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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. The 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. Students 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 articulate their own reputation using any media of the student's choosing and share that with others in the course. 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: Advanced Topics in Philanthropy

We will explore selected topics including: the roles of the philanthropic and nonprofit sectors in society; the justifications for tax-subsidized philanthropy; whether giving to the poor is morally obligatory or discretionary; barriers to the practice of strategic philanthropy; evaluating philanthropic outcomes; impact investing; alternative legal and organizational structures to carry out philanthropic programs, including donor-advised funds, direct giving, support organizations and foundations; and whether foundations should be designed and run to exist in perpetuity or to spend down corpus over a finite lifetime. The course will be structured around the perspective of 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. (There is sufficient overlap with Paul Brest's Autumn course, Measuring and Improving the Impact of Social Enterprises (GSBGEN 322), that students taking that course should not enroll in this one.) Finally, you should be forewarned that this course has a fair amount of reading - not more than is common in undergraduate and graduate courses, but more than is typical for MBA courses in the GSB.
Units: 3 | Grading: GSB Student Option LTR/PF

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); Admati, A. (PI); Athey, S. (PI); Barnett, W. (PI); Barth, M. (PI); Bayati, M. (PI); Bendor, J. (PI); Benkard, L. (PI); Berk, J. (PI); Bernstein, S. (PI); Bettinger, E. (PI); Beyer, A. (PI); Bimpikis, K. (PI); Blankespoor, E. (PI); Bowen, R. (PI); Bowman, K. (PI); Brady, D. (PI); Brady, S. (PI); Breon-Drish, B. (PI); Brest, P. (PI); Bulow, J. (PI); Burgelman, R. (PI); Callander, S. (PI); Carroll, G. (PI); Casey, K. (PI); Ciesinski, S. (PI); De Simone, L. (PI); DeMarzo, P. (PI); Di Tella, S. (PI); Diamond, R. (PI); Duffie, D. (PI); Ellis, J. (PI); Feinberg, Y. (PI); Ferguson, J. (PI); Flanagan, R. (PI); Flynn, F. (PI); Foarta, D. (PI); Foster, G. (PI); Gardete, P. (PI); Glickman, M. (PI); Glynn, J. (PI); Goldberg, A. (PI); Greer, L. (PI); Grenadier, S. (PI); Gruenfeld, D. (PI); Gur, Y. (PI); Guttentag, B. (PI); Halevy, N. (PI); Hannan, M. (PI); Hartmann, W. (PI); Hasan, S. (PI); Heath, C. (PI); Huang, S. (PI); Iancu, D. (PI); Imbens, G. (PI); Jenter, D. (PI); Jha, S. (PI); Jones, C. (PI); Kasznik, R. (PI); Katzir, D. (PI); Kelly, P. (PI); Kessler, D. (PI); Khan, U. (PI); Klein, D. (PI); Koudijs, P. (PI); Kramer, R. (PI); Krehbiel, K. (PI); Kreps, D. (PI); Krishnamurthy, A. (PI); Lambert, N. (PI); Larcker, D. (PI); Lattin, J. (PI); Laurin, K. (PI); Lazear, E. (PI); Lee, C. (PI); Lee, G. (PI); Lee, H. (PI); Leslie, M. (PI); Levav, J. (PI); Levine, P. (PI); Linbeck, L. (PI); Lowery, B. (PI); Malhotra, N. (PI); Marinovic, I. (PI); McDonald, J. (PI); McNichols, M. (PI); McQuade, T. (PI); Meehan, B. (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); Patell, J. (PI); Perez-Gonzalez, F. (PI); Peterson, J. (PI); Pfeffer, J. (PI); Pfleiderer, P. (PI); Piotroski, J. (PI); Plambeck, E. (PI); Powers, J. (PI); Rajan, M. (PI); Rao, H. (PI); Rauh, J. (PI); Reguant-Rido, M. (PI); Reichelstein, S. (PI); Reicher, D. (PI); Reiss, P. (PI); Rhein, B. (PI); Rice, C. (PI); Rohan, D. (PI); Rosen, H. (PI); Sahni, N. (PI); Schramm, J. (PI); Seiler, S. (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); Sorensen, J. (PI); Soule, S. (PI); Strebulaev, I. (PI); Sugaya, T. (PI); Sutton, R. (PI); Taweel, K. (PI); Tiedens, L. (PI); Tonetti, C. (PI); Tormala, Z. (PI); Vanasco, V. (PI); Weaver, G. (PI); Wein, L. (PI); Whang, S. (PI); Wheeler, S. (PI); Wood, D. (PI); Yurukoglu, A. (PI); Zenios, S. (PI); Ziebelman, P. (PI); Zwiebel, J. (PI); deHaan, E. (PI); Bagalso, R. (GP); Berg, S. (GP); Bernard, T. (GP); Bligh, S. (GP); Davis, S. (GP); Ferrero, M. (GP); Fuentes, D. (GP); Haga, C. (GP); Haga, M. (GP); Lion-Transler, C. (GP); Longinidis, K. (GP); Love, L. (GP); Moore, N. (GP); Nicas, C. (GP); Pham, J. (GP); Pola, M. (GP); Price, R. (GP); Rojas, D. (GP); Shaker, S. (GP); Smeton, K. (GP); Smith, J. (GP); Stock, K. (GP); Williams, J. (GP); Woo, Y. (GP)

