DSO 599 HR and People Analytics

Semester Year (Fall 2021 – 2nd Half)

3 hours per week (1.5 unit class)

Instructor: Jeff Higgins

Office: TBD location
Class: Wednesday, 6:30 PM – 9:30 PM
Phone: (714) 612-9897
Email: [email protected]
[email protected]

COURSE DESCRIPTION
This course provides students with an introduction to and practical applications in HR analytics also
known as human capital analytics or people analytics. The course will educate on emerging practices
and techniques used to acquire data, analyze, predict and finally solve questions and challenges
confronting organizations of all sizes and sectors today. Students will learn about human capital
measurement and metrics, predictive analytic tools and methods, human capital reporting standards,
frequently used metrics, core analytic study methods to acquire, analyze, predict and create a data
driven solution/business case with advanced visualization and storytelling. Students will use data to
solve common business problems faced by real organizations, performing root cause analysis,
creating and using simple and advanced predictive analytic models as well as learn to use basic
financial modeling and costing techniques essential to quantify/capture return on investment (ROI).
Students will use various software tools to enable data analysis, modeling and statistical as well as
financial analysis in diagnosing and solving business problems.

The course will feature and use the case study method to facilitate learning and practical application
in both lecture and exercise format. Case studies will include a wide variety of real-world industries
and companies including Google, Starbucks, Jet Blue Airways, Public Storage, Union Bank, UPS,
Target stores, Southern California Edison, Taco Bell and others.
This course serves to help students not only use advanced analytic techniques and technologies but to
create a winning business cases and story using data that links to business financial impact and ROI.

COURSE OBJECTIVES
Upon successful completion of this course, students will be able to:
1. Develop problem solving skills using quantitative methods to analyze, segment and perform root
cause analysis to answer complex business questions about human capital using HR, operational
and financial data via case studies, group exercises and survey quizzes.
2. Understand emerging data and metric standards in HR and human capital as well their
application, integration and impact upon financial and business outcomes with real-world HR and
talent issues and available data in organizations today. (tested)
3. Learn when and how to segment, test, and apply simple and advanced metrics to transform data
into intelligence for insight and prediction via case studies, group exercises and survey quizzes.
4. Work with visualization tools and data to build basic data models that deliver insight, solve
questions and tell stories (case studies, group discussion, team project)
5. Work with both simple and advanced software tools to analyze, test and model HR and workforce
data to quantify and improve business results using multiple variables
6. Use statistics together with financial modeling to show business impact and quantify ROI via case
studies and group exercises
7. Build a business case with data that tells a compelling story that top management will approve

COURSE MATERIALS
The course materials will utilize the following:

Optional Textbook:
1. The ROI of Human Capital Chapters 1-8, by Jac Fitz-Enz 2009

Required Readings (free to download):

2. Article; Building a Business Case: A How-To Guide, Higgins, 2018

3. Letter: State Street Global Advisors – Proxy Letter to Investors, Jan 2019
4. Sample ESG Company Annual Reports : ‘Allianz’, ‘Deutsche Bank’, ‘UPS’, ‘JNJ’
5. White paper report: Valuing human capital, Deutsche Bank Investment Research, Feb, 2019
6. Global Standards Document: ISO #30414 Human Capital Reporting Guidelines for human
capital reporting for internal and external stakeholders, 2018
7. Linking Human Capital to Business Performance, 2012

Required Tools and Online Resources;

8. Microsoft Power BI will be used for visualization, prediction and modeling as well as DAX
formulas and machine learning. Microsoft PowerBI is free to download. Free updates
provided by Microsoft. Students may also use Tableau if preferred.
9. Microsoft Excel will be used on a limited basis for analysis, modeling and visualization
10. SQL, Microsoft Access, Excel or similar data tools will be used for data manipulation,
integration and testing to connect to analysis and visualization tools i.e. Power BI and Excel
11. SOLVE™ human capital analytics software for select exercises and company case study data.
Free for educational use.
12. Blackboard – selected readings and case studies
13. Gaughan & Tiberti Library – selected readings

Supplementary Materials;
14. Beyond HR, the New Science of Human Capital, Boudreau-Ramstad, 2007
15. The Signal and Noise by Nate Silver, 2013
16. Outliers by Malcom Gladwell, 2008
17. MoneyBall: The Art of Winning an Unfair Game, Michael Lewis, 2003
18. Show Me the Numbers, Designing Tables and Graphs, Stephen Few, 2004

GRADING
Assignments Points % of Overall Grade
Class Participation 15 5%
Quiz 15 5%
Homework 55 20%
Team Project 100 35%
Final Exam 100 35%
TOTAL 285 100%
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CLASS PARTICIPATION
Contributing comments, thoughts, hypotheses, solutions, and good questions, presented in a
professional manner consistent with the environment in large highly professional organizations today.
Comments and input should be Relevant, Responsive, demonstrate analytical thinking and analysis,
value-add and most importantly clarity and conciseness.

