Académique Documents
Professionnel Documents
Culture Documents
Recommended Readings:
1. True Professionalism by David H. Maister, Free Press (2000)
2. The Innovator’s Prescription: A Disruptive Solution for Health Care by Clayton Christensen,
McGraw-Hill (2008)
Cases and Readings: Readings can be downloaded from the library website (go to eJournals:
http://www.utdallas.edu/library/resources/journals.htm )
COURSE OVERVIEW
This course will provide required theoretical background in the content and process areas
of Management Consulting to help you become a scholarly practitioner in the area of
Organizational and Strategy consulting. In addition, this course will help you develop skills to apply
well-developed theories in the areas of Strategy, Organizational Behavior and Learning &
Knowledge Creation to real world situations. Special attention will be given to bridge the theory
versus practice gap in the practice of management consulting.
More than 90% of the class time will be devoted to in-class activities, role-plays or
company visits. There will also be several in-depth discussions around interesting readings. I will
try to find experienced consultants to talk with students and answer questions related to practical
aspects of management consulting. There will be two assigned books for this course. Other
readings could be obtained from our Library eJournals database.
COURSE OBJECTIVES
The course has multiple objectives that include the following:
1. To develop a context centered mindset for helping clients.
2. To understand the importance of balancing between the “expert-centered” and “context-centered”
approaches.
3. To develop skills in using your ability to co-create knowledge to come-up with practical and
innovative solutions, together with your clients, to actual problems those are being experienced by
today’s organizations.
4. To understand the challenges of knowledge transfer / co-creation in client-consultant interactions.
You will be required to complete several activities in order to achieve the identified objectives:
Project 1: Ericsson
Ericsson Order Fulfillment Data Entry Optimization
Project 2: Ericsson
Ericsson Work Authorization Process Optimization
Project 6: IRMAT
Business Education Quality in India
November 05 2009
* Peer Evaluations (to be completed at the end of the final class meeting)
All group members are expected to do their fair share of work on the assignments. Fortunately, in about 85 to 90 percent of the
groups this is not the case. Unfortunately, that leaves (historically) approximately 10-15 percent of the groups in which inequities
occur. Since I do not know which groups have such a problem, I will use peer evaluations for all groups. For such a system to work,
everyone must be honest and fair. First, if a group member(s) is making only a nominal contribution and/or is overly difficult to work
with, the other group member(s) may expel them/her/him from the group and this individual must complete the assignment
individually within two weeks after the due date. Second, all groups members should assign a certain points to themselves and to
other group members based on the following three dimensions:
1. Contribution (this includes data collection and time spend on constructive discussions)
2. Command over the subject matter
3. Team work
A final grade-multiplier will calculated based on the total points every individual gets from self and other group members.
EXAMPLE: You should start with a total point of 100 x (number of members in the group). If your group has 8 members, start with
800 points. Distribute 800 points to your group based on the above three dimensions. If a person gets 100 each from every other
member including herself, then her grade-multiplier will be 1 (800/800 = 1). If another person gets a total of 780, then his grade-
multiplier will be 0.975 (780/800 = 0.975). If your total point is 900, then your grade-multiplier will be 1.125 (900/800 = 1.125).