GSBGEN 541: Problem-Solving and Creativity

This is a project-based course on problem solving and creativity. It is expected that everyone who takes the class will work on some significant problem that's currently ongoing (e.g., the design of part of a complex project, a difficult negotiation over a new venture). The course is designed to achieve two goals. First, it will give you tools that should increase the probability that you'll make (hopefully substantial) progress on your problem. Second, it will introduce you to research that explains why it's sensible to try those tools on hard problems---i.e., the point of those tools. nPlease note that the first goal is stated rather cautiously. There are good reasons for this. I expect that most students will be working on hard problems. (Everyone in the class will be getting help from classmates on their particular problem; why bother your peers with an easy problem that you could solve yourself?) An important idea in cognitive science, Newell's Law, says that magic doesn't exist: if a problem-solving method is powerful (very likely to solve a certain type of problem), then it only works on a narrow class of problems. So... this course will not give you tools that are both powerful and general. It can't: such tools don't exist. Happily, improving your problem-solving skills, at least in certain domains, is possible, and that's what the course aims to do.nProgress on hard problems usually requires help from friends and colleagues. Virtually all researchers of creativity agree that most innovations that are both bold and useful involve multiple problem solvers. This course will implement this important pattern by requiring every student to help some classmate with their problem. Carrying out this help will be an important part of your grade. nAnother important empirical regularity in the field of innovation is that when problems are hard many (perhaps most) candidate-solutions don't work out. It's easy to accept that about other people's ideas; about my own, not so much. So a vital component of effective problem-solving is tough-minded evaluation. This implies rejecting bad ideas or bad parts of a would-be solution. Hence, at the end of the course you will be required to evaluate the progress that a classmate has made on his/her problem and to explain your assessment. (For obvious reasons you will not evaluate the same person you're helping.)nIn sum, every student will do three things in this course: generate new ways to make some progress on a problem of their own choosing; help somebody else work on their project; evaluate somebody's progress.
Units: 2 | Grading: GSB Student Option LTR/PF
Instructors: ; Bendor, J. (PI)

GSBGEN 543: The Power of Stories in Business

In this class, we will illuminate the power of story in business by revealing the key elements of storytelling, discussing the power of the verbal as well as the visual, and uncovering how storytelling helps build brands and organizations that align their brand value proposition with their internal culture. This skill is important if you are a new venture trying to build a reputation, or you are an established company trying to grow and innovate.
Units: 2 | Grading: GSB Student Option LTR/PF

GSBGEN 552: Winning Writing

This two-week, six-session workshop will offer techniques and practical in-class exercises for writing better -- better memos, emails, feedback for colleagues, news releases, responses to media questions, opinion pieces and social-media postings. Glenn Kramon, a senior 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, which will be completed mostly in class. They will also share thoughts on how best to work with the news media.
Units: 2 | Grading: GSB Pass/Fail

GSBGEN 561: Sports Business Financing

Course examines investment and financing issues that face a diverse set of participants in the sports industry (defined very broadly). A key theme is using general financial concepts to better structure decision making in the sports industry. Specific topics illustrate the broad set of perspectives considered: Player Payroll Financial Dynamics; Asset Appreciation Opportunities; Assessing the Value of Players (& General Managers); Investment Syndicates in Sports; Investing in Startup Leagues ; Financial Valuation of Sporting Clubs; Financial/Strategy Analysis for a Mixed Martial Arts (MMA) Venture; and On-Line Sports Venture Evaluation. One hand in requires feedback to the CEO's of several new sporting ventures about ways to expand their opportunity set; the CEO's come to a class and present their venture. The second hand in is a case study of a sports investment where there was sizable value creation or value destruction. Each session typically is co-taught with an industry visitor.
Units: 2 | Grading: GSB Letter Graded

