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1 - 10 of 18 results for: GSBGEN

GSBGEN 315: Strategic Communication

Business leaders have marketing strategies, expansion strategies, finance strategies, even exit strategies. Successful leaders, however, also have communication strategies. This course will explore how individuals and organizations can develop and execute effective communication strategies for a variety of business settings.nnThis course introduces the essentials of communication strategy and persuasion: audience analysis, communicator credibility, message construction and delivery. Deliverables will include written documents and oral presentations and you will present both individually and in a team. You will receive feedback to improve your communication effectiveness. In the final team presentation, your challenge is to craft an oral presentation that will persuade your audience to accept your strategic recommendations. By doing this, you will see why ideas, data and advocacy are combined for a professional, persuasive presentation. nnThis practical course helps students develop con more »
Business leaders have marketing strategies, expansion strategies, finance strategies, even exit strategies. Successful leaders, however, also have communication strategies. This course will explore how individuals and organizations can develop and execute effective communication strategies for a variety of business settings.nnThis course introduces the essentials of communication strategy and persuasion: audience analysis, communicator credibility, message construction and delivery. Deliverables will include written documents and oral presentations and you will present both individually and in a team. You will receive feedback to improve your communication effectiveness. In the final team presentation, your challenge is to craft an oral presentation that will persuade your audience to accept your strategic recommendations. By doing this, you will see why ideas, data and advocacy are combined for a professional, persuasive presentation. nnThis practical course helps students develop confidence in their speaking and writing through weekly presentations and assignments, lectures and discussions, guest speakers, simulated activities, and videotaped feedback. An important new feature of this course is that a team of external communications coaches work in concert with the professor to ensure that students get rigorous and individualized coaching and feedback.nnIn this course you will learn to:nn- Create communication strategies at an individual and organizational leveln- Develop clearly organized and effective presentations and documentsn- Diagnose and expand your personal writing and oral delivery style n- Adapt your delivery style to different material and audiences n- Enhance oral delivery through effective visual aidsnnStudents at all levels of comfort and expertise with public speaking and business writing will benefit from this course. Waitlists have been long for this course, and you're encouraged to keep that in mind as you make your course selections. Waitlisted students are encouraged to attend the first two classes.
Units: 4 | Grading: GSB Student Option LTR/PF

GSBGEN 317: Reputation Management: Strategies for Successful Communicators

Successful leaders have to conceive, author, rebuild, pivot, differentiate, and finally maintain a personal reputation to make a lasting, recognizable and powerful identity. Reputation Management will explore how you can effectively communicate to create, adapt and maintain your personal reputation. Your reputation remains fluid as you navigate your career decisions and interact with different professionals along your journey. nnThe course is designed along three interlocking elements: reputation management literature, relevant case studies, and curated guest speakers. Students will learn the fundamentals of strategic corporate communication and the risk of not managing reputation effectively. These frameworks will be extended with specific case studies to illustrate where individuals, groups, and firms have faced the challenge of managing reputation effectively. We will focus on both traditional and virtual components of communication including the relevancy of online reputation manag more »
Successful leaders have to conceive, author, rebuild, pivot, differentiate, and finally maintain a personal reputation to make a lasting, recognizable and powerful identity. Reputation Management will explore how you can effectively communicate to create, adapt and maintain your personal reputation. Your reputation remains fluid as you navigate your career decisions and interact with different professionals along your journey. nnThe course is designed along three interlocking elements: reputation management literature, relevant case studies, and curated guest speakers. Students will learn the fundamentals of strategic corporate communication and the risk of not managing reputation effectively. These frameworks will be extended with specific case studies to illustrate where individuals, groups, and firms have faced the challenge of managing reputation effectively. We will focus on both traditional and virtual components of communication including the relevancy of online reputation management. Finally we will invite well-known leaders from a range of industries who have built and sustained their reputations, through effective communication. Each leader has had to manage their reputations in the public eye, and alongside their peers, supervisors, and employees. Guests will be invited to discuss their conscious and unplanned strategies of how to successfully communicate the kind of person, leader, innovator, or public figure they strive to be. nnStudents will benefit from a rich blend of frameworks, cases, and speakers enabling them to successfully enter the work force and create their own, personal reputations. Students will create a case study drawn from their own experience (or personal network), of a reputation dilemma. A final assignment requires students to research their own reputation history by projecting what they think their reputation is, creating their own survey for friends, colleagues and employers to take, conduct three interviews about their personal reputation with three individuals who have worked closely with them, and then synthesize all this feedback into a cohesive paper and short video that reflects their authentic work and personal reputation. Throughout the course students will post at least one blog drawn from class concepts and respond to posts by peers in the class.
Units: 3 | Grading: GSB Student Option LTR/PF

