the letter is delivered to me (or to your TA) as early in the semester as possible. DSP is located in GFS (Grace Ford Salvatori Hall) 120 and is open 8:30 a.m.–5:00 p.m., Monday through Friday. The phone number for DSP is (213) 740-0776. Email: ability@usc.edu. Support Systems: Student Counseling Services (SCS) - (213) 740-7711 – 24/7 on call Free and confidential mental health treatment for students, including short-term psychotherapy, group counseling, stress fitness workshops, and crisis intervention. https://engemannshc.usc.edu/counseling/ National Suicide Prevention Lifeline - 1-800-273-8255 Provides free and confidential emotional support to people in suicidal crisis or emotional distress 24 hours a day, 7 days a week. http://www.suicidepreventionlifeline.org Relationship & Sexual Violence Prevention Services (RSVP) - (213) 740-4900 - 24/7 on call Free and confidential therapy services, workshops, and training for situations related to gender-based harm. https://engemannshc.usc.edu/rsvp/ Sexual Assault Resource Center For more information about how to get help or help a survivor, rights, reporting options, and additional resources, visit the website: http://sarc.usc.edu/ Office of Equity and Diversity (OED)/Title IX compliance – (213) 740-5086 Works with faculty, staff, visitors, applicants, and students around issues of protected class. https://equity.usc.edu/ Bias Assessment Response and Support Incidents of bias, hate crimes and microaggressions need to be reported allowing for appropriate investigation and response. https://studentaffairs.usc.edu/bias-assessment-response-support/ Student Support & Advocacy – (213) 821-4710 Assists students and families in resolving complex issues adversely affecting their success as a student EX: personal, financial, and academic. https://studentaffairs.usc.edu/ssa/

4

Diversity at USC – https://diversity.usc.edu/ Tabs for Events, Programs and Training, Task Force (including representatives for each school), Chronology, Participate, Resources for Students Emergency Preparations This section is recommended but not a syllabus requirement. Here is some suggested language. “In case of an emergency if travel to campus is not feasible, the USC Emergency Information web site (http://emergency.usc.edu/) will provide relevant information, such as the electronic means the instructors might use to conduct their lectures through a combination of USC’s Blackboard learning management system (blackboard.usc.edu), teleconferencing, and other technologies.”

5

COURSE OUTLINE AND ASSIGNMENTS (dates not updated yet for Spring 2021)

Date Topics (In Addition to Social Channels and AI)

Reading

Assignments Due (Day Before Class)

Tuesday Class Overview none none Tuesday Virtual Meetings From the Coursepack:

• Running Virtual Meetings, HBR 20-Minute Manager series, pp. 1-109 (this is very fast reading). • CASE: "Trust the Algorithm or Your Gut?" by Jeffrey T. Polzer, Harvard Business Review, May-June 2018. • Trust the Algorithm or Your Gut? (Commentary for HBR Case Study) Online or Provided in Blackboard: • "How to Run a Great Virtual Meeting" by Keith Ferrazzi, Harvard Business Review, March 27, 2015. • "Can We Solve AI's 'Trust Problem'?" by Thomas H. Davenport, MIT Sloan Management Review, 2019.

Short Assignment 1, Poll 1

Tuesday Virtual Teams From the Coursepack: • Leading Virtual Teams, HBR 20-Minute Manager series, pp. 1-103. • "Five Ways to Improve Communication in Virtual Teams" by N. Sharon Hill and Kathryn M. Bartol, MIT Sloan Management Review, Fall 2018. • "Converting Email from Drain to Gain" by Shamel Addas et al., MIT Sloan Management Review, Summer 2018. • "Team Challenges: Is Artificial Intelligence the Solution?" By Sheila Webber et al., Business Horizons, 2019. Online or Provided in Blackboard: • "How Remote Workers Make Work Friends" by Beth Schinoff et al., Harvard Business Review, November 22, 2019

Short Assignment 2, Poll 2

Tuesday Online Collaboration and Decision-making

From the Coursepack: • Virtual Collaboration, HBR 20-Minute Manager series, pp. 13-61. • "Managing Crowds in Innovation Challenges" by Arvind Malhotra and Ann Majchrzak, California Management Review, September 1, 2014. • "How Twitter Users Can Generate Better Ideas" by Salvatore Parise et al., MIT Sloan Management Review, July 1, 2015. Online or Provided in Blackboard: • "Advanced social technologies and the future of collaboration" by Jacques Bughin et al., McKinsey Global Institute, July 2017.

