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Course Description
An old saying holds that "there are many more good ideas in the world than good ideas implemented." This is a case-based introduction to the fundamentals of effective implementation. Developed with the needs and interests of planners but also with broad potential applicationin mind, this course is a fast-paced, case-driven introduction to developing strategy for organizations and projects, managing operations, recruiting and developing talent, taking calculated risks, measuring results (performance), and leading adaptive change, for example where new mental models and habits are required but also challenging to promote. Our cases are set in the U.S. and the developing world and in multiple work sectors (urban redevelopment, transportation, workforce development, housing, etc.). We will draw on public, private, and nonprofit implementation concepts and experience.
Intensive Workload
In addition to our 3.5 hours of class time per day (including a 20 minute stretch/snack break), native English speakers should expect to spend at least 3-4 hours per day, and non-native speakers more time, preparing well for the next day's discussions.
Format
The course emphasizes case-method discussion of core implementation problems, concepts and their application. This is distinct from lecture/Q&A-based learning or experiential learning (such as through role plays or other simulation exercises). In standard case-method learning, the cases are not "case studies" that present answers following from analysis someone else has done (and presented to you on the page). Discussion cases or "teaching cases" present realworld events and decision problems and challenge you, with help from supplementary concept readings and other materials, to do the analysis and consider options for action. We will do about 9 cases in 5 days, covering a wide range of problems and concepts. So a typical class will cover one case in the first 80 minutes, provide a 20 minute break to snack and chat a bit, and then a second 80 minute case discussion.
My expectation is that you will each participate actively in class discussion, which includes responding to my questions, generating your own questions and insights about the material, and responding to each other's ideas as well. Our learning together depends on mutual respect, curiosity, active listening, and critical thinking by all of us. But reviewing and thinking about the material in advance is essential: I expect that anyone in the class would be prepared to start our discussion on any given day, for example, if asked to respond to my first questions about the case.