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

GSBGEN 697: Research Fellows Practicum

Units: 1-6 | Repeatable for credit | Grading: GSB Pass/Fail
Instructors: ; Benkard, L. (PI)

GSBGEN 698: Doctoral Practicum in Teaching

Doctoral Practicum in Teaching
Units: 1 | Repeatable for credit | Grading: GSB Letter Graded
Instructors: ; Aaker, J. (PI); Admati, A. (PI); Athey, S. (PI); Barnett, W. (PI); Barth, M. (PI); Bayati, M. (PI); Bendor, J. (PI); Benkard, L. (PI); Berk, J. (PI); Bernstein, S. (PI); Beyer, A. (PI); Bimpikis, K. (PI); Blankespoor, E. (PI); Bowen, R. (PI); Brady, D. (PI); Breon-Drish, B. (PI); Bulow, J. (PI); Burgelman, R. (PI); Callander, S. (PI); Carroll, G. (PI); Casey, K. (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); Gardete, P. (PI); Goldberg, A. (PI); Greer, L. (PI); Grenadier, S. (PI); Gruenfeld, D. (PI); Gur, Y. (PI); Halevy, N. (PI); Hannan, M. (PI); Hartmann, W. (PI); Hasan, S. (PI); Heath, C. (PI); Huang, S. (PI); Iancu, D. (PI); Imbens, G. (PI); Jenter, D. (PI); Jha, S. (PI); Jones, C. (PI); Kasznik, R. (PI); Kessler, D. (PI); Khan, U. (PI); Koudijs, P. (PI); Kramer, R. (PI); Krehbiel, K. (PI); Kreps, D. (PI); Krishnamurthy, A. (PI); Lambert, N. (PI); Larcker, D. (PI); Lattin, J. (PI); Laurin, K. (PI); Lazear, E. (PI); Lee, C. (PI); Lee, H. (PI); Levav, J. (PI); Lowery, B. (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); Patell, J. (PI); Perez-Gonzalez, F. (PI); Pfeffer, J. (PI); Pfleiderer, P. (PI); Piotroski, J. (PI); Plambeck, E. (PI); Rajan, M. (PI); Rao, H. (PI); Rauh, J. (PI); Reguant-Rido, M. (PI); Reichelstein, S. (PI); Reiss, P. (PI); Rice, C. (PI); Sahni, N. (PI); Seiler, S. (PI); Shaw, K. (PI); Shiv, B. (PI); Shotts, K. (PI); Simonson, I. (PI); Singleton, K. (PI); Skrzypacz, A. (PI); Sorensen, J. (PI); Soule, S. (PI); Strebulaev, I. (PI); Sugaya, T. (PI); Tiedens, L. (PI); Tonetti, C. (PI); Tormala, Z. (PI); Vanasco, V. (PI); Wein, L. (PI); Whang, S. (PI); Wheeler, S. (PI); Yurukoglu, A. (PI); Zenios, S. (PI); Zwiebel, J. (PI); deHaan, E. (PI); Bagalso, R. (GP); Berg, S. (GP); Bernard, T. (GP); Bligh, S. (GP); Davis, S. (GP); Ferrero, M. (GP); Fuentes, D. (GP); Haga, C. (GP); Haga, M. (GP); Lion-Transler, C. (GP); Longinidis, K. (GP); Love, L. (GP); Moore, N. (GP); Pham, J. (GP); Pola, M. (GP); Price, R. (GP); Rojas, D. (GP); Shaker, S. (GP); Smeton, K. (GP); Smith, J. (GP); Williams, J. (GP); Woo, Y. (GP)