Short Assignment 3, Poll 3

6

Date Topics (In Addition to Social Channels and AI)

Reading

Assignments Due (Day Before Class)

• "How AI Is Helping Companies Break Silos" by Zoran Latinovic & Sharmila Chatterjee, MIT Sloan Management Review, September 24, 2019. • "Using Artificial Intelligence to Promote Diversity" by Paul R. Daugherty, H. James Wilson, and Rumman Chowdhury. MIT Sloan Management Review, 2018.

Tuesday Leadership Communication on Internal Platforms

From the Coursepack: • "Toward the Workplace of the Future: How Organizations Can Facilitate Digital Work" by Sven Dittes et al., Business Horizons, September 2019. • "The Key to Social Media Success Within Organizations" by Quy Huy and Andrew Shipilov, MIT Sloan Management Review, October 2012. • "What Managers Need to Know about Social Tools" by Paul Leonardi and Tsedal Neeley, Harvard Business Review, October 2017. • CASE: "Sandra Brown Goes Digital (C): Raising Quality in a Healthcare Company," Rosabeth Kanter and Jonathan Cohen, 2018. Online or Provided in Blackboard: • "How Microsoft Builds a Sense of Community Among 144,000 Employees" by Rasmus Hougaard et al., Harvard Business Review, August 28, 2019. • Creating the Symbiotic AI Workforce of the Future by H. James Wilson and Paul R. Daugherty, MIT Sloan Management Review, October 21, 2019

Short Assignment 4, Poll 4

Tuesday Leadership Communication on External Platforms

From the Coursepack: • "How CEOs Can Leverage Twitter" by Claudia Malhotra & Arvind Malhotra, MIT Sloan Management Review, January 2016. Online or Provided in Blackboard: • CASE: The NBA in China: Navigating a Clash of Values • "Measuring Emotions in the Digital Age" by Motro et al., MIT Sloan Management Review, November 20, 2019.

Short Assignment 5, Poll 5

Tuesday Team Presentations

none Team Project

Tuesday No class; Complete final projects

none Individual Project; Digital Leadership Memo

Professor Kirk Snyderkirks@marshall.usc.edu

This course is designed to prepare students with tools to understand how to define their professional identity and value to employers across diverse industries.

Students will also learn how to differentiate individual professional talents, skills, work values and ego needs.

Section: 15181 (1.5 units)TTH 12:30pm to 1:50pm Spring 2021 Term 1

BUCO 552BUCO 552

BUCO 552BUCO 552Defining and Defining and

Communicating Communicating Your Professional Your Professional

ValueValue

1

BUCO 552 Defining and Communicating Your Professional Value (1.5 units) 12:30– 1:50 T/TH Term 1 Spring 2021 Professor: Kirk Snyder Office: by Appointment Office Phone: 213-740-0500 Cell Phone/Text: 949-633-0778 E-mail: kirks@marshall.usc.edu

COURSE DESCRIPTION This course examines both a systems theory approach to career development practices and strategies as well as contemporary workplace issues and employment trends that impact the career decision making process in the 21st century. This course is designed to prepare MBA students with specialized applied tools to better understand how to define and communicate their individual professional value to employers across diverse fields and industries that represent a best career fit. The applied tools in this course are designed to be relevant in both the immediate future as well as over a lifetime. LEARNING OBJECTIVES Global Learning Objectives: • Differentiate individual professional talents, expertise, skills, work values, ego needs and the role

one’s unique definition of success plays in developing a life-long systems-based approach to the career decision making process across diverse fields and industries.

• Define one’s professional identity in business in order to support strategic individual professional

exploration, goal setting, and personal achievement in today’s world of work. • Evaluate best practices of professional development in today’s changing business landscape and

determine strategy on how to communicate your individual value to potential employers. Detailed Learning Objectives: • Each student will develop an individual systems-based professional development plan to define and

communicate his or her unique professional identity including personality type in the workplace, abilities (talents, expertise, and skills), and work values that align with the context and realities of a global business landscape.

• Analyze the present and future career development trends in today’s fast changing business

landscape through readings, exercises, and experiential research/networking.

2

• Research the role that assessment tools and resources are used in the professional development process and how to access these tools and resources within Marshall and the University.

