SBM-NMIMS: COURSE TEACHING PLAN

Assurance of Learning AOL Specific

Course Code
Business Communication and Analysis
Course Title

Mumbai Campus: Prof. Papiya De, Prof. Gabrielle Heart, Prof. Varun Rijhwani, Dr Purnima
Mehrotra, Prof. Mohammed Naveed Shaikh

Bengaluru Campus: Dr Sreelekha Kopparambil

Course
Instructor/s Hyderabad Campus: Dr Raeesa Usmani

Indore Campus: Dr. Gaurav Shrivastav

Navi Mumbai Campus: Prof. Nidhi Upadhyay

1.5
Credit Value
Programme FTMBA Trim III
& Trimester
Pre-requisite

CLOs – (in bracket state the PLOs to map)

 CLO 1) To enable students to analyse problem situations, make/suggest decisions

and communicate recommendations (PLO2b)

Learning
Objectives  CLO 2) To sharpen analytical skills/ critical thinking skills in managerial
situations (PLO2c)

 CLO 3) To improve the ability to present business information and data in a

structured written format (PLO5c)

1) Students will appreciate the importance of a structured decision-making

Learning process
Outcomes
(Must be 2) Students will sift information better, analyze, evaluate, and apply it to defend
connected to their thought process, thereby honing their critical thinking abilities.
Learning
Objectives) 3) They will be better prepared to organize thoughts and present these as a
coherent, well-balanced narrative
This course is designed to train students to think and write like managers. The structure and
focus revolve around the writing of managerial decision reports. These reports are in turn
based upon a management case study that is dissected threadbare and discussed at length in
the classroom. Student learning is based on open classroom discussions and debates but
Course
also from the individual and collective feedback they receive on the written assignments.
Description
Additionally, students also learn the skills needed to effectively structure, present and
defend their arguments/recommendations against the backdrop of a managerial challenge
where there is no one right answer.

Evaluation
Pattern Specific 1.5 AOL CLO CLO CLO

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 assessment Credit Instruments 1 2 3
methods (*)
Class 30%
Participation
(5+5+5)
Assignment 1 30% Rubric 10 5
(Individual marks Marks
assignment)
Assignment II 40% Rubric 10 10
(Group marks Marks
assignment)

Total 50

*AOL Assessment Instruments:

 Embedded Questions: Quiz, Class Test, Midterm Examination, Final Examination

 Rubrics: Case & Article Discussion, Individual Assignment

Group Projects & Viva’s, Case Problem analysis, Oral and written
communication presentations, Role Play,
Group Presentation, Group Project etc.

Topics / Sub –topics

Chapter detail Pedagogy adopted for
Sessions Learning Outcome if class engagement
/ Article Reference / Case Studies Learning Outcomes
provided session wise session wise

Scenario: Decision Essential reading: Lecture & Discussion:

Making Introduction to
The Hidden Traps of Decision decision making
Introduction to Making: Hammond, Keeney, Raifa,
decision making and HBR, 2009 Structured
decisions/arresting
to the BCA decision
Additional Reading: biases
making tool
Before you make that Big Decision: Outcome:
1
Daniel Kahneman, Dan Lovallo and
Oliver Sibony, 2011 Students will
appreciate the
importance of a
Leaders need to Harness Artistotle’s structured decision
three kinds of knowledge, HBR Oct making process in an
2020 organizational context
and learn how to mine
https://hbr.org/2020/10/leaders-need- relevant information
to-harness-aristotles-3-types-of-
knowledge

Scenario: Decision Essential reading: Discussion with

2 Making emphasis on
Situational Analysis,
Case I: Wendy Why Managing Up Matters by Liz Problem Statement
Peterson Simpson Harvard Management
Students will write the

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 The case based on Update, August 2002 SA in groups and send
leadership it on the following day
challenges of Additional Reading: EOD.
managing people Outcome:
from diverse Becoming the Boss, Linda Hill, HBR Students will learn
cultures 2007 how to sift information
and present the SA in a
GLOBAL manner that aids
CONTEXT decision making

Case I: Wendy Essential reading: Faculty feedback on

Peterson the written work

The case based on Why Managing Up Matters by Liz Discussion on criteria

prioritization and
leadership Simpson Harvard Management
Evaluation of Options
challenges of Update, August 2002
3 managing people
Outcome:
from diverse
Additional Reading: Students will learn
cultures how to defend their
arguments by
GLOBAL Becoming the Boss, Linda Hill, HBR prioritizing criteria in
CONTEXT 2007 the decision-making
process