GSBGEN 699: Doctoral Practicum in Research

Doctoral Practicum in Research
Units: 1 | Repeatable for credit | Grading: GSB Letter Graded
Instructors: ; Aaker, J. (PI); Admati, A. (PI); Athey, S. (PI); Barnett, W. (PI); Barth, M. (PI); Bayati, M. (PI); Bendor, J. (PI); Benkard, L. (PI); Berk, J. (PI); Bernstein, S. (PI); Beyer, A. (PI); Bimpikis, K. (PI); Blankespoor, E. (PI); Bowen, R. (PI); Brady, D. (PI); Breon-Drish, B. (PI); Bulow, J. (PI); Burgelman, R. (PI); Callander, S. (PI); Carroll, G. (PI); Casey, K. (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); Gardete, P. (PI); Goldberg, A. (PI); Greer, L. (PI); Grenadier, S. (PI); Gruenfeld, D. (PI); Gur, Y. (PI); Halevy, N. (PI); Hannan, M. (PI); Hartmann, W. (PI); Hasan, S. (PI); Heath, C. (PI); Huang, S. (PI); Iancu, D. (PI); Imbens, G. (PI); Jenter, D. (PI); Jha, S. (PI); Jones, C. (PI); Kasznik, R. (PI); Kessler, D. (PI); Khan, U. (PI); Koudijs, P. (PI); Kramer, R. (PI); Krehbiel, K. (PI); Kreps, D. (PI); Krishnamurthy, A. (PI); Lambert, N. (PI); Larcker, D. (PI); Lattin, J. (PI); Laurin, K. (PI); Lazear, E. (PI); Lee, C. (PI); Lee, H. (PI); Levav, J. (PI); Lowery, B. (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); Patell, J. (PI); Perez-Gonzalez, F. (PI); Pfeffer, J. (PI); Pfleiderer, P. (PI); Piotroski, J. (PI); Plambeck, E. (PI); Rajan, M. (PI); Rao, H. (PI); Rauh, J. (PI); Reguant-Rido, M. (PI); Reichelstein, S. (PI); Reiss, P. (PI); Rice, C. (PI); Sahni, N. (PI); Seiler, S. (PI); Shaw, K. (PI); Shiv, B. (PI); Shotts, K. (PI); Simonson, I. (PI); Singleton, K. (PI); Skrzypacz, A. (PI); Sorensen, J. (PI); Soule, S. (PI); Strebulaev, I. (PI); Sugaya, T. (PI); Tiedens, L. (PI); Tonetti, C. (PI); Tormala, Z. (PI); Vanasco, V. (PI); Wein, L. (PI); Whang, S. (PI); Wheeler, S. (PI); Yurukoglu, A. (PI); Zenios, S. (PI); Zwiebel, J. (PI); deHaan, E. (PI); Bagalso, R. (GP); Berg, S. (GP); Bernard, T. (GP); Bligh, S. (GP); Davis, S. (GP); Ferrero, M. (GP); Fuentes, D. (GP); Haga, C. (GP); Haga, M. (GP); Lion-Transler, C. (GP); Longinidis, K. (GP); Love, L. (GP); Moore, N. (GP); Pham, J. (GP); Pola, M. (GP); Price, R. (GP); Rojas, D. (GP); Shaker, S. (GP); Smeton, K. (GP); Smith, J. (GP); Williams, J. (GP); Woo, Y. (GP)

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 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 super round selections.
Units: 4 | Grading: GSB Student Option LTR/PF

GSBGEN 380: Real Estate Private Equity Investing

This course is intended for any student interested in a career in managing, developing, or investing in real estate or private equity. The course covers cases involving the perspectives of general partners and limited partners; the attributes of successful real property investment firms; analyses of investment portfolios and individual transactions, primarily in the private equity real estate category. Cases will be global.nObjectives include: How to construct a private real estate portfolio; How to assess the risks in projects and portfolios; How to perform relative value analyses of differing investments; How to manage troubled investments (when to "hold 'em and when to fold 'em"); How to manage a general partner firm. The course is divided into three modules with special emphasis on real estate financial analysis for transactions and portfolios. The first module will focus on portfolio construction issues and how to quantify whether the investor has been successful. The second module will focus on underwriting individual transactions and applying a relative value construct in determining the more attractive investments. The second module will also focus on the management of troubled investments, including deciding when to "double down" and how to protect investments already in place. The third module will address how general partners manage their firms.
Units: 4 | Grading: GSB Letter Graded

GSBGEN 392: Modern Military Strategy: the Changing Face of War

The course's goal is to introduce students to the complexities of military strategy in the modern era. We will cover a variety of types of warfare, ranging from early modern wars, through the great wars of the twentieth century to the strategic challenges posed by present-day counterinsurgency and low-intensity conflicts. Military planners are required to act fast in an uncertain and highly lethal environment. We will examine how, and why, they react to innovations that completely transform their worlds, and try to understand what makes such strategic responses successful. In so doing, we will explore the interlocking relations between strategy and economics, technology, ideology, state apparatuses, and various forms of armed organizations. Course requirements: Students are required to submit 2 assignments: a mid-term project analyzing a successful military strategy, and a final project. The final project will be based on an in-class simulation of a strategic military campaign. Students will be required to submit individual analyses of the simulation, and present their analyses in class.
Units: 2 | Grading: GSB Letter Graded
Instructors: ; Vardi, G. (PI)

