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GSBGEN 310: The Impact of AI on Productivity and Personal Performance

Much has been written about how jobs in firms are likely to change as a result of AI. The first objective of this course is to invite guest speakers from many sectors to address how they think their own jobs or similar jobs are likely to change as AI enters the products they produce (like Netflix products) and the jobs they do. For example, the speakers could be: an engineer in a software firm; a partner in a law firm; a headquarters employee in a big retail firm; or the founder of a new business. The second objective is to bring data to bear on the topic. We ask first, is AI a new technological revolution ¿ like the past revolutions that introduced the steam engine or electrification ¿ that will produce a sustained increase in GDP and productivity? We ask next, when AI or robotics have been introduced in the past twenty years, have these innovations been translated into improvements in individuals¿ productivity and then higher wages? Are the AI innovations in the future likely to have a similar impact? Finally, for you as a student, the goals of this course are to give you a foundation for thinking about the broad consequences of the increasing use of AI, but also to think about how your work life is likely to be different from those who are working today.
Units: 3 | Grading: GSB Letter Graded
Instructors: ; Shaw, K. (PI)

GSBGEN 312: I'm Just a Bill

This is a class on how public policy gets made at the highest levels of the federal government. In the first part of the quarter, lectures and discussions lead in to classrom simulations, in which students role-play as advisors to a U.S. president. You will learn how to analyze policy problems and design solutions, taking into account the multi-dimensional aspects of making federal policy and the many constraints upon those decisions.The second part of the class is a multi-week role-playing legislative simulation. Students will role-play as Members of the House of Representatives and Senate, or as senior advisors to a president. You will participate in legislative debate, voting, offering amendments, and extensive policy and legislative negotiation, with the goal of enacting a new law.
Units: 3 | Grading: GSB Letter Graded
Instructors: ; Hennessey, K. (PI)

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.This 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. This 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.In this course you will learn to:- Create communication strategies at an individual and organizational level- Develop clearly organized and effective presentations and documents- Diagnose and expand your personal writing and oral delivery style - Adapt your delivery style to different material and audiences - Enhance oral delivery through effective visual aidsStudents 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 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 333: Technology Licensing

Licensing of technology and its corresponding intellectual property is big business, and integral to the business plans and competitive strategies of start-ups and Fortune 500 companies alike. Although the annual dollar magnitude of licenses of patents and other technology-related IP is difficult to estimate due to the proprietary nature of much of the data, academic studies peg the U.S. IP licensing market at ~$66B, and the global market at ~$180B. The development and evolution of technology standards and interoperability requirements, regulatory overlays that require technologies outside a company's core competencies, the proliferation and widespread enforcement of patents, the rapid expansion of IP-based business models, and the staggering expense and uncertain benefits of internal R&D, among other things, have combined to weigh heavily on the buy side of the make/buy scale, and to amplify the importance of inbound and outbound licensing arrangements for both start-up and Fortune 500 companies. Because licenses are complex legal agreements with important legal consequences, it is tempting for business executives to delegate to lawyers the negotiation of the non-economic terms of their companies' technology license agreements. The problem with such an approach, however, is that so-called "non-economic" terms can have significant and occasionally mortal economic and business consequences. While no business person should grapple with such issues in the context of a large or complex license agreement without legal counsel, it is critical that the business person understand the consequences, negotiating levers and trade-offs themselves, for at their core, the decisions to be made on these issues are business decisions, not legal ones. This course is organized around two hypothetical companies seeking to negotiate a technology license agreement. Both parties operate under a common set of "public" facts, and each responds as well to "private" facts relevant to various business priorities and issues. Students are divided into three-person teams, each representing one or the other of the hypothetical companies, and collaborate over multiple sessions to develop a strategic business approach and then to negotiate a licensing agreement. Lectures are focused on the business, and to a lesser extent, legal issues arising in complex licensing arrangements, and are designed to give students the context and perspective they need to participate effectively in licensing strategy development and negotiation. By immersing teams of business students in a multi-session licensing negotiation, it is the objective of this course to enable them to better understand and think critically about the principal issues that arise in the conceptualization and negotiation of technology license agreements.
Units: 3 | Grading: GSB Pass/Fail
Instructors: ; Abramson, R. (PI)

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 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 Student Option LTR/PF
Instructors: ; Kramon, G. (PI)