Students will be critiqued on ‘best practices’ in communication clarity, ‘as if’ they were presenting to
organization top management in any given class sessions.

HOMEWORK
Homework will be assigned each week for required readings and at least 1 actual company case study
for individuals and teams to evaluate and interpret as homework. Students will be asked to discuss
and contribute in class as if presenting findings to management.

Students will also be asked starting in week 2 and future weeks to complete or build selected analytic
worksheets, tools or templates, to answer specific questions in terms of statistical relationships,
financial cost and ROI. Students will also be asked to identify key performance indicator metrics
(KPIs) that the organization should utilize as well as the relevant business impact of changes in select
KPIs to the organizations using case study and selected data from organizations.

TEAM PROJECT
Team projects will include 4-5 person teams conducting analysis of a real company human capital
data using actual current/historical data to analyze, quantify and solve key human capital questions
identified by company management. Teams will make a final presentation in class to management of
mock CFO’s. Use of volunteer companies who provide data will be requested. Teams will be
assigned by course instructor based on student background to diverse skills and capabilities.

Data and context for the team project will be provided by local area companies or by professor or
may be provided by student teams if approved in advance by instructor.

FINAL EXAM
Exams are recommended to be open book at the end of the course with limited resource documents
provided including a case study analysis as part of final exam. No internet access.

THE IMPORTANCE OF COURSE EVALUATIONS

The student course evaluations are valuable. This course is continuously improved, based on
feedback from students and instructor observations.

EMERGENCY PREPAREDNESS

In case of a declared emergency if travel to campus is not feasible, the USC Emergency Information
web site (https://emergency.usc.edu/) will provide safety and other information, including electronic
means by which instructors will conduct class using a combination of USC’s Blackboard learning
management system (blackboard.usc.edu), teleconferencing, and other technologies.

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COURSE OUTLINE AND ASSIGNMENTS

Topics/ Readings and Deliverables with Due

Daily Activities Homework Dates
Week 1 - HR and human capital #1(chapter 1-2) #3, #4, #5, class participation, review,
analytics defined, levels of #6, #9, #11, #18, Scofield case study interpretation,
analytics, - HR standards to Financial Turnover case team case study analysis –
measure and report workforce study(2005), Starbucks in class
data Coffee store level survey
- Basics for building a and analysis case study, -Project Team formation
business case - other assigned readings
Week 2 - Tools for analysis, what the #1(skim chapter 3, read 4) -Homework, Excel worksheet
world uses #4, #8, #10, #11, HP simple analytic forecasting
- The talent management life Scorecard case study -HP Scorecard team
cycle exercise, Southeast Asia whiteboard exercise
- Metrics, Key Performance Property Performance -Tool, SOLVE Metrics
Indicators (KPIs) and Scorecard case study, online handbook
Scorecards -PowerBI video’s -Download PowerBI
- Intro to Forecasting -other assigned readings desktop version
-Project Teams finalized
Week 3 - Using questions to create & #1(skim chapter, 5 read 6) -Project team projects
show value with analytics #2, #10, #11, Service Corp. selected
- Building a business case, International ROI of sales -Business case homework
practical application, present a training case study 2010, team presentations
compelling story Public Storage turnover -Metrics Quiz
- Opportunity sizing, case study (2018), -Play with PowerBI sample
sensitivity analysis, variance -PowerBI video’s dataset
analysis -other assigned readings -Tool SOLVE™ workforce
- Using advanced analytic intelligence system
tools to solve business issues
Week 4 -Transforming data into #1(chapter 7-8) #3, #4, #6, -Quiz
business intelligence – #7, #8, #10, #11, #15, #16, -PowerBI homework, simple
segmentation, cohort analysis, National Cancer Institute metrics analysis
outliers case study (2016), UPS case -PowerBI presentation
-Designing and populating study (2013), practice
dashboards, best practices -PowerBI videos
-Presentation best practices -other assigned readings
-HR standards, A deeper dive
Week 5 -Interpreting analytic results, #1(chapter 6 Human -PowerBI homework, simple,
statistics vs financial modeling Capital Value Index) #5, #6, vs. advanced analysis,
-When to use statistics, when #7, #9, #10, #11, #13, examples of statistics vs
to use financial modeling BioTech workforce financial modeling
-Quantifying workforce productivity case (2014) -Intro to workforce
productivity JetBlue employee NPS productivity and What-If
-Linking business strategy to engagement (2012) case Modeling
key questions, metrics/KPIs -PowerBI videos
-other assigned readings

