Professional Documents
Culture Documents
GB500 Term 5, 2014 Syllabus
GB500 Term 5, 2014 Syllabus
COURSE INFORMATION
Netiquette
Policies
Projects
Rubrics
Tutoring
TOP
Term:
1405D
Dates:
8/6/14 - 9/16/14
Course Number/Section:
GB500-02
Credit Hours:
Prerequisites:
INSTRUCTOR INFORMATION
TOP
tboam@kaplan.edu
Google Chat will be used to communicate with the instructors during office hours. Please review
the Google Chat Quick Start Guide for an overview of the system.
COURSE MATERIALS
TOP
Textbook Information
There are two (2) books in this course:
Title: Business Agility: Sustainable Prosperity in a Relentlessly Competitive World.
Author: Michael Hugos
ISBN: 9780470413456
Publisher: John Wiley & Sons 2009
Title: Virtual Team Success: A Practical Guide for Working and Leading from a Distance
Author: Darleen M. DeRosa and Richard Pepsinger
ISBN: 9780470532966
Publisher: John Wiley & Sons
Note: Both course texts are accessible from Kaplan Online Library Books24x7 Database.
This Library eBook can only be read online and cannot be downloaded due to copyright
restrictions.
Hard copies and e-books from other sources can be purchased.
Reference:
Hugos, M. (2009). Business agility: Sustainable prosperity in a relentlessly competitive world.
Hoboken, New Jersey: John Wiley & Sons, Inc.
DeRosa, D., & Pepsinger, R. Virtual team success a practical guide for working and leading
from a distance. Hoboken, New Jersey: John Wiley & Sons.
Cadle, J., Paul, D., & Turner, P. (2010). Business analysis techniques: 72 essential tools for
success. Swindon, England: British Informatics Society Limited (BISL).Technique 1: PESTLE
Analysis tool, Chapter 1, page 3. Retrieved from books 24x7. [Unit 1]
Cadle, J., Paul, D., & Turner, P. (2010). Business analysis techniques: 72 essential tools for
success. Swindon, England: British Informatics Society Limited (BISL).Technique 12: Balanced
Business Scorecard, Chapter 1, page 22. Retrieved from Books 24x7. [Unit 2]
Cadle, J., Paul, D., & Turner, P. (2010). Business analysis techniques: 72 essential tools for
success. Swindon, England: British Informatics Society Limited (BISL).Technique 13:
Interviewing, Chapter 2, page 26 and Technique 20: Rich Pictures, Chapter 2, page 53.
Retrieved from Books 24x7. [Unit 4]
Coulson-Thomas, C. (2013). Talent management 2.0: an affordable route to a high-performance
organization. Ivey Business Journal, 77(1), 22. [Unit 3]
Dobbs, R., Lund, S., & Madgavkar, A. (2012). Talent tensions ahead: A CEO briefing. Mckinsey
Quarterly, (4), 92-102. [Unit 3]
Duboff, R. S. (2011). The Market research magic is gone. Marketing Management, 20(4). [Unit
4]
Edison, T. (2008). The team development life cycle. (cover story). Defense AT&L, 37(3), 14-17.
[Unit 2]
Martin, R. L. (2007). The opposable mind: How successful leaders win through integrative
thinking. Boston, Massachusetts: Harvard Business Press. Chapter 1: Choices, Conflict, and the
Creative Spark. Retrieved from Books 24x7. [Unit 2]
Martin, R. L. (2007). The opposable mind: How successful leaders win through integrative
thinking. Boston, Massachusetts: Harvard Business Press. Chapter 7: A Leap of the Mind.
Retrieved from Books 24x7. [Unit 6]
Martin, R. L. (2007). The opposable mind: How successful leaders win through integrative
thinking. Boston, Massachusetts: Harvard Business Press. Chapter 8: A Wealth of Experience.
Retrieved from Books 24x7. [Unit 6]
O'Connell, M. (2007). The cost of employee turnover. Industrial Management, 49(1), 14. [Unit 3]
Ollila, J. (2013). Facing up to our global challenges in a volatile world. Vital Speeches of the
Day, 79(1), 15-18. Retrieved from EBSCOhost. [Unit 1]
Olve, N. (2004). Twelve years later: understanding and realizing the value of balanced
scorecards. Ivey Business Journal, 68(5), 1. [Unit 2]
Recardo, R. J. (2013). Leading intelligently in the era of the "new normal." OD Practitioner,
42(2), 37-41. [Unit 1]
Rhodes, D. (2010). The "new normal" requires a new mindset. Ivey Business Journal, 74(4), 26.