GSBGEN 368: Managing Difficult Conversations

This elective 3- unit course is offered to JD law students and other selected graduate students, and to MBA students who aspire to improve their ability to deal effectively with difficult interpersonal situations. The course will be taught by William F. Meehan III, the Lafayette Partners Lecturer in Strategic Management, Stanford Graduate School of Business and Charles G. Prober, M.D., Professor of Pediatrics, Microbiology & Immunology and Senior Associate Vice Provost for Health Education, Stanford School of Medicine. The course, which will be case-based, will involve frequent student-to-student and student-to-instructor role-playing in authentic medical interactions and difficult interpersonal situations. Topic-specific experts often will be present to participate as class guests. Relevant principles of professionalism, leadership, and psychology underlie the course pedagogy. There will be ten classes held on Wednesdays beginning January 8th and concluding on March 11th. Each class will begin promptly at 12:30 and end shortly before 3 pm. Students will be expected to attend all classes unless excused in advance. Class preparation will include reading of assigned cases; analysis of the cases and recommendations as to how to confront specific difficult conversations (consistent with assigned study questions); and reading of assigned background material. It is important that all students participate actively in classroom discussions. For GSB students, 50% of the final grade will depend on classroom performance; the remainder will be based on a final written assignment of 3-5 pages. GSB students will be graded on a Pass/Fail basis. The course will be ungraded for medical students, residents and fellows. All students will be expected to complete the written assignment. Class size will be limited to 40 students per the following: (1) a maximum of 20 MBA students and (2) a maximum of 20 non-GHB graduate students.
Units: 3 | Grading: GSB Pass/Fail

GSBGEN 370: Power of You: Women in Leadership

All leaders face a host of challenges, but female leaders encounter an additional set of obstacles and considerations-institutional, economic, cultural-that their male counterparts most likely never will. These issues are often exacerbated for women from underrepresented groups. GG370 Power of You: Women and Leadership will prepare students to successfully identify and respond to these challenges, and, ideally, transform them into opportunities for growth and advancement. The course will establish a leadership paradigm that inspires and equips students to create a leadership legacy through empowering others, particularly those who traditionally have not had access to opportunities, networks and/or mentorship. In class and in written weekly reflections, students will deeply explore issues including, but not limited to: the likeability paradox; sexism in the workplace; diversity, inclusivity, and opportunity; intersectional identities; managing voice and reputation; leadership styles; mentorship and sponsorship; and creating social value. Students will create a legacy leadership action plan that will define/refine professional purpose, intentions and dreams/objectives; actions and tactics necessary to achieve student¿s aspirations; risks or barriers that may impede student success; specific indicators of progress towards student¿s goals; and the social change students will work to create. In class, at brown bag lunches, at instructor-hosted on-campus lunches and dinners, and at small lunches and dinners (at the instructor¿s home), students will engage directly with industry leaders including Arianna Huffington (Thrive Global), Meg Whitman (Quibi), Dr. Priscilla Chan (Chan Zuckerberg Initiative), Mary Barra and Alicia Boler-Davis (General Motors), Judy Smith (Smith & Company), Sam Altman (Y-Combinator) and Reid Hoffman (Greylock Ventures and LinkedIn), among others.
Units: 3 | Grading: GSB Letter Graded
Instructors: ; Arrillaga, L. (PI)