GSBGEN 319: Strategic Philanthropy and Impact Investing

The course will be structured around the perspective of a foundation or a high net worth individual who has decided to devote substantial resources to philanthropy and wishes to decide which philanthropic goals to pursue and how best to achieve them. Although there are no formal prerequisites for the course, we will assume that students have experience working at a foundation, nonprofit organization, impact investing fund, or similar organization, or have taken an introductory course in strategic philanthropy such as GSBGEN 381. (With the exception of several classes on strategy and evaluation, there is no substantial overlap with Paul Brest's course, Problem Solving for Social Change ( GSBGEN 367) , which has a different focus from this one.)
Units: 3 | Grading: GSB Student Option LTR/PF

GSBGEN 339: Negotiation Dynamics in Sports, Entertainment and Media

Negotiation is a central part of business in the worlds of sports and entertainment. This course will examine negotiation dynamics and key takeaways for general management from multiple different settings where negotiations had an important role--these will include preparing for a negotiation, the negotiation process itself, contractual outcomes of negotiation and their execution and in some cases litigation. The settings will include negotiations over player and actor contracts, negotiations between leagues and players associations, negotiations between investors and movie companies, and negotiations between content providers (both in sports and entertainment) and distribution partners (such as cable stations, international media companies, and online companies such as Netflix). Each of the six sessions is planned to include at least one and in some cases two guests that have had extensive experience in negotiations.
Units: 3 | Grading: GSB Letter Graded

GSBGEN 347: Education Policy in the United States

The course will provide students from different disciplines with an understanding of the broad educational policy context. The course will cover topics including a) school finance systems; b) an overview of policies defining and shaping the sectors and institutional forms of schooling, c) an overview of school governance, d) educational human-resource policy, e) school accountability policies at the federal and state levels; and f) school assignment policies and law, including intra- and inter-district choice policies, desegregation law and policy.
Units: 3 | Grading: GSB Letter Graded
Instructors: Loeb, S. (PI)

GSBGEN 352: Winning Writing

This twice-a-week full-quarter workshop will offer techniques and practical in-class exercises for writing better -- better memos, emails, feedback for colleagues, news releases, responses to questions from the media and from interviewers, and opinion pieces. Glenn Kramon, an editor who has helped New York Times reporters win 10 Pulitzer Prizes, will teach the course along with accomplished journalists with expertise in powerful, persuasive writing for business. They will provide not only helpful tips but constructive feedback on students' work. They will also share thoughts on how best to work with the news media.
Units: 3 | Grading: GSB Pass/Fail
Instructors: Kramon, G. (PI)

GSBGEN 367: Problem Solving for Social Change

Stanford graduates will play important roles in solving many of today's and tomorrow's major societal problems -- such as improving educational and health outcomes, conserving energy, and reducing global poverty -- which call for actions by nonprofit, business, and hybrid organizations as well as governments. This course teaches skills and bodies of knowledge relevant to these roles through problems and case studies drawn from nonprofit organizations, for-profit social enterprises, and governments. Topics include designing, implementing, scaling, and evaluating social strategies; systems thinking; decision making under risk; psychological biases that adversely affect people's decisions; methods for influencing individuals' and organizations' behavior, ranging from incentives and penalties to "nudges;" human-centered design; corporate social responsibility; and pay-for-success programs. We will apply these concepts and tools to address an actual social problem facing Stanford University. (With the exception of several classes on strategy and evaluation, there is no substantial overlap with Paul Brest's and Mark Wolfson' course, Strategic Philanthropy and Impact Investing ( GSBGEN 319), which has a different focus from this one.)
Units: 3 | Grading: GSB Letter Graded
Instructors: Brest, P. (PI)