• Critically evaluate the impact of technology and globalization and how they play a key role in

defining and communicating individual professional value for various stakeholders, such as that of a colleague, manager, and leader in diverse fields and industries.

• Connect to the knowledge-base of working professionals in a variety of fields to increase the

connection between the MBA education and identified professional goals and outcomes. COURSE FORMAT BUCO 552 is targeted at MBA students seeking to define and communicate their professional value to support their professional development and identify how to apply and connect their MBA education to best-fit scenarios across diverse industries and fields in a fast changing business landscape. This course is discussion based so that MBA students practice the art of professional communication to substantiate their authenticity, credibility, and marketability. The learning objectives will be supported by one-on-on conferences with the professor throughout, but especially by two special sessions in the second part of the course, in which students interact with professionals. Executives/alumni from different fields (according to student interest) will be invited to lead small groups based around how to communicate your value to an employer. Students will prepare for these sessions through extracting questions for the professionals from their work-in-progress final personal development plan. SUGGESTED READING MATERIALS AND RESOURCES (Optional)

• Niles, Spencer. Career Development in the 21st Century, Pearson 2017

• Quast, Lisa, Self-Evaluations: The Key To Career Development, Forbes, January 31, 2014

• Patton and MacMahon, Career Development and Systems Theory, Sense 2014

• Ferrazzi, Keith. Never Eat Alone, Crown, 2014 Edition COURSE REQUIREMENTS: • Attend and participate in all classroom discussions, activities, and panels. • One Mid-Term examination. (Based on applied career development strategies, course principles

and readings) • One written term paper. (My Best Fit) • Individual Professional Development Presentation (Final)

- 3 -

3

GRADING SUMMARY Students will be evaluated on a 500 point scale. Assignments Points Mid-Term (Short Essay Questions) 125 Term Paper (My Best Fit) 125 Individual Professional Development Plan Paper/Presentation 200 Professionalism/Engagement 50 Total 500 Points Assignment Details • Mid-Term Paper: The mid-term paper will consist of personally applying career development

strategies, course principles and readings to your own professional path. This paper will be highly individualized highlighting the unique value each student brings to their own career goals and objectives.

• Term Paper (My Best Fit): Each student will describe in a proposal what their “best professional fit” ideally represents in a fast-changing business landscape. This paper provides students with real world criteria and understanding about how their MBA education connects to the world of work in order to evaluate potential corporate and organizational environments across diverse industries and fields that represent a best-fit scenario. Paper will include research-based company analysis.

• Final Career Development Plan Paper: Based on a systems theory model of career development, students will develop their own professional development plan including defining how her/his own professional identity uniquely aligns with the company character, success factors, and external image of a potential position.

Professionalism/Engagement: Throughout the semester, each student is expected to participate in classroom discussions as well as online discussions that will be included in this part of your grade. This part of your grade will be evaluated based on how active a role you take in these discussions, camaraderie and supportiveness of other classmates, bringing relevant ideas or topical news items to discuss with the class based on topics we are covering in the course, level of commitment, etc. Multiple absences, lateness and lack of overall engagement will negatively affect your grade as will not paying attention to the professor, classroom guests or peers when they are speaking or presenting.

- 4 -

4

GRADING DETAILS Final grades represent how you perform in the class relative to other students. Your grade will not be based on a mandated target, but on your performance. Historically, the average class GPA for MBA electives is 3.5. Three items are considered when assigning final grades: 1. Your average weighted score as a percentage of the available points for all assignments (the

