323 FE Cross-Functional Learning - Boston Universitypeople.bu.edu/sm323/The Core On the Web/The_Core_Presentation.pdf · Cross-Functional Learning ... On-going Research Project Results

Integrated Curriculum: Integrated Curriculum: Lessons from 12 years of Lessons from 12 years of

CrossCross--Functional LearningFunctional Learning

Frédéric Brunel Nitin Joglekar

Jonathan Hibbard

Baltimore Baltimore ---- October 2005October 2005

MK

OM

FEIS 323

AgendaAgendaCurriculum Orientation

Cross Functional Course DesignCourse PhilosophyCourse StructureCourse Delivery Critical Success factors

Measures of Course Success

On-going Research ProjectResults on Team Learning

Questions and Answers






Basic IssuesBasic IssuesThe Traditional WayThe Traditional Way

The RealityThe Reality

FALL SEMESTER SPRING SEMESTER

First Year --SM121: Management as a SystemSM121: Management as a System

-EC101: Introductory Microeconomics -WR100: Writing Seminar -MA120:Applied Math for Social & Management Science

--SM122: Management as a SM122: Management as a SystemSystem-EC102: Introductory Macroeconomics -Two CAS Electives

Second Year

-AC221: Financial Accounting -SM221: Probabilistic and Statistical Decision Making for

Management-OB221: The Dynamics of Leading Organizations-One CAS Elective

-AC222: Managerial Accounting -SM222: Modeling Business Decisions and Market

Outcomes-LA245: Introduction to Law -One CAS Elective

Third Year --SM323 Cross Functional CoreSM323 Cross Functional Core

FE323: Financial ManagementMK323: Marketing ManagementIS323: Introduction to Information SystemsOM323: Operations Management

Four Courses – may choose from SMG electives, remaining CAS electives and/or free electives.

Fourth Year

Four Courses – may choose from SMG electives, remaining CAS electives and/or free electives.

--MG422: Strategy & PolicyThree Courses – may choose from SMG electives,

remaining CAS electives and/or free electives.

Undergraduate Curriculum OverviewUndergraduate Curriculum OverviewCollaboration – Team Learning

Experiential Learning

Cross-Functionality






SM323: The Cross SM323: The Cross FunctionalFunctional CoreCore

Junior Year--> 4 Required Courses

12 year History ~ 145 sections~ 950 projects ~ 550 students per yearSignificant evolution of course structure & technology

Past 3 years: 40(+) faculty involved

Pedagogy Research OpportunityDetailed Data on 167 Projects

MK

OM

FEIS 323NPD

Project

~ 6,000 students

Learning PhilosophyLearning Philosophy

Experiential learningCross-Functionality Team Learning

Students assigned to teams at ‘Random’Formal team contractingTeam grade and “blind” peer evaluationsWeb based measurement tools Evaluated on coaching and counseling as well as overall performance






Course StructureCourse Structure

14 Weeks ~ 210 class hours + 16 exam hours14 Weeks ~ 210 class hours + 16 exam hoursAM or PM sectionsAM or PM sections23 x 223 x 2--hour sessions for each functionhour sessions for each function6 x 46 x 4--hour common sessions (all faculty)hour common sessions (all faculty)3 sessions with Center for Team Learning3 sessions with Center for Team LearningEnd of term product showcaseEnd of term product showcaseCommon (across sections) reviews and examsCommon (across sections) reviews and exams

A Matrix (+) Delivery StructureA Matrix (+) Delivery Structure

Section Coordinator

Section Coordinator

Section Coordinator

Marketing

Coordinator

Finance

Coordinator

Operations

Coordinator

I.S.