GSBGEN 370: The Power of You: Women and Leadership

Society needs confident, skilled and agile female professionals at every career level, especially in the earlier stages of their career, which provide the platform for future leadership opportunities. Female leaders face the same challenges as male leaders do, but female leaders also encounter an additional set of challenges (sociological, institutional, economic, cultural, social, familial, personal, sexual) that their male counterparts most likely will not. The same is true for female entrepreneurs, board members, managers, CEOs, social changemakers, educators and beyond, regardless of their career stage, access and background. Effectively overcoming female-specific challenges requires awareness, confidence and a practical skill-set that will be developed through an academic grounding in research, frameworks and case studies. Through a personalized learning model, students will apply learnings through active participation in in-class discussions and simulations, directly engage with industry leaders, and develop an individual leadership plan.
Units: 3 | Grading: GSB Letter Graded

GSBGEN 377: Diverse Leadership as an Imperative for Impact - Lessons from Education

Our society implicitly prizes a particular approach to leadership - but today's cross-sectoral, impact-oriented leader cannot afford to be restricted to a single approach. If we aspire to address challenges across social, economic, and political arenas, with highly charged moral implications and multiple stakeholders, we have an imperative to use all available tools by discovering, celebrating, and advancing diversity in leadership.nnEducation provides the perfect canvas on which to explore this imperative. In this course, we will: (1) study a range of effective leadership approaches in the context of education; (2) develop broad, transportable skills and frameworks required to lead in any complex setting - business, public sector, nonprofit sector; (3) delve into leadership tradeoffs and tensions; (4) explore and understand our own values and tacit and explicit decision-making criteria; and (5) recognize barriers to diversity and tactics to address them. Guiding questions will include more »
Our society implicitly prizes a particular approach to leadership - but today's cross-sectoral, impact-oriented leader cannot afford to be restricted to a single approach. If we aspire to address challenges across social, economic, and political arenas, with highly charged moral implications and multiple stakeholders, we have an imperative to use all available tools by discovering, celebrating, and advancing diversity in leadership.nnEducation provides the perfect canvas on which to explore this imperative. In this course, we will: (1) study a range of effective leadership approaches in the context of education; (2) develop broad, transportable skills and frameworks required to lead in any complex setting - business, public sector, nonprofit sector; (3) delve into leadership tradeoffs and tensions; (4) explore and understand our own values and tacit and explicit decision-making criteria; and (5) recognize barriers to diversity and tactics to address them. Guiding questions will include: How does the context shape the solution set? What does inspired and inspiring leadership look like? How do race/gender/other identities enter into the equation? How do I develop my own brand of leadership? nnWe will examine contemporary leaders and controversies from education, draw upon timeless historical thinkers, enjoy the wisdom of guest speakers, and work intensively in small groups to highlight challenges, opportunities, and tradeoffs. By exploring a range of approaches and situations, we will strive for deeper understanding of ourselves and of the context to become a more capable, empathetic and effective leaders.
Units: 3 | Grading: GSB Student Option LTR/PF
Instructors: Colby, S. (PI)