points you receive divided by the number of points possible). 2. The overall average percentage score within the class. 3. Your ranking among all students in the class. Also, please note that letter grades may represent a range of points within a letter grade category. For example, in the “A” category on a 50-point letter graded assignment, an A may be assigned 47.5 points or vs. 50 points. Therefore, do not assume any letter grade represents maximum points within any grade range for that assignment. Rather, points associated with a grade will be across a range within that letter grade schema. For example, an “A” will range from 94-100% of possible points. Similarly, an “A-“ will range from 90-93.9% of full points available for that assignment; “B+” will range from 87-89.9% of full points available for that assignment, etc. Grading Baseline: All assignments are expected to demonstrate strong critical thinking skills and a high level of communication competence. The assignments that meet this baseline and are polished, professional, thoughtful, well-structured and error free would meet the standard to reach a base score of a B letter grade. The analysis, depth of content, research as required, personal illustrations, connectedness to the material, sophistication and delivery of the assignment may then allow the base score to be increased or require it to be reduced. Below is more information on the core grading rubrics for each letter grade A through C or its numerical equivalent per assignment: Mastery Skill Level (A range letter grade) The criteria to increase from the base score of a B or its numerical equivalent requires the deliverable to be intellectually and emotionally insightful, provide readers/listeners with strong depth into the content, provide illustrations and examples to bring key points of the deliverable to life, including personalization, and a connectedness to the material that make the deliverable a role model for this assignment. This A range also requires an excellent demonstration of critical thinking and communication competence. An A range grade will show deep systematic preparation, leveraging all of the resources, tools and concepts from class. Assignments that merit an A range letter grade are highly polished and professional and goes beyond the expectations of the assignment. Competence Skill Level (B range letter grade) The criteria for a base expected score of B or its numerical equivalent requires the baseline definition outlined in the first paragraph of Grading Criteria discussing expectations in addition to the effective use of concepts and strategies as presented in class. All B range grades need to demonstrate thoughtful preparation, application of course concepts and provide a good execution without structural or grammatical errors. This B range also requires a solid demonstration of critical thinking skills, and communication competence. It needs to address all assignment elements with clarity and depth and be a professional and polished response to the assignment prompt without omissions.

- 5 -

5

Emerging/Developing Skill Level (C range letter grade) The criteria for a C range letter grade requires the absence of an assignment requirement or diminished focus on the purpose of that assignment as outlined in the B range letter grade description. Grades in the C range would require thoughts that are less developed and critical thinking skills that are not as strongly demonstrated. Examples and illustrations in the deliverable would be more sparse, less informative or off-point. External research as required would be minimal, or underdeveloped. The application of course strategies may be missing. The delivered assignment is not sufficient to address the assigned expectations for a professional audience for the assigned deliverable as detailed in the B letter grade expectation. Add/Drop Process Most Marshall classes are open enrollment (R-clearance) through the Add deadline. If there is an open seat, students can add the class using Web Registration. If the class is full, students will need to continue checking the Schedule of Classes (classes.usc.edu) to see if a space becomes available. Students who do not attend the first two class sessions (for classes that meet twice per week) or the first class meeting (for classes that meet once per week) may be dropped from the course if they do not notify the instructor prior to their absence. The last day to withdraw without receiving a “W” (and receive a refund) is 1/29/19. The last day to drop with a mark of a “W” (no refund) is 2/22/19. If you are absent 4 or more times prior to the last day to withdraw from a course with a mark of “W,” I may ask you to withdraw from the class by that date. Retention of Graded Coursework http://arr.usc.edu/forms/ARR_Grade_Handbook.pdf for detailed information. Example: Final exams and all other graded work which affected the course grade will be retained for one year after the end of the course if the graded work has not been returned to the student. If I returned a graded paper to you, it is your responsibility to file it. Technology Policy Laptop and Internet usage is not permitted during academic or professional sessions unless otherwise stated by the respective professor and/or staff. Use of other personal communication devices, such as cell phones, is considered unprofessional and is not permitted during academic or professional sessions. ANY e-devices (cell phones, iPads, other texting devices, laptops, I-pods) must be completely turned off during class time. Upon request, you must comply and put your device on the table in off mode and FACE DOWN. You might also be asked to deposit your devices in a designated area in the classroom. Videotaping faculty lectures is not permitted due to copyright infringement regulations. Audiotaping may be permitted if approved by the professor. Use of any recorded or distributed material is reserved exclusively for the USC students registered in this class. USC Statements on Academic Conduct and Support Systems Academic Conduct: Plagiarism – presenting someone else’s ideas as your own, either verbatim or recast in your own words – is a serious academic offense with serious consequences. Please familiarize yourself with