GSBGEN 507: Impact Investing in the United States and Other Developed Markets

In the past decade the notion of impact investing has gained substantial popularity. But what is impact investing and what do impact investors actually do? This course will explore the current role of impact investing in developed economies, with particular focus on the United States. We will review the history of the field and explore the concept of a continuum of risk and impact. The course is designed to examine the practice of impact investing from multiple perspectives. It will broadly cover impact investing across multiple asset classes with a focus on venture capital impact investing. Selected practitioners from leading firms, organizations and portfolio companies will join for a portion of a number of classes to provide first-hand insight. The creation and measurement of social impact while answering financial return expectations, as well as the Limited Partner perspective in impact investing will also comprise a key part of the course's intellectual underpinning. Assignments are created to mimic the real-world tasks and challenges in impact investing, debate the issues that those in the field grapple with today and encourage students to explore how the industry can expand. There will be a final project and presentation for the course. Classes will include both presentation and dialogue, with frequent student participation strongly encouraged. Ideally, at the conclusion of the course, you will not only understand the qualitative aspects of impact investing and the role of metrics, but also the basic financial analysis that underlies investments made across numerous asset classes and in particular venture capital.
Units: 2 | Grading: GSB Student Option LTR/PF
Instructors: ; Pfund, N. (PI); Berg, S. (GP)

GSBGEN 524: Leading with Mindfulness and Compassion

The course explores the role of mindfulness, self-compassion and compassion in the workplace, and the contribution of these qualities to leadership. Topics addressed will include: How can mindfulness enhance clarity in purpose and productivity? What is the connection between mindfulness and compassion? Is compassion in the business world a strength or a weakness? Are compassion and profit motives fundamentally incompatible, or can they support each other? What does compassionate leadership look like? Can mindfulness and compassion be trained at the individual level, and built into company policy? How does self-compassion support effective leadership and recovery from setbacks? Participants in the course will engage with exercises from evidence-based programs targeting the development of mindfulness and the practical application of the skills of self-awareness, self-compassion, and perspective taking in the context of work and relationships.
Units: 2 | Grading: GSB Letter Graded

GSBGEN 562: Sports Marketing

This Sports Marketing course combines (a) a focus on key marketing themes (such as branding, customer attraction/retention, and celebrity power) and (b) an analysis of marketing in diverse areas of the sporting industry: the league level, the team level, the player level, the network level, the advertiser level, the sponsor level, the fan level, and the media level. The nine sessions cover the following: Corporate Sponsorship; Online Marketing; Events as Brand Building Investments; Marketing to Youth; Sports/Entertainment Nexus; Club Marketing Strategies; Brand Revitalization & Strengthening; Motor Sports Marketing; Marketing in a Web 2.0/Social Networking World. Each session is typically taught with an industry visitor.
Units: 2 | Grading: GSB Letter Graded

GSBGEN 571: Becoming a Leader: Managing Early Career Challenges

This course is based on a large number of interviews with MBA grads who have been out of the GSB for 4-10 years. These interviews identified a set of common early career challenges that young MBAs faced--and the lessons they learned from these. This 10-session course is based on these critical transitions, formative experiences, and personal conflicts that characterize the challenges young leaders face. The course objective is to help current students better understand some of the pitfalls they are likely to face as they become leaders and to avoid the career-limiting mistakes that these can bring.
Units: 2 | Grading: GSB Pass/Fail

GSBGEN 574: Effective Virtual Communication: Presenting via the web, video, and teleconference

Ever wonder if your online audience is paying attention to your web presentation or meeting? Have you wanted more engagement from your participants? Communicating virtually - €”using conference or video calls, web tools, and mobile devices—is very challenging. Yet more and more communication is happening with presenter and audience connecting electronically.nInformed by scholarly research and industry best practices, this workshop will provide a hands-on, practical introduction to immediately applicable techniques that will help you prepare and deliver engaging, participative, and impactful virtual presentations.nnSpecifically, you will learn techniques for confidently delivering virtual presentations, how to create content that invites engagement, and how to facilitate speaker-audience interactions that invite collaboration without losing control. We will also cover best practices for responding to audience input and questions that will amplify your message and for handling challenging interactions and questions. With these virtual-presenting skills, you will feel more confident presenting and your audience will be more connected and engaged.
Units: 2 | Grading: GSB Student Option LTR/PF

GSBGEN 576: Work and Family

This course examines the strategies that highly educated women and men use to combine work and family and the strategies that managers and policy makers can use to help others strike a balance. Topics include the tradeoffs in becoming a stay-at-home parent, the economic value of unpaid labor, the consequences of balancing two high-powered careers and children, the economics of marriage, fertility, child care, and elder care, the gendered division of labor in the home, time-management , workplace innovations, and policy initiatives. Guest speakers add their own perspectives on these issues and describe the roles their organizations play.
Units: 2 | Grading: GSB Letter Graded
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