GSBGEN 390: Individual Research

Need approval from sponsoring faculty member and GSB Registrar.
Units: 1-4 | Repeatable for credit | Grading: GSB Pass/Fail
Instructors: Aaker, J. (PI) ; Admati, A. (PI) ; Akbarpour, M. (PI) ; Anderson-Macdonald, S. (PI) ; Athey, S. (PI) ; Barnett, W. (PI) ; Barth, M. (PI) ; Bayati, M. (PI) ; Begenau, J. (PI) ; Bendor, J. (PI) ; Benkard, L. (PI) ; Berg, J. (PI) ; Berk, J. (PI) ; Bernstein, S. (PI) ; Beyer, A. (PI) ; Bimpikis, K. (PI) ; Blankespoor, E. (PI) ; Bowen, R. (PI) ; Brady, D. (PI) ; Brady, S. (PI) ; Broockman, D. (PI) ; Bryzgalova, S. (PI) ; Bulow, J. (PI) ; Burgelman, R. (PI) ; Callander, S. (PI) ; Carroll, G. (PI) ; Casey, K. (PI) ; Choi, J. (PI) ; De Simone, L. (PI) ; DeMarzo, P. (PI) ; Di Tella, S. (PI) ; Diamond, R. (PI) ; Duffie, D. (PI) ; Feinberg, Y. (PI) ; Ferguson, J. (PI) ; Flynn, F. (PI) ; Foarta, D. (PI) ; Foster, G. (PI) ; Galen, D. (PI) ; Gardete, P. (PI) ; Gipper, B. (PI) ; Goldberg, A. (PI) ; Greer, L. (PI) ; Grenadier, S. (PI) ; Gruenfeld, D. (PI) ; Gur, Y. (PI) ; Halevy, N. (PI) ; Hartmann, W. (PI) ; Heath, C. (PI) ; Hebert, B. (PI) ; Huang, S. (PI) ; Iancu, D. (PI) ; Imbens, G. (PI) ; Jha, S. (PI) ; Jones, C. (PI) ; Kasznik, R. (PI) ; Kessler, D. (PI) ; Kosinski, M. (PI) ; Koudijs, P. (PI) ; Kramer, R. (PI) ; Kramon, G. (PI) ; Krehbiel, K. (PI) ; Kreps, D. (PI) ; Krishnamurthy, A. (PI) ; Lambert, N. (PI) ; Larcker, D. (PI) ; Lattin, J. (PI) ; Lazear, E. (PI) ; Lee, C. (PI) ; Lee, H. (PI) ; Lester, R. (PI) ; Levav, J. (PI) ; Levine, P. (PI) ; Lowery, B. (PI) ; Lustig, H. (PI) ; Malhotra, N. (PI) ; Marinovic, I. (PI) ; McDonald, J. (PI) ; McNichols, M. (PI) ; McQuade, T. (PI) ; Mendelson, H. (PI) ; Miller, D. (PI) ; Monin, B. (PI) ; Nair, H. (PI) ; Narayanan, S. (PI) ; Neale, M. (PI) ; O'Reilly, C. (PI) ; Ostrovsky, M. (PI) ; Oyer, P. (PI) ; Parker, G. (PI) ; Pfeffer, J. (PI) ; Pfleiderer, P. (PI) ; Piotroski, J. (PI) ; Plambeck, E. (PI) ; Rajan, M. (PI) ; Ranganathan, A. (PI) ; Rao, H. (PI) ; Rauh, J. (PI) ; Reichelstein, S. (PI) ; Reiss, P. (PI) ; Rice, C. (PI) ; Saban, D. (PI) ; Sahni, N. (PI) ; Saloner, G. (PI) ; Sannikov, Y. (PI) ; Seiler, S. (PI) ; Seru, A. (PI) ; Shaw, K. (PI) ; Shiv, B. (PI) ; Shotts, K. (PI) ; Simonson, I. (PI) ; Singleton, K. (PI) ; Skrzypacz, A. (PI) ; Somaini, P. (PI) ; Sorensen, J. (PI) ; Soule, S. (PI) ; Sterling, A. (PI) ; Strebulaev, I. (PI) ; Sugaya, T. (PI) ; Tonetti, C. (PI) ; Tormala, Z. (PI) ; Vanasco, V. (PI) ; Wager, S. (PI) ; Wein, L. (PI) ; Weintraub, G. (PI) ; Whang, S. (PI) ; Wheeler, S. (PI) ; Xu, K. (PI) ; Yurukoglu, A. (PI) ; Zenios, S. (PI) ; Zwiebel, J. (PI)
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