- 6 -

6

the discussion of plagiarism in SCampus in Part B, Section 11, “Behavior Violating University Standards” https://policy.usc.edu/scampus-part-b/. Other forms of academic dishonesty are equally unacceptable. See additional information in SCampus and university policies on scientific misconduct, http://policy.usc.edu/scientific-misconduct. Support Systems Student Counseling Services (SCS) - (213) 740-7711 – 24/7 on call Free and confidential mental health treatment for students, including short-term psychotherapy, group counseling, stress fitness workshops, and crisis intervention. https://engemannshc.usc.edu/counseling/ National Suicide Prevention Lifeline - 1-800-273-8255 Provides free and confidential emotional support to people in suicidal crisis or emotional distress 24 hours a day, 7 days a week. http://www.suicidepreventionlifeline.org Relationship & Sexual Violence Prevention Services (RSVP) - (213) 740-4900 - 24/7 on call Free and confidential therapy services, workshops, and training for situations related to gender-based harm. https://engemannshc.usc.edu/rsvp/ Sexual Assault Resource Center For more information about how to get help or help a survivor, rights, reporting options, and additional resources, visit the website: http://sarc.usc.edu/ Office of Equity and Diversity (OED)/Title IX compliance – (213) 740-5086 Works with faculty, staff, visitors, applicants, and students around issues of protected class. https://equity.usc.edu/ Bias Assessment Response and Support Incidents of bias, hate crimes and microaggressions need to be reported allowing for appropriate investigation and response. https://studentaffairs.usc.edu/bias-assessment-response-support/ Student Support & Advocacy – (213) 821-4710 Assists students and families in resolving complex issues adversely affecting their success as a student EX: personal, financial, and academic. https://studentaffairs.usc.edu/ssa/ Diversity at USC – https://diversity.usc.edu/ Tabs for Events, Programs and Training, Task Force (including representatives for each school), Chronology, Participate, Resources for Students Students with Disabilities USC is committed to making reasonable accommodations to assist individuals with disabilities in reaching their academic potential. If you have a disability which may impact your performance, attendance, or grades in this course and require accommodations, you must first register with the Office of Disability Services and Programs (www.usc.edu/disability). DSP provides certification for students with disabilities and helps arrange the relevant accommodations. Any student requesting academic accommodations based on a disability is required to register with Disability Services and

- 7 -

7

Programs (DSP) each semester. A letter of verification for approved accommodations can be obtained from DSP. Please be sure the letter is delivered to me (or to your TA) as early in the semester as possible. DSP is located in GFS (Grace Ford Salvatori Hall) 120 and is open 8:30 a.m.–5:00 p.m., Monday through Friday. The phone number for DSP is (213) 740-0776. Email: ability@usc.edu. Emergency Preparedness/Course Continuity In case of a declared emergency if travel to campus is not feasible, the USC Emergency Information web site (http://emergency.usc.edu/) will provide safety and other information, including electronic means by which instructors will conduct class using a combination of USC’s Blackboard learning management system (blackboard.usc.edu), teleconferencing, and other technologies. Incomplete Grades A mark of IN (incomplete) may be assigned when work is not completed because of a documented illness or other “emergency” that occurs after the 12th week of the semester (or the twelfth week equivalent for any course that is scheduled for less than 15 weeks). An “emergency” is defined as a serious documented illness, or an unforeseen situation that is beyond the student’s control, that prevents a student from completing the semester. Prior to the 12th week, the student still has the option of dropping the class. Arrangements for completing an IN must be initiated by the student and agreed to by the instructor prior to the final examination. If an Incomplete is assigned as the student’s grade, the instructor is required to fill out an “Assignment of an Incomplete (IN) and Requirements for Completion” form which specifies to the student and to the department the work remaining to be done, the procedures for its completion, the grade in the course to date, and the weight to be assigned to work remaining to be done when the final grade is computed. Both the instructor and student must sign the form with a copy of the form filed in the department. Class work to complete the course must be completed within one calendar year from the date the IN was assigned. The IN mark will be converted to an F grade should the course not be completed within the time allowed. Grade Disputes All grades assigned by faculty members are final. Students have the right to seek explanation, guidance, counsel and reasons for the assignment of a grade. Faculty may initiate a change in grade if there is an error in the calculation of a grade. Students may appeal a grade according to university policy as set forth in SCampus. A faculty member may not change a disputed grade outside the formal appeals process. In response to a disputed academic evaluation by an instructor, a student is entitled to two levels of appeal after review by the instructor: first to the chairperson of the department and then to the appropriate dean of the school. The full university policy can be found in SCampus under University Governance / Academic Policies at https://policy.usc.edu/scampus-part-c/. Evaluation of Your Work: You may regard each of your assignments as an “exam” in which you apply what you’ve learned according to the assignment. I will do my best to make my expectations for the various assignments clear and to evaluate them as fairly and objectively as I can. If, however, you feel that an error has occurred in the grading of any assignment, you may, within one week of the date the assignment is returned to you, write me a memo in which you request that I re-

- 8 -

8

evaluate the assignment. For presentations, explain fully and carefully based providing me with examples per the timer countdown of the video why you think the presentation should be re-graded. Be aware that the re-evaluation process can result in three types of grade adjustments: positive, none, or negative. All grades assigned by faculty members are final. Students have the right to seek explanation, guidance, counsel and reasons for the assignment of a grade. Students may appeal a grade according to university policy as set forth in SCampus.