Coordinator

4 Faculty Member Teaching Team



Section Coordinator 4 Faculty Member Teaching Team

Up to 14 sections per year

Course Design TeamCourse

Coordinator

Center for Team

Learning

Center

Coordinator

+ TA + TA+ TA + TA

Example of SM323 CalendarMonday Tuesday Wednesday Thursday Friday

6-Sept 7 8 9 10-Sept

CS 1: Overview of New Product Process

OM 1:Introduction to OM FE 1: Time Value of Money I OM 2: Product Design

Labor Day Generating New Product Ideas Team Intro Assignment & Team Contracts

Pre-clearance Procedures for New Product Ideas MK 1: Introduction to Marketing IS 1: Introduction to Information

Systems MK 2: Marketing Strategy

13-Sept 14 15 16 17-Sept

OM 3: Product Design FE 2: Time Value of Money II FE 3: Time Value of Money III OM 4: Product Design

CS 2: New Product Review Workshop

Team ContractsDue to Your PTA

MK 3: Marketing Environment and Ethics

IS 2: Strategic Information Technology Planning IS 3: Management Decision Making MK 4: Buying Behavior

Mon-20-Sept Tue - 21 Wed - 22 Thu -23 Fri - 24-Sept

OM 5: Design Review FE 4: Bonds OM 6: Supply Chain I FE 5: Stocks OM 7: Supply Chain II

MK 5: Market Segmentation IS 4: E-Commerce: Doing Business on the Web

MK 6: Marketing Research Methods

IS 5: Introduction to Data Management

MK 7: Market Segmentation Workshop

27-Sept 28 29 30 1-Oct

OM 8: Strategic Assessment of Supply Chains

FE 6: Stock andBond Review

OM 9: Supply Chain - Capacity Management FE 7: Ratios Workshop OM 10: Supply Chain/ Make-Buy

MK 8: Forecasting Demand IS 6: Data Modeling &Database Design I

MK 9: Marketing Research Analytics

IS 7: Data Modeling & Database Design II

MK 10: Questionnaire Design Workshop

Mon 4-Oct Tue-5 Wed - 6 Thu - 7 Fri -8-Oct

OM 11: Quality Management FE 8: NPV and Other Investment Criteria OM 12: JIT & Flexibility FE 9: Cash Flows I: Making Capital

Investment Decisions

Team Feedback Session I Team's CTL Actions PlansDue to Your PTA

MK 11: New Product Development IS 8: Why is the Data so Important? MK 12: Product Strategies IS 9: Informational Requirements

Workshop

11-Oct 12 13 14 15-Oct

IS / FE MK / OM FE 10: Cash Flows II

Columbus Day EXAM 1 EXAM 1

5 -10pm Details to be Posted

5 -10pm Details to be Posted

IS 10: Introduction to SystemsAnalysis & Design

Mon 18-Oct Tue-19 Wed-20 Thu-21 Fri-22-Oct

CS 3: Business Development Workshop

CS 4: Business Development Workshop OM 13: Location Planning FE 11: Sensitivities (case)

Details to be Posted

BDW Memo Assignment MK 13: Pricing Strategy IS 11: Continue Systems Analysis and Design

Set Up Meeting with PTA

25-Oct 26 27 28 29-Oct

OM 14: Job Design FE 12: External Financing Needs (case)

OM 15: Supply Chain Workshop FE 13: Risk and Return I FE 14: Risk and

Return II

MK14: Marketing Arithmetic IS 12: Hardware and Software Resources

MK 15: Integrated Marketing Communications

IS 13: Continue Hardware and Software Resources

IS 14: Web Interface & Design

Mon 1-Nov Tue-2 Wed-3 Thu-4 Fri-5OM 16: Process Improvement FE 15: Portfolios OM 17: Aggregate Planning FE 16: CAPM

IS 15: Systems Design Workshop IS 16: Telecommunications I MK 16: IMC Planning MK17: Questionnaire Results

Workshop

8-Nov 9 10 11 12-Nov

OM 18: Technology Management I FE 17: WACC I OM 19: Technology

Management II FE 18: WACC II

Team Feedback II Veteran's Day Team's CTL Actions Plans

MK 18: Promotion Plan Workshop IS 17: Telecommunications II MK 19: Sales Projection

Workshop IS18: IS Costing

Mon 15-Nov Tue-16 Wed-17 Thu-18 Fri 19-Nov

OM 21: Capacity Planning & Job Design Workshop FE 19: Base Case OM 20: Technology