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 Week 6 -Visualization, presentation, #2, #7, #8, #9, #10, #11, Team project initial review.
storytelling with data #14, #15, #18, Virgin Pulse -Visualization tools
-Powerful visuals, impactful study, ROI of wellbeing, homework (PowerBI
metrics, business intelligence (2019) Snohomish County recommended)
(root cause, drivers, predictive, workforce planning case -In class work, advanced
prescriptive) study(2017), ABMed China modeling, prediction and
-Team project review, practice forecasting labor cost case optimization
presentations
Week 7 -Advanced modeling analysis #6, #7, #8, #9, #10, #11, -Homework, advanced
and testing to optimize results workforce productivity and modeling, prediction and
-Team Analysis Project case studies, Union Bank optimization
presentations location talent optimization
and expansion case -Team Project Presentation
due
Week 8 Final Exam Final Exam, TBD

STATEMENT ON ACADEMIC CONDUCT AND SUPPORT SYSTEMS

Academic Conduct:
Students are expected to make themselves aware of and abide by the University community’s standards of
behavior as articulated in the Student Conduct Code. Plagiarism – presenting someone else’s ideas as your
own, either verbatim or recast in your own words – is a serious academic offense with serious
consequences. Please familiarize yourself with the discussion of plagiarism in SCampus in Part B, Section
11, “Behavior Violating University Standards” policy.usc.edu/scampus-part-b. Other forms of academic
dishonesty are equally unacceptable. See additional information in SCampus and university policies on
scientific misconduct at http://policy.usc.edu/scientific-misconduct.

Support Systems:

Counseling and Mental Health - (213) 740-9355 – 24/7 on call

studenthealth.usc.edu/counseling
Free and confidential mental health treatment for students, including short-term psychotherapy, group
counseling, stress fitness workshops, and crisis intervention.

National Suicide Prevention Lifeline - 1 (800) 273-8255 – 24/7 on call

suicidepreventionlifeline.org
Free and confidential emotional support to people in suicidal crisis or emotional distress 24 hours a
day, 7 days a week.

Relationship and Sexual Violence Prevention and Services (RSVP) - (213) 740-9355(WELL), press
“0” after hours – 24/7 on call
studenthealth.usc.edu/sexual-assault
Free and confidential therapy services, workshops, and training for situations related to gender-based
harm.

Office of Equity and Diversity (OED)- (213) 740-5086 | Title IX – (213) 821-8298
equity.usc.edu, titleix.usc.edu

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Information about how to get help or help someone affected by harassment or discrimination, rights
of protected classes, reporting options, and additional resources for students, faculty, staff, visitors,
and applicants. The university prohibits discrimination or harassment based on the
following protected characteristics: race, color, national origin, ancestry, religion, sex, gender,
gender identity, gender expression, sexual orientation, age, physical disability, medical condition,
mental disability, marital status, pregnancy, veteran status, genetic information, and any other
characteristic which may be specified in applicable laws and governmental regulations. The
university also prohibits sexual assault, non-consensual sexual contact, sexual misconduct, intimate
partner violence, stalking, malicious dissuasion, retaliation, and violation of interim measures.

Reporting Incidents of Bias or Harassment - (213) 740-5086 or (213) 821-8298

usc-advocate.symplicity.com/care_report
Avenue to report incidents of bias, hate crimes, and microaggressions to the Office of Equity and
Diversity |Title IX for appropriate investigation, supportive measures, and response.

The Office of Disability Services and Programs - (213) 740-0776

dsp.usc.edu
Support and accommodations for students with disabilities. Services include assistance in providing
readers/notetakers/interpreters, special accommodations for test taking needs, assistance with
architectural barriers, assistive technology, and support for individual needs.

USC Support and Advocacy - (213) 821-4710