---------------------------------

- 9 -

9

COURSE SCHEDULE (NOTE: NOT YET UPDATED TO SP 2021) Week One: Course Introduction 1/13/20

• Review Syllabus and Deliverables. • Individual introductions and course goals • Introduce/Review Working Your System • Defining Individual Professional Value • Why a systems approach to career development makes sense in a fast-

changing business landscape. • Watch Scott Dinsmore’s Ted Talk before next class • Read before next class: HBR Article: Why People Lose Motivation—and

What Managers Can Do To Help

1/15/20 • In-Class Ted Talk Discussion (Dinsmore) • Discussion about assigned HBR article • Identifying Your Value (Complete worksheets prior to next class on your

own—these do not have to be handed in) • In-Class Exercise and Discussion: Intrinsic Motivation and My Ideal Job • Watch David Lee’s Ted Talk: Why Jobs of the Future Won’t Feel Like

Work before next class • Take the MBTI prior to next class (See link on BB)

Week Two: Defining and Communicating My Professional Value

1/20/20 tbd 1/22/20

• Ted Talk Discussion (Lee) • MBTI Interpretation • Focusing on Talents: How to leverage innate abilities in a right fit • Group Exercise: Personal Experiences of a Right Fit • Read the Business Insider article, How 9 Incredibly Successful People

Define Success prior to next class

- 10 -

10

1

Week Three: Success: What it Means to Me

1/27/20

• Discussion of Business Insider article • Roundtable Exercise: What Success Means to Me • Review Mid Term Assignment • Defining Graduating Goal and Three Year Goal • Watch Simon Sinek’s Ted Talk How Great Leader’s Inspire Action

before next class • (Bring laptop to next session)

Aligning My Value to a Right Path 1/29/20

• Discuss Ted Talk: The importance of the “why” behind a right fit • Asking yourself the right questions to find a right fit • Finding my best fit scenarios: Fields and Companies (In-class

personalized working session) • Reporting Out: Creating my custom job bank of right fits

Week Four: Aligning My Value to a Right Path

2/3/20 • Mid Term Due (Upload prior to class) • Finding my best fit scenarios: Roles (In-class personalized working

session) • Reporting Out: Finalizing my custom job bank of right fits • Introduce Term Paper (Due 9/25) • Read for next class: HBR Article: 9 out of 10 People are Willing to Earn

Less Money to do More Meaningful Work

Ranking My Top Ten Right Fits and Turning Them Into Offers

- 11 -

11

2/5/20

• Discussion of assigned article • The Work Life Balance: Individual, Social and Environmental System • In-Class Ted Talk and Discussion • Going to the source: Networking and collecting on-the-ground

information about my Top Ten right fits • In-class exercise: Mining new opportunities: Telling the right story to an

employer

Week Five: Best Fit/Career Development Plan

2/10/20

• Workshop: Tell Me About Yourself (Be prepared to speak in front of the class—this is about practice not perfection!)

2/12/20 • TERM PAPER DUE (Upload prior to class) • Introduce and Discuss Final Paper: My Customized Blueprint to turn

right fits into offers • (Continuing) Workshop: Tell Me About Yourself • Discussion Board: Overcoming obstacles to get to my best right fits

(Submit prior to next class) Week Six My Plan for Success

2/17/20 HOLIDAY

2/19/19

• Communicating My Value and Getting the Job

Week Seven Turning Right Fits into Job Offers

2/24/19 • Communicating My Value and Getting the Job

2/26/19

• A Real World Analysis: What are my acceptable trade-offs

- 12 -

12

• Staying On Course: Using my custom job bank effectively • Overcoming Obstacles (Based on Discussion Board responses) • Read for next class: Fast Company Article: 8 Signs You Should Quit

Your Job and Forbes Article: Five Undeniable Signs It’s Time to Move On

Week Eight Course Wrap Up

3/2/20 • Discussion of assigned article • Review Final Paper deliverable • Career Fears Roundtable • Leveraging Your Unique Value

3/4/20

• FINAL PAPER DUE • Course Wrap Up • Next Steps