Retrieved from EBSCOhost. [Unit 1]
3
Rucci Jr., W. F. (Summer 2012). Fine-tuning your financial operations: What your financial
statements tell you - and why you should listen. Massachusetts Family Business, 14-22. [Unit 5]
Senge, P. (2004). Creating communities. Executive Excellence, 21(9), 4. [Unit 3]
Tartell, R. (2012). Power up your brainstorming. Training, 49(6), 14. [Unit 2]
2012. Best in leadership development ranking. (2012). Leadership Excellence, 1. [Unit 3]
Additional Required Resource Available Online:
Small business learning center: introduction to accounting. (n.d.). Retrieved from
http://www.sba.gov/sba-learning-center/training/introduction-accounting [Unit 5]
Additional Course Requirements:
Insights
Insights Learning and Development Vancouver
http://www.insightsvancouver.com/kaplan-page/
Marketplace Business Simulations
http://gm.marketplace-live.com/
Insights Vancouver Customer Service:
Email: kaplanadmin@insightsvancouver.com
Phone (1-604.522.4229).
Office hours: Monday to Friday, 9:00 a.m. to 4:00 p.m. PST
.
Marketplace Business Simulations Technical Support :
Email: support@ilsworld.com
Phone: (865) 522-1946
Response: usually within 24 hours
Software Requirements
Microsoft Office Professional 2007 (or Later)
**Includes Microsoft Word, Excel, and PowerPoint
COURSE DESCRIPTION
TOP
This course is the cornerstone experience for the MBA student. Students will analyze the
fundamental processes that compose a business system, building a conceptual understanding
of how businesses prosper. Students will examine business functions, resources, and
processes in order to appreciate their synergy and interrelatedness. Students will apply
methodical approaches to evaluate choices in complex business situations. Finally, students
will assess and plan to develop their own capability relative to business leadership.
COURSE OUTCOMES
TOP
Course Outcomes: By the end of this course, you should be able to:
GB500-1: Synthesize interrelationships among fundamental functions, resources, and
processes that comprise the business system.
4
GB500-2: Analyze personal styles and skills relative to leading and participating in virtual
teams.
GB500-3: Determine appropriate solutions for situations involving competition and
collaboration in the global economy.
COURSE CALENDAR
Unit and Topic Learning Activities
Unit 1: Business
Challenges in the
21st Century
Unit 2: Starting
your Simulation
Team
Unit 3:
Understanding the
Importance of
People
Introductions
Reading
Discussion
Learning Activity: Insights
Discovery Evaluator
Assignment
Preview Marketplace
Simulation
Reading
Discussion
Team Assignments:
Introduction Paper and
Marketplace Simulation
Quarter 1
Self Directed Learning
Plan
Reading
Discussion
Team Marketplace
Simulation Quarter 2
Peer Evaluation
Preview Career Portfolio
Unit 4:
Understanding the
Importance of
Market Research
Reading
Discussion
Assignment
Team Marketplace
Simulation Quarter 3
Unit 5: Looking to
the Future
Reading
Discussion
Team Marketplace
Simulation Quarter 4
Marketplace Skills
Assessment Exam
Self Directed Learning
Plan
Reading
Discussion
Team Final Project
Presentation
Peer Review
Portfolio Assignment
Unit 6: Looking
Back to Look
Forward
TOP
Assessments
Discussion posts
Assignment
Discussion posts
Team Introduction
SDLP
Discussion posts
Peer Evaluation
Discussion posts
APA paper
Discussion posts
Simulation assessment
Discussion posts
Team Presentation
Peer Evaluation
Portfolio Assignment
TOP
Number
Points Each
Total Points
1
6
1
100
40
100
100
240
100
120
120
2
1
2
1
10
50
25
100
20
50
50
100
1
1
100
120
100
120
1000 Points
900 1000
800 899
700 799
0 699
90-100%
80-89%
70-79%
0-69%
Credit by Examination
Incomplete
Pass
Satisfactory
Transfer Credit
Unsatisfactory
Withdrawal
Military Withdrawal
TOP
4.0
3.0
2.0
0.0
N/A
0.0
N/A
N/A
N/A
N/A
N/A
TOP
All course Projects submitted on time will be graded within 5 days of their due date (the Sunday
of the following unit). Late work will be graded within 5 days of the submission date. Discussion
Board grades will be updated each week no later than Sunday of the week following the units
completion.