Management III FE 20: Options

MK 20: Personal Selling IS 19: Information System Costing Workshop MK 21: Marketing Channels IS 20: Security and Privacy Issues

22-Nov 23 24 25 26-Nov

FE 21 Integrated Workshop

FE 22 Integrated Workshop Thanksgiving

Mon 29-Nov Tue-30 Wed 1-Dec Thu-2 Fri 3-DecOM 22: Service Operations

Business Plan Business Plan Business Plan Business PlansIS22: Access Prototype

Workshop Preparation Day Preparation Day Preparation Day DUE @ 2 PM

6-Dec 7 8 9 10-Dec

Mandatory Attendance Mandatory Attendance 5 -10pm 5 -10pm

OM & MKCourse Wrap-Ups/

Exam Review

IS & FECourse Wrap-Ups/

Exam ReviewIS & FEEXAM 2

OM & MKEXAM 2

Mon 13-Dec Tue 14 Wed 15 Thu 16 Fri 17-Dec

Presentation Prep Day CS 5: Business Plan Presentations

CS 6: Business Plan Presentations

Peer/Team Evaluation Due by 3:00 pm

CS 7: SM323 Product Showcase 4-6pm

Culminates with a Product ShowcaseCulminates with a Product Showcase

5 FunctionalWorkshops 12

FunctionalWorkshops

Week 1 Week 14






Example of JustExample of Just--InIn--Time Time Cross Functional IntegrationCross Functional Integration

Focus Group

H. of Q.

Surveys

Segmentation Sales Forecasting

Capacity Planning

Scenario Analysis

Financial Projections

Capital Requirement

Procurement System

Inventory System

Product Design

Supply Chain

Make/Buy

GradingGrading

Students receive 4 gradesStudents receive 4 gradesMid terms and finalsMid terms and finals

Students must pass each functionProject counts as 40% of the grade in Project counts as 40% of the grade in each courseeach coursePeer evaluations used to adjust Peer evaluations used to adjust individual grades individual grades


Cross Functional Course DesignCourse PhilosophyCourse StructureCourse DeliveryCritical Success factors




Pedagogy: Types of ProjectsPedagogy: Types of Projects

Only B2C products Only B2C products Tangible ProductsTangible ProductsProduct must not exist or be patentedProduct must not exist or be patentedNo No ““star warsstar wars”” technologiestechnologiesNo low cost knock offNo low cost knock offNo products that need special market infrastructureNo products that need special market infrastructure

Project ExamplesProject Examples

Limited product space helps teaching & support

Differentiable, technologically simple products thatsolve specific market needs

Products that non-engineering students can master

Product is pretext…. Project is real product

Only B2C products Only B2C products Tangible ProductsTangible ProductsProduct must not exist or be patentedProduct must not exist or be patentedNo No ““star warsstar wars”” technologiestechnologiesNo low cost knock offNo low cost knock offNo products that need special market infrastructureNo products that need special market infrastructure

Pedagogy: Types of ProjectsPedagogy: Types of Projects

A Semester LongA Semester LongSemester Project !Semester Project !

CommonSessions

CommonSessions

CommonSessions

5 FunctionalWorkshops 12

FunctionalWorkshops

Week 1 Week 14

Supporting Processes and Supporting Processes and TechnologiesTechnologies

Custom BooksCustom BooksSpecially written casesSpecially written casesWeb Sites Web Sites –– (Almost) Paper less course(Almost) Paper less course

Workbook (200+pages)Electronic problemsDatasetsQuestion bankCommunication toolsTeam pages

Team Learning AssistantTeam Learning AssistantData Bases Data Bases –– Physical Archive of Past ProjectsPhysical Archive of Past ProjectsExplicit Course PoliciesExplicit Course PoliciesNew TechnologiesNew Technologies

Codified and Self–sustaining

Knowledge

Team SupportTeam Support



http://www.webex.com/webexhome.html

http://www.webex.com/webexhome.html

http://www.websurveyor.com/

Balancing Curricular Tension Balancing Curricular Tension ---- ExampleExample

Sales Forecasting

Focus Group

Surveys

Segmentation

Product Design

Teaching the standard content of an intro Marketing course?

