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1 - 10 of 26 results for: GSBGEN

GSBGEN 307: Policy Time

Policy Time is about the policy choices faced by senior elected officials, especially in times of crisis. Policy choices in the ongoing coronavirus crisis will be a principal focus. Our main perspective is American and executive: decisions faced by the U.S. President, Governors, and their advisors, but the lessons can extend to certain international settings as well. We have three main goals (1) building your personal policy approach, in which you will figure out how your own values translate into real-world policy choices; (2) learning what it's like to be a senior policymaker through Q&A sessions with them; and (3) learning about crisis management and leadership in government and policy. One session per week will be either a lecture and discussion of a particular policy issue, or a conversation and Q&A with a past or current senior policymaker. The second session each week will be a small group meeting (6-8 students per group) to discuss policy choices and the lessons presented by th more »
Policy Time is about the policy choices faced by senior elected officials, especially in times of crisis. Policy choices in the ongoing coronavirus crisis will be a principal focus. Our main perspective is American and executive: decisions faced by the U.S. President, Governors, and their advisors, but the lessons can extend to certain international settings as well. We have three main goals (1) building your personal policy approach, in which you will figure out how your own values translate into real-world policy choices; (2) learning what it's like to be a senior policymaker through Q&A sessions with them; and (3) learning about crisis management and leadership in government and policy. One session per week will be either a lecture and discussion of a particular policy issue, or a conversation and Q&A with a past or current senior policymaker. The second session each week will be a small group meeting (6-8 students per group) to discuss policy choices and the lessons presented by the guests in the first session. We will use policy "worksheets" as a tool to focus your thought process, frame the small-group discussions, and drive you to make hard choices. You will write 5-10 weekly short memos to explain your choices. Each week will cover a different policy topic. At least the first few weeks will center on hard policy choices in the ongoing coronavirus pandemic. Other likely topics include immigration reform, climate change, debt reduction, and the role of the corporation in a capitalist economy. Our exact topic schedule is flexible based on current events and guest speaker availability.
Terms: Spr | Units: 4

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

This is a seminar of up to 35 students, with a mixture of GSB and non-GSB students. 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' pro more »
This is a seminar of up to 35 students, with a mixture of GSB and non-GSB students. 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.
Terms: Spr | Units: 3
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.
Terms: Spr | Units: 4

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 confide 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.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.
Terms: Aut, Win, Spr | Units: 4

GSBGEN 316: Civic Workshop

Small teams of students will propose and implement projects to provide immediate volunteer civic assistance to a group or community dealing with the effects of coronavirus. We assume most or all of this assistance will be online or otherwise virtual. The first goal of this course is to channel your skills, abilities, and civic impulses to provide immediate practical assistance to communities struggling with new, unsettling, and painful coronavirus realities. The second goal is to allow you to practice leadership, management, problem-solving, and interactive skills in a small team through a project they build from scratch and implement immediately. The third goal is to build and strengthen your interest in participating in leadership roles in the civic layer of society after graduation. Students will form teams of four, either before or shortly after the course begins. A team will propose a target group to assist: a place, a group of people, or a non-governmental civic organization. You more »
Small teams of students will propose and implement projects to provide immediate volunteer civic assistance to a group or community dealing with the effects of coronavirus. We assume most or all of this assistance will be online or otherwise virtual. The first goal of this course is to channel your skills, abilities, and civic impulses to provide immediate practical assistance to communities struggling with new, unsettling, and painful coronavirus realities. The second goal is to allow you to practice leadership, management, problem-solving, and interactive skills in a small team through a project they build from scratch and implement immediately. The third goal is to build and strengthen your interest in participating in leadership roles in the civic layer of society after graduation. Students will form teams of four, either before or shortly after the course begins. A team will propose a target group to assist: a place, a group of people, or a non-governmental civic organization. Your team will interact directly with leaders of that target group to discover what value you can provide immediately and virtually. Weekly class sessions will include some guest speakers and work sessions in which the various teams will share their ongoing efforts, to cross-fertilize ideas and assist each other. Teams will also meet extensively outside of class hours to build and implement their project. This course is an active learning experience. Teams will be evaluated in part based on their ability to deliver rapid results of value to a target community. Doing so will require significant commitment and effort from the team, and a willingness to adapt to difficult, changing conditions. All projects must be targeted entirely at addressing new needs created by the coronavirus crisis, not at solving problems that existed before then. They should be easy to begin initial execution in the first 2-3 weeks of the quarter, to provide rapid assistance to the target group. Projects must be nongovernmental and apolitical: no politics, no government work or government services, no interest groups whose primary purpose is to influence public officials. Teams should instead aim to provide direct benefits to a community in the civic layer between individuals and government including businesses, volunteer groups, community organizations, non-profits, clubs, charities, religious and fraternal organizations. Many of these efforts are arising spontaneously each day; our goal is to foster and amplify this trend. Since projects must be feasible with the team dispersed and in self-isolation, most efforts will be online or virtual, and teams are encouraged to think of creative uses of tools like Zoom, Google Apps, social media, and simple database setups. Interdisciplinary teams from across Stanford graduate programs are encouraged, as long as three of the four team members are from the GSB. International students are strongly encouraged to participate, both in joining teams with an American focus and in forming teams to target communities for assistance outside the U.S. Teams are encouraged to look at opportunities to form bridging capital, aiding groups and communities that might not overlap much with the Stanford student population. We hope several teams will be geographically-focused, targeting the people who live in a specific place for assistance. In addition to the project itself, each student will be expected to keep a project journal and to write an end-of-project memo to those considering similar civic efforts in the future.
Terms: Spr | Units: 4

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 managem 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. 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 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.
Terms: Spr | Units: 3
Instructors: Kluger, A. (PI)

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.)
Terms: Spr | Units: 3

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 50 more »
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.
Terms: Spr | Units: 3
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.
Terms: Spr | Units: 3

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.
Terms: Aut, Spr | Units: 3
Instructors: Kramon, G. (PI)
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