GSBGEN 377: Diverse Leadership as an Imperative for Impact

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.In this course, we will: (1) study a range of effective leadership approaches; (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? We will examine contemporary leaders and controversies in education and elsewhere, 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 Letter Graded
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); Abbey, D. (PI); Abrahams, M. (PI); Admati, A. (PI); Akbarpour, M. (PI); Anderson-Macdonald, S. (PI); Andrews, C. (PI); Antoni, F. (PI); Arrillaga, L. (PI); Athey, S. (PI); Atwell, J. (PI); Bannick, M. (PI); Barnett, W. (PI); Barth, M. (PI); Batista, E. (PI); Bayati, M. (PI); Begenau, J. (PI); Bendor, J. (PI); Benkard, L. (PI); Berg, J. (PI); Berk, J. (PI); Bernstein, S. (PI); Bettinger, E. (PI); Beyer, A. (PI); Bimpikis, K. (PI); Blattner, L. (PI); Bowman, K. (PI); Brady, D. (PI); Brady, S. (PI); Brest, P. (PI); Broockman, D. (PI); Bulow, J. (PI); Burgelman, R. (PI); Burgoyne, A. (PI); Callander, S. (PI); Carmel-Hurwitz, D. (PI); Carroll, G. (PI); Casey, K. (PI); Chess, R. (PI); Chin, L. (PI); Choi, J. (PI); Ciesinski, S. (PI); Clement, J. (PI); Corney, A. (PI); Coulson, S. (PI); Cronkite, J. (PI); Davis, S. (PI); De Simone, L. (PI); DeMarzo, P. (PI); Demarest, D. (PI); Dexter, G. (PI); Di Tella, S. (PI); Diamond, R. (PI); Dobbs, C. (PI); Dodson, D. (PI); Duffie, D. (PI); Ellis, J. (PI); Ewald, C. (PI); Feinberg, Y. (PI); Flynn, F. (PI); Foarta, D. (PI); Foster, G. (PI); Francis, P. (PI); Francisco, R. (PI); Galen, D. (PI); Gardete, P. (PI); Gipper, B. (PI); Glickman, M. (PI); Goldberg, A. (PI); Greer, L. (PI); Grenadier, S. (PI); Grousbeck, H. (PI); Gruenfeld, D. (PI); Gur, Y. (PI); Guttentag, B. (PI); Halevy, N. (PI); Hartmann, W. (PI); Heath, C. (PI); Hebert, B. (PI); Hennessey, K. (PI); Huang, S. (PI); Hurley, J. (PI); Iancu, D. (PI); Imbens, G. (PI); Jha, S. (PI); Johnson, S. (PI); Jones, C. (PI); Joss, R. (PI); Kasznik, E. (PI); Kasznik, R. (PI); Keelan, H. (PI); Kelly, P. (PI); Kessler, D. (PI); Kim, J. (PI); Klein, D. (PI); Kluger, A. (PI); Kosinski, M. (PI); Koudijs, P. (PI); Kramer, R. (PI); Kramon, G. (PI); Krehbiel, K. (PI); Krishnamurthy, A. (PI); Krubert, C. (PI); Lambert, N. (PI); Larcker, D. (PI); Lattin, J. (PI); Lazear, E. (PI); Lee, C. (PI); Lee, G. (PI); Lee, H. (PI); Leslie, M. (PI); Lester, R. (PI); Levav, J. (PI); Levin, J. (PI); Linbeck, L. (PI); Lisbonne, B. (PI); Lowery, B. (PI); Lustig, H. (PI); Malhotra, N. (PI); Mandelbaum, F. (PI); Marinovic, I. (PI); Martin, A. (PI); Martin, G. (PI); Martin, I. (PI); McCanna, C. (PI); McLennan, S. (PI); McNichols, M. (PI); McQuade, T. (PI); Meehan, B. (PI); Mendelson, H. (PI); Miller, D. (PI); Monin, B. (PI); Monzon, L. (PI); Narayanan, S. (PI); Neale, M. (PI); O'Reilly, C. (PI); Ostrovsky, M. (PI); Oyer, P. (PI); Parker, G. (PI); Peterson, J. (PI); Pfeffer, J. (PI); Pfleiderer, P. (PI); Piotroski, J. (PI); Plambeck, E. (PI); Raimondi, A. (PI); Ranganathan, A. (PI); Rao, H. (PI); Rapp, A. (PI); Rauh, J. (PI); Reichelstein, S. (PI); Reiss, P. (PI); Rice, C. (PI); Robles Garcia, C. (PI); Rohan, D. (PI); Saban, D. (PI); Sahni, N. (PI); Saloner, G. (PI); Sannikov, Y. (PI); Schramm, J. (PI); Schulman, K. (PI); Seiler, S. (PI); Seru, A. (PI); Sharabi Levine, Y. (PI); Shaw, K. (PI); Shiv, B. (PI); Shotts, K. (PI); Siegel, R. (PI); Siegelman, R. (PI); Simonson, I. (PI); Singleton, K. (PI); Skrzypacz, A. (PI); Smith, K. (PI); Somaini, P. (PI); Sorensen, J. (PI); Soule, S. (PI); Spiess, J. (PI); Sterling, A. (PI); Strebulaev, I. (PI); Sugaya, T. (PI); Tonetti, C. (PI); Tormala, Z. (PI); Tully, S. (PI); Urstein, R. (PI); Wager, S. (PI); Weaver, G. (PI); Wein, L. (PI); Weintraub, G. (PI); Wendell, P. (PI); Whang, S. (PI); Wheeler, S. (PI); Wilson, R. (PI); Wood, D. (PI); Wurster, T. (PI); Xu, K. (PI); Yurukoglu, A. (PI); Zenios, S. (PI); Ziebelman, P. (PI); Zwiebel, J. (PI)