POLICIES
TOP
LATE POLICY
TOP
You are expected to submit all assignments and projects by the due dates published in the
course syllabus. In general, there is a 10 percent penalty for each week that an assignment is
late. For example, if your assignment is due on Tuesday and you submit it on Wednesday, the
highest possible grade you can earn is a B. If you submit it one week later, the highest possible
grade is a C and so forth. Assignments may be submitted no more than three weeks late
without prior approval from your professor.
No late work will be accepted after the end of term without an Incomplete Grade approval.
Certain course activities may not be eligible for submission after the conclusion of the week or
unit. These include, but are not limited to, discussion boards, seminars, quizzes, and exams.
We know that extenuating circumstances can interfere with timely submission of your work. Be
sure to tell your professor and your Education Advisor right away if you are going to be late with
a submission.
You may request an extension or alternative arrangement, preferably prior to the due date, but
your request does not automatically result in a waiver of the due date or of the penalties for late
submissions. Your professor will determine whether an exception to the Kaplan University Late
Policy is appropriate. S/he may also require you to provide documentation of the reason. If
your professor determines that an extension is warranted, s/he will provide you with the
expectations for your submission or assignment in writing.
Extenuating circumstances include, but are not limited to, personal/family member
hospitalization, family member death, a severe weather event, a natural disaster, and an active
military assignment that prevents internet connectivity. Computer-related issues, Internet
connectivity, and account blocks are generally not considered extenuating circumstances.
TUTORING
TOP
Tutoring and many other resources are available in the Kaplan University Writing Center which
you can access on the right-hand side under Academic Support on your KU Campus page. You
can find everything from using commas to conducting research. You can learn APA citation,
review grammar, see sample essays, and this is just scratching the surface. In addition, you can
also chat with a live tutor during live tutoring hours (listed in the Writing Center) who can help
you locate material within the Writing Center, understand a particular Assignment, and explore
the Kaplan library. Finally, you can submit a paper and receive comments specific to that paper
within 4872 hours.
PROJECTS
TOP
A description of all Projects to be completed can be found under each of the units in the course.
DISCUSSION BOARDS
TOP
Discussion topics can be found within their respective units of the course.
Discussion topic Participation:
Each week, you are required to post messages to your colleagues and instructor responding to
Discussion topics and research field trips. Discussion Board participation will be graded based
on both level of activity and quality of interaction. Your active and thoughtful participation will
weigh heaviest in the determination of your participation grade.
7
Three posting days per week for EACH Discussion topic are the minimum.
The first posting for each Discussion topic is required by the first Saturday of class.
Theory into Practice Discussions, Distinguished Video and Discussions, and Web Field Trip
Discussions will be evaluated using the following Discussion Board Grading Rubric.
Please find your Discussion Board Rubrics for all Discussions in the Rubrics section at the end
of this document.
NETIQUETTE
TOP
Interactions in an online classroom are in written form. Your comfort level with expressing
ideas and feelings in writing will add to your success in an online course. The ability to write is
necessary, but you also need to understand what is considered appropriate when
communicating online.
The word "netiquette" is a portmanteau of "Internet and etiquette." Rules of netiquette have
grown organically with the growth of the Internet to help users act responsibly when they access
or transmit information online. As a Kaplan University student, you should be aware of the
common rules of netiquette for the Web and employ a communication style that follows these
guidelines.
Wait to respond to a message that upsets you and be careful of what you say and how you
say it.
Be considerate. Rude or threatening language, inflammatory assertions (often referred to as
"flaming"), personal attacks, and other inappropriate communication will not be tolerated.
Never post a message that is in all capital letters it comes across to the reader as
SHOUTING! Use boldface and italics sparingly, as they can denote sarcasm.
Keep messages short and to the point.
Always practice good grammar, punctuation, and composition. This shows that you have
taken the time to craft your response and that you respect your classmates' work.
Keep in mind that Discussion Boards are meant to be constructive exchanges.
Be respectful and treat everyone as you would want to be treated yourself.
Use spell check!
You should also review and refer to the Electronic Communications Policy contained in the most
recent Kaplan University Catalog.
