Kenneth EA Wendeln Kelley School of Business

Engaging and Assessing Individual and Team Learning in the Capstone Experience:

Using the Capstone® Simulation and Comp-XM® Assurance of Learning

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Grades Graduation Reputation Rankings

Learning Objectives Outcomes

Measurements

Principles of Learning

PULs PBLs

Assurance of Learning

NCAHLC AACSB

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h%p://academicaffairs.iupui.edu/plans/pul/  

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� Critical Thinking The ability to synthesize and analyze information

and ideas from multiple sources & perspectives: •  to arrive at reasoned conclusions and informed decisions •  and to solve challenging problems •  by evaluating the logic, validity and relevance of data •  and using knowledge in order to generate & explore questions.

2 Management, Leadership & Ethics The ability to make judgments with respect to individual

and organizational conduct concerning citizenship, ethics, and the value of diversity in business: •  in order to make informed and principled choices regarding

conflicting situations in personal, business and public lives •  and to foresee the consequences of those choices.

 

 

Principles of Undergraduate Business Learning - PBLs

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� Communication

a. Written Communication The ability to analyze, interpret and comprehend

information sources and technology: •  to effectively express ideas and facts •  in a variety of written and visual formats.

b. Collaboration and Oral Communication The ability to engage in active and professional

communications and dialogue in business and the community: •  to encourage, examine, and comprehend the

viewpoints of others •  by being effective in one-on-one and in group settings •  in order to operate with civility and cooperation in a

complex, diverse and global business and social world.

 

Principles of Undergraduate Business Learning - PBLs

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� Professional Skills & Competencies The ability to obtain substantial knowledge and understanding in

at least one field of study while gaining exposure and knowledge in other related disciplines: •  to meet professional standards and demonstrate

important skills and competencies, and •  to make efficient use of information and technology

resources for intellectual, professional, community and personal needs.

Faculty members in each discipline have been charged with determining which of the principles will be taught and assessed in each of their courses – and what graduates in that major will know and be able to to do to illustrate competence in each of the four areas addressed by these principles. Instructors must distribute the principles to students with descriptions of how the principles are enacted in the course. h%p://kelley.iupui.edu/undergrad/academics/principles.cfm  

Principles of Undergraduate Business Learning - PBLs

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Kelley Undergraduate Capstone Courses

J401  &  J402  Business  Strategy  

 

Case  Method  

J411  Business  

Decision  Making  Capstone®  Simula@on  Comp-­‐XM  ®  Assessment  

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 1.  Cri.cal    Thinking  

 3a.  Wri8en  

Communica.on  

 2.  Management  &  Leadership  

3b.  Collabora.on  &                              Oral  Communica.ons  4.  Professional  Skills  &  

Competencies  

PRIMARY  PRINCIPLES  

‘PBLs’  

✚  

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Teamworking Leadership Excellence

Passion Fun

h%p://www.ted.com/talks/astonishing_performance_by_a_venezuelan_youth_orchestra_1.html  

h%p://www.ted.com/talks/jose_abreu_on_kids_transformed_by_music.html  

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J411 Course Objectives & Learning Outcomes

1.   Integra.ve  Capstone  Experience  -­‐  (PBL  4  &  1,  PUL  3  &  2)  •  Integrate  prior  knowledge  by  ‘running  your  own  business’  •  Manage  key  business  funcUons  &  experience  how  they  interrelate  

•  ‘Living’  with  the  consequences  of  your  decisions  2.   Strategic  Management  Process  -­‐    (PBL  3a,  PUL  1C/A)  

•  Think  &  act  strategically  –  your  industry,  compeUUon  &  business  •  Create  a  compeUUve  advantage  vs  operaUonal  effecUveness  •  Create,  execute  and  share  the  results  of  your  strategic  plan  

3.   Business  Success  Measures  -­‐  (PBL  4,  PUL  1C)  •  Manage  &  measure  your  business  using  the  Balanced  Scorecard,  Analyst  Report  &  Key  Success  Measures  

•  Demonstrate  your  personal  business  ‘knowledge’  and  ‘acumen’  using  the  Comp-­‐XM®  

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J411 Course Objectives & Learning Outcomes

4.   Industry  Shaping  &  Nature  of  Compe..on  -­‐  (PBL  3a,  PUL  1A/C)  •  Learn  how  industries  are  shaped  by  the  behaviors  its  compeUtors  •  Contribute  to  the  analysis  of  your  compeUtors  and  shaping  of  your  industry  through  your  team’s  decisions  

•  Share  your  team’s  strategies  &  tacUcs  in  the  Final  PresentaUon  5.   ‘Teamworking’  Skills  -­‐  (PBL  2  &  3b,  PUL  6)  

•  Be  an  acUve  &  contribuUng  team  member  to  the  team  success  •  Provide  professional  feedback  on:  team  member  performance  with  Peer  Reviews  &  overall  organizaUonal  effecUveness  with  Board  Minutes  

6.   Individual  Values,  Professionalism  &  Contribu.ons  -­‐          (PBL  2,  PUL  6)  •  Was  the  learning  of  your  colleagues,  your  team  &  the  class  be%er  (or  worse)  because  of  your  parUcipaUon  &  contribuUons?  