GSBGEN 515: Essentials of Strategic Communication

Successful leaders understand the power of authentic, memorable communication.This course uses the lens of oral communication and presentations, to introduce the essential elements of the strategic communication strategies that make authentic, memorable communication work.Focusing on oral communication and presentation, we introduce the essentials of communication strategy and persuasion: audience analysis, message construction, communicator credibility, and delivery.Deliverables include written documents, focusing on individual and team presentations, with students receiving continuous feedback to improve their communication effectiveness, and to sharpen their authentic leadership voice. This highly interactive, practical course, is focused on feedback to help students at all levels of communication mastery develop confidence in their speaking and writing. Course includes presentations, assignments, lectures, discussions, simulated activities, in-class feedback, and filmed feedback. In this course you will learn to:-Recognize strategically effective communication-Implement the principles of strategic communication across different platforms-Develop clearly organized and effective presentations and documents-Diagnose and expand, your personal authentic communication styleAs you make your super round selection, keep in mind that wait lists have been long for this course.
Units: 2 | Grading: GSB Letter Graded

GSBGEN 585: Project You: Building and Extending your Personal Brand

GSB Graduates will be entering and re-entering the workforce needing to know and understand how to build, broadcast, maintain and protect their personal brand. Project You will help each student realize: What is a personal brand and how can it be unleashed as a valuable, competitive advantage? Why do you need a personal brand? How do you differentiate yourself and create a brand identity and strategy? How do you use social and traditional media to enhance your brand effectively as well as measure the metrics of social media responses? And how do you know when to pivot and evolve your brand for sustainability? GSB Lecturer, Allison Kluger, a former Television Executive and Co-Lecturer, Tyra Banks, Supermodel/Entrepreneur/Television Executive/Business CEO, will lead this class. They will help students create their own specific image to support their brand, teach them how to navigate on-air exposure, and help them create a long-term strategy for how to promote their personal brand across several media platforms. Within a highly interactive learning environment, image transformations, live broadcasting of presentations at a television station, live streaming of portions of the class on Facebook Live, and YouTube recordings of presentations will all be part of the assignments and requirements. The class culminates with the students sharing their honed personal brand to the public via three viable platforms (Facebook Live, local television, YouTube) to jump-start their personal brand extension. A 1:30 video stating "Who you are, what your personal brand is, and what you want it to be" will be a mandatory requirement before Class #1.
Units: 2 | Grading: GSB Letter Graded

GSBGEN 595: High-Stakes Decision Making

Effective decision making is a critical skill for political and business leaders. Decisions must be made under pressure and often with incomplete information. George Osborne was Chancellor of the Exchequer of the United Kingdom in the aftermath of the global economic crisis, and this class will study three of the biggest challenges global economic policy makers faced during this time. Students will gain a framework for how senior leaders approach decision making, and will be given the chance to put this into practice. Each class will include a simulation where students are put in the role of a senior policy maker facing a key decision.
Units: 1 | Grading: GSB Student Option LTR/PF
Instructors: ; Osborne, G. (PI)

GSBGEN 622: Presentation and Communication Skills for Academics

Academics must effectively communicate the importance of their research to a wide range of audiences, including colleagues, students, stakeholders, and the general public, as well as in a variety of contexts, from academic conferences and job talks to one-on-one conversations, news interviews, and social media. This highly interactive course is designed to equip PhD students with the skills to confidently present their research and connect with varied audiences. Students will craft an elevator pitch for academic settings, create a 3-min TED-like talk aimed at the general public, learn how to document and tell the ¿story¿ of their research, and practice responding to Q&A and research critiques. This class combines best practices from public speaking with elements from related fields, including the art of improv and the science of communication.
Units: 2 | Grading: GSB Pass/Fail
Instructors: ; McGonigal, K. (PI)

GSBGEN 641: Advanced Empirical Methods

This course covers various advanced quantitative methods with applications in marketing and economics. Topics include simulation-based estimation, dynamic decision processes, and other topics relating to empirical models of demand and supply. The course stresses the conceptual understanding and application of each technique. Students will learn to apply these techniques using Matlab or an equivalent language.
Units: 3 | Grading: GSB Letter Graded
Instructors: ; Hartmann, W. (PI)
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