Teaching project based content?

Culture & CommitmentCulture & Commitment

StudentsStudentsStart anticipating CORE in their freshman year

Boot Camp mentalityGreat experienceNever learned so much

Student Government publishes “survival guides”

FacultyFacultyCross trainingSteep learning curveToo much work

- 78 hours in class- High out of class contacts hours

Set up costs are high

Dean’s OfficeFosters “Continuity”Coordination SupportExtra Teaching Credits






Measures of SuccessMeasures of Success

ExternalExternalAward at DSIRecruiters recognitionSponsorship by ATT

InternalInternalHas become the defining course in curriculum

Known as “CORE” even though we have 12 core coursesCourse Folklore, Culture and Anticipation that starts with FreshmenCourse ratings have been high and improving

Measures of SuccessMeasures of SuccessExternally Administered Survey of Graduates (n=1100)(12 to 18 months after course – two year running averages)

#1, # 2 and #4 (out of 12 core classes) “most useful courses for personal development” are SM323 components

Agree86%

Neutral9%

Disagree5%

Agree83%

Neutral11%

Disagree6%

Fig 1. “SM323 was an impactfullearning experience”

Fig 2. “SM323 prepared me to work on teams”

Concerns & Open QuestionsConcerns & Open Questions

StudentsStudentsSome students do not fully understand the course goals

Ability to separate product idea, learning, and functional concepts

Some students are not ready (?) for team based learning

FacultyFacultyBalancing of functional and cross-functional learning

Continuous Improvement-what is the next change?

Preparation for electives

Do some students fare better or worse ….?






Course Data set *Course Data set *

Collected over 4 semesters Collected over 4 semesters (n= 1101 students)

Team AssessmentIndividual contribution to content Individual contribution to processTeam cohesiveness

Project grade (167 teams) & Individual Grade adjustmentsStudent grades on exams for each course Demographic data for each student (gender, concentration, incoming GPA, domestic vs. international, transfer …)

* We thank over 40 colleagues / UG Office Funded by a grant from CTL/ General Electric

Drivers of Team PerformanceDrivers of Team Performance

Consistent with Conventional Wisdom:Consistent with Conventional Wisdom:Team Talent is Linked to Team Performance

AveragePriorGPA

TeamProjectGrade

++


Consistent with Conventional Wisdom:Consistent with Conventional Wisdom:Working well together is linked to team performance

Team Cohesion

TeamProjectGrade

++


Talent Matters, but it is not the averageTalent Matters, but it is not the averageChampion and weakest Link are the drivers

Working well together is still key

Team Cohesion

TeamProjectGrade

++Max Prior

GPA

MinPriorGPA

++

++

Evidence of Team Learning Evidence of Team Learning

Individual Performance across eight functional exams Individual Performance across eight functional exams is boosted by belonging a cohesive project teamis boosted by belonging a cohesive project team

Team Cohesion

Student Performance

on Exams

++StudentPrior GPA

++

Team Learning By Student GPATeam Learning By Student GPA

Low Teaming Quality High Teaming Quality

High IncomingGPA Student

Low IncomingGPA Student

IndividualExam

Scores

TeamTeamLearningLearning

Ongoing Data AnalysesOngoing Data Analyses

Other drivers of individual performanceOther drivers of individual performanceGenderDomestic/ internationalTransfer studentsConcentrations

Other drivers of team performanceOther drivers of team performanceContent versus process contributionTeam size

CompositionGenderInternationalTransfer

SummarySummary

A coordination challenge but A coordination challenge but ……Big pay offBig pay off

Experiential and team learningStrong course ratings EmployersUnique offering

Data set: opportunity for systematic testingData set: opportunity for systematic testing

MK

OM

FEIS 323






Documents

323 FE Cross-Functional Learning - Boston Universitypeople.bu.edu/sm323/The Core On the Web/The_Core_Presentation.pdf · Cross-Functional Learning ... On-going Research Project Results