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h%p://www.iport.iupui.edu/selfstudy/tl/puls/  

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INDUSTRY 6 COMPANIES $100 million in Sales

5 Product Lines Closed Market

Sensors Industry

ANDREWS  

BALDWIN  

CHESTER  

DIGBY  

ERIE  

FERRIS  

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Ideally  2  or  3  industries  per  class  

Each  company  has  3  or  4  execu.ve  team  members  

R&D  Marketing   Production  

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Finance  

Stockholders  Debt  

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J411 Capstone - Schedule of Events

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Individual  Rehearsals    

Intro,  4-­‐8  Rehearsal  Rounds,  Mkt,  HR,  TQM,  SitAnalysis        

CAPSTONE®  Simula.on  

       COMP-­‐XM®  Self-­‐Competency  Review                  Available  aaer  CR#8  –  Complete  by  final  examina.on  date/.me                                                    Allow  6-­‐8  hours  total  in  up  to  5  separate  signgs            

AACSB    Accredita@on    Requirement  

Team  Decisions    Due  by  Scheduled      

Date  &  Time  

Ar@cles  &  Reading  For  Class  Discussion  

             Team  Prac.ce  Rounds    

                                                                                                                                     

#PR1  –    with  Advanced  MarkeUng    #PR2  –    adds  HR  #PR3  –      adds  TQM  #PR4  –    with  AM,  HR  &  TQM    

                                   Team  Compe..ve  Rounds                                                                    Ini.al  Strategy                                                                                                                                              Final  Strategy                                                                                          

                                                                               

                     Team  Presenta.ons                                                                Last  Class  Periods      

#CR1  –    with  Advanced  MarkeUng    #CR2  –    adds  HR  #CR3  –      adds  TQM  #CR4  –    with  AM,  HR  &  TQM    #CR5  –              #CR6  –  #CR7  –  #CR8  –    

Assessing Business Acumen THE  BALANCED  SCORECARD  (BS)  

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Internal  evaluaUon  of  management’s  performance  across  4  categories  with  up  to  19  criteria  

✔   ✔   ✔   ✔  

Percentile Rankings vs Eligible Teams from Other Schools

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✔  

✔  

J411 TEAM & INDUSTRY Rankings vs Capstone® UG Balanced Scorecard Targets

0

200

400

600

800

1000

ý   ý  

ý  Computer  Team  

þ  

þ  All  teams  >  700  pts  or  80th  pctl  

ý  

ý  

ý  ý  

ý  Team(s)  <  500  pts  or  40th  pctl  

ý  ý  

Each Industry is ‘Shaped’ by the Strategies & Tactics of Its Competitors 22

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Acumen Knowledge

v  The Comp-XM® provides a 4 round individual simulation and 5 sets of multiple choice ‘board queries’ (a 4 to 8 hour on-line final exam)

v  Measures the student’s business acumen using a ‘balanced scorecard’ along with ‘board queries’ that measure the students knowledge

v  The performance of J411 students is compared to the national norms on both the knowledge and acumen

v  Allows us to compare the Kelley School’s student performance against other schools using the Comp-XM® (~3000 UG national/international students)

v  Provides us an indication of the rigor of and/or gaps in the Kelley School’s undergraduate curriculum

v  Supports the AACSB requirements for ‘assurance of learning’

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50  

100  

0   50   100  

J411 Individual Comp-XM® Performance Knowledge & Acumen versus UG Percentiles

Boa

rd Q

ueries

– K

now

led

ge

– 4

2 M

/C Q

uest

ions

Balanced Scorecard – Acumen – 4 Round Simulation

1047 Students – AY07 to AY11 49%

Over+Achievers

4% Time Challenged

1%

Unengaged

3% Under Prepared

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33%

10%

0  

10  

20  

30  

40  

50  

60  

70  

80  

90  

100  

A   B   C   E   F   A   B   C   D   E   A   B   C   D   E   F   A   B   C   D   E   F  

TEAM  

Ind'l  HI  

Ind'l  LO  

Ind'l  AVG  

J411 TEAM & INDIVIDUAL Performance Capstone® & Comp-XM® vs

UG Balanced Scorecard Percentiles

SII11 aftA SII11 aft B SII eve A SII11 eve B

✔  ✔  ✔   ✔   ✔  

✔ + +  

Team Ind’l

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é  

é － +  

é  

✗  

✗  

✗ + －  ✗  

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J411 PBLs, Objectives, Outcomes & Assurance of Learning I