**Note: This Syllabus is subject to change during current and future courses. Please refer to the
most updated Syllabus for this course provided by your instructor.
RUBRICS
TOP
Students are to post a minimum of three posts per Discussion Board. One initial
response and two replies to their classmates.
Posting on a minimum of 3 different days, for example: Wednesday, Friday, and Monday
The first initial response to the Discussion topic must be made by Saturday.
Theory into Practice Discussions, Distinguished Video and Discussions, and Web Field Trip
Discussions will be evaluated using the following Discussion Board Grading Rubric.
Grade
Discussion Board
For student postings:
* Completion of all Discussion Board topics.
* Substantial original contributions for each Discussion Board topic that further the work of
the class.
* Original, thoughtful analysis of unit materials.
* Connects unit material to life experiences, past assignments, and elaborates.
* Clear and fluent writing.
* Well thought out responses in Standard English.
* Postings made in a timely manner, meaning Discussion contribution beginning within four
days of the week start and continuing over the week for each Discussion Board topic.
* Citations given in correct APA style.
For responses to other postings:
* Respond to two or more postings in each Discussion Board topic in addition to original
response.
* Responses are thoughtful and advance the Discussion.
* Frequent interaction with students within sessions (e.g., at least 3 posting days per
Discussion Board topic over the week).
For student postings:
* Completion of all Discussion Board Assignments.
* Fairly substantial postings that significantly contribute to the class.
* Responses given are relevant and indicate understanding of course readings.
* Some analysis of materials.
* Clear writing.
* Postings only on the last 2 or 3 days of the week.
* Citations are not given in correct APA style.
For responses to other postings:
* Responses to 1 or 2 postings in each Discussion Board in addition to original response.
* Mainly thoughtful responses.
* Periodic interaction with classmates (e.g., 2 posting days per Discussion Board topic over
the week).
* Some assignments may be missing.
* Some vague or summary references to materials.
* Comments brief and did not demonstrate an understanding of the material (example:
"good point").
* Few and insubstantial responses to other student postings and/or no original response to
Discussion topic.
* Inconsistent and/or unclear writing such as use of slang or inappropriate language.
* Posting only on the last day.
* Citations are not provided.
* Several missing assignments.
* Minimal postings.
* Significant writing errors.
Off-topic postings.
No interaction with other postings.
Abusive or inappropriate behavior. [consult Program Chair]
50%
30%
20%
90-100%
80-89%
Response generally
exhibits higher-order critical
thinking and analysis (e.g.,
evaluation). Paper shows
some original thought.
Analysis includes adequate
classifications,
explanations, comparisons,
and inferences.
Critical thinking includes
adequate judgments,
conclusions and
assessment based on
evaluation and synthesis of
information.
10
70-79%
60-69%
0-59%
Response exhibits
simplistic or reductive
thinking and analysis but
does demonstrate
comprehension.
Response exhibits
simplistic or reductive
thinking and analysis and
demonstrates limited
knowledge on the subject
matter.
Kaplan University
School of Business
11
Student A:
Student B:
Student C:
Student D:
Yourself
_________
__________
__________
__________
________
The final points assigned for individual team participation is at the discretion of faculty, with the Team
Peer Evaluation as one source of information.
12
Here is an example of what might be sent from one member of a team with 4 people:
Team Member Names
Student A
Student B
Student C
Sherrene
John
Elvis
Yourself
Beatrice
14
11
13
Comments
Sherrene
was a
leader in
pulling
together the
team
process.
John did
great work,
just didn't
offer. He
had to be
asked.
Elvis didn't
seem to
care very
much about
doing a
good job.
Missed
meetings.
I put the
final project
together
and did
edits. I
missed a
couple of
meetings.
Reflects awareness of how course experience did, or did not, contribute to achieving
professional objectives relative to several dimensions
Status on some action items
Minimal modification or addition to objectives and actions
Describes course experience and relates generally to professional objectives
13
To support continued development of the SDLP, the following rubric represents the basis of the original
grading. This will not be applied for grading purposes in this course.
Development Plan Criteria:
Professional
Objectives
Self-Awareness
The learning and development plan reflects the ability to understand oneself
and integrate that understanding into strategies for development to achieve
a target objective.
Personal
Initiative
Personal
commitment to
development
Rubric:
Score
Not
Assessed
Performance Indicators
No work was received by the instructor.
14
A+
Perfect Score
15