Scenario: Decision Essential reading: The case will be

Making discussed to flesh out
the full framework of
Case II: Sarah Why do we try to dodge difficult the decision-making
Reynolds at decisions? Vasundhara Sawhney, tool
4 Kensington HBR, Aug 2021
Outcome: Students
Partners (HBS will sift information,
A Scorecard to Help You Compare Two
2023) Jobs: Allison Rimm, HBR, April 2017 analyze and evaluate
to express their
thought process in a
structured manner
The case is on
strategic decision
making
Scenario: Decision Essential reading: Students will be
Making making an in-class
presentation defending
Case II: Sarah Why do we try to dodge difficult their decision after
Reynolds at decisions? Vasundhara Sawhney, using the BCA
5 Kensington HBR, Aug 2021 structure.
Partners (HBS
A Scorecard to Help You Compare Two (CP:5 marks)
2023) Jobs: Allison Rimm, HBR, April 2017
Outcome: Students
The case is on will defend their
strategic decision arguments by
prioritizing criteria
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 making and then evaluating
the veracity of the
options to elucidate
the decision-making
process

Assignment 1 Guidelines: A short case study will Students groups will

(15 marks) be shared. The students will be be asked to write a
evaluated on their ability to analyse decision report (No ES
problem situations for 10 marks. The and AP) on a new brief
case uploaded on the
remaining 5 marks will be used to
portal.
evaluate their ability to express their
thoughts in a coherent manner. This
is an individual assignment. Students
will be given 48 hours to turn in their
submissions

Scenario: Essential Reading: Case discussion

Evaluation

Case III: Susan What People Analytics Cannot Capture: Students will be
Cassidy Daniel Goleman, HBR 2015 asked to write a
The case is based on memo defending
6 their stand.
a strategic choice

Outcome: Hone
critical thinking
abilities by sifting
information,
analyzing, evaluating,
and applying it

Scenario: Essential Reading: Classroom activity

Evaluation
Peer Evaluation of the
Case III: Susan assignments submitted
What People Analytics Cannot on Case III
Cassidy Capture: Daniel Goleman, HBR Activity is evaluative
2015
for CP (5 marks)
7
Outcome: By
evaluating each
other’s work, students
have better clarity on
logical fallacies,
information oversight,
and decision
prejudices.
8 Discussion of the Feedback session on
first Assignment
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 Assignment 1

Scenario: Problem Essential reading:

Diagnosis
Case Discussion
Case IV: Spencer Why Diversity Programs Fail? By
Owens Frank Dobbin and Alexander Kalev, Introduction to the
HBR July-Aug 2016 case

Additional Reading:
Outcome: Students
are encouraged to
Making Differences Matter: A New diagnose a problem.
Paradigm for Managing Diversity by Test their ability to
David A Thomas and Robin J Ely separate symptoms
HBR Sept-Oct 1996 from the root cause

Scenario: Problem Essential reading: Class-room

Diagnosis activity:
Case IV: Why Diversity Programs Fail? By
Frank Dobbin and Alexander Kalev, A structured
Managing HBR July-Aug 2016 discussion to look
Diversity at into the loopholes in
Spencer Owens arguments that
Additional Reading: students used to
The case is about a position their
well-intended argument in the
9 diversity strategy Making Differences Matter: A New previous class.
gone south. Paradigm for Managing Diversity by Discussion with
David A Thomas and Robin J Ely reference to the BCA
HBR Sept-Oct 1996 structure
CAPTURES THE
SOCIAL Outcome:
COMPONENT OF Students learn how
ESG to diagnose a
problem by defining
the major causes of
the problem by
grounding it with
evidence.
Scenario: Problem Essential reading: Class-room activity:
Diagnosis Writing Executive
Case IV: Why Diversity Programs Fail? By summary and Action
Frank Dobbin and Alexander Kalev, Plan
Managing HBR July-Aug 2016
10 Diversity at Activity evaluative
Spencer Owens for CP marks (5
Additional Reading: amrks)
The case is about a
well-intended Outcome: Students
diversity strategy Making Differences Matter: A New learn how to
gone south. Paradigm for Managing Diversity by summarize a
David A, Thomas and Robin J Ely detailed thought
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 HBR Sept-Oct 1996 process briefly and
CAPTURES THE how to write a
SOCIAL detailed action plan
COMPONENT OF that suggests how to
ESG arrest several of the
nagging issues
plaguing the
organization.
Assignment II Guidelines: A case study will be given Groups will be asked
Group Assignment and students and they will be evaluated to write a complete
(20 marks) on their critical thinking abilities by decision report on a
sifting information, analyzing, new brief case.
evaluating and applying it for 10 marks. Common timeframe
The remaining 10 marks will be used to for all divisions
evaluate their ability produce a
structured report and their ability to
justify their recommendations. Students
will be given 48 hours to turn in their
assignment

Reading List Text book: NIL

and
References References: Making Smart Choices, John S Hammond, Ralph L. Keeney & Howard Raiffa,
HBS, 2007
(along with A Case Study Handbook by William Ellet, Harvard Business Press, Edition 2018
details of Marc Lipson: The Seven Deadly Sins of Analytical Writing, Darden Business
year of Publishing, April 2009
Publication)

Prepared by Faculty Team Area & Program chairpersons

Faculty Chair AOL Approved by Dean SBM

Approved by Associate Deans

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