1.   Integra.ve  Capstone  Experience  -­‐  (PBL  4  &  1)  •  Integrate  prior  knowledge  by  ‘running  your  own  business’  •  Manage  key  business  funcUons  &  experience  how  they  interrelate  •  ‘Living’  with  the  consequences  of  your  decisions  

3.   Business  Success  Measures  -­‐  (PBL  4)  •  Manage  &  measure  your  business  using  the  Balanced  Scorecard,  Analyst  Report  &  

Key  Success  Measures  •  Demonstrate  your  personal  business  ‘knowledge’  and  ‘acumen’  using  the  Comp-­‐XM®  

PBL  4  –  Professional  Skills  and  Competencies  •  Demonstrate  important  skills  &  competencies  •  Efficient  use  of  informaUon  technology  resources  

PBL  1  –  Cri.cal  Thinking  •  QuesUons,  informed  decisions  •  Solve  challenging  problems  

Team  Performance  •  Balanced  Scorecard  •  PercenUle/points  to  established  norms  •  Progression  of  improvement  

Individual  Performance  •  Business  Acumen  –  Balanced  Scorecard  •  Business  Knowledge  –  Board  Queries  •  PercenUle/points  to  established  norms  

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J411 PBLs, Objectives, Outcomes & Assurance of Learning II

PBL  2  –  Management,  Leadership                              &  Ethics    

•  Make  informed  &  principled  choices  •  Foresee  the  consequences  of  those  

choices  

PBL  3b  –  Collabora.on  &                                            Communica.on  •  Encourage  the  viewpoints  of  others  •  EffecUve  in  one-­‐one  &  group  segngs  •  Operate  with  civility  &  cooperaUon  

Team  Contribu.ons  •  Peer  Reviews  by  team  members  •  Board  Minutes  –  submissions    •  Board  Minutes  –  peer  comments      

Class  Contribu.ons  •  Class  a%endance  &  a%enUveness  •  ArUcle  reviews  –  BIC  &  discussion  •  Feedback  on  final  presentaUon  

5.   ‘Teamworking’  Skills  -­‐  (PBL  2  &  3b)  •  Be  an  acUve  &  contribuUng  team  member  to  the  team  success  •  Provide  professional  feedback  on:  team  member  performance  with  Peer  Reviews  &  

overall  organizaUonal  effecUveness  with  Board  Minutes  6.   Individual  Values,  Professionalism  &  Contribu.ons  -­‐    (PBL  2)  

•  Was  the  learning  of  your  colleagues,  your  team  &  the  class  be%er  (or  worse)  because  of  your  parUcipaUon  &  contribuUons?  

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J411 PBLs, Objectives, Outcomes & Assurance of Learning III

PBL  3a  –  Wri8en  Communica.on  •  EffecUvely  express  ideas  &  facts  •  In  a  variety  of  wri%en  &  visual  formats  

Team  Contribu.ons  •  Team’s  Strategic  Plan    •  Team’s  Success  Measures    

Class  Contribu.ons  •  Team’s  Final  PresentaUon  •  Based  on  feedback  from  class  peers  

2.   Strategic  Management  Process  -­‐    (PBL  3a)  •  Think  &  act  strategically  –  your  industry,  compeUUon  &  business  •  Create  a  compeUUve  advantage  vs  operaUonal  effecUveness  •  Create,  execute  and  share  the  results  of  your  strategic  plan  

4.   Industry  Shaping  &  Nature  of  Compe..on  -­‐  (PBL  3a)  •  Learn  how  industries  are  shaped  by  the  behaviors  its  compeUtors  •  Contribute  to  the  analysis  of  your  compeUtors  and  shaping  of  your  industry  

through  your  team’s  decisions  •  Share  your  team’s  strategies  &  tacUcs  in  the  Final  PresentaUon  

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h%p://www.iport.iupui.edu/selfstudy/tl/puls/  

•  Balanced  Scorecard  •  Team  percenUle/points  

•  Business  Acumen  –  BS  •  Business  Knowledge  –  BQ  •  PercenUle/points  

PUL  Ra.ngs  4  =  Very  EffecUve    3  =  EffecUve  2  =  Somewhat  EffecUve  1  =  Not  EffecUve  

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“If  you  don’t  have  a  strategy  you  will  be  .  .  .  part  of  somebody  else’s  strategy.”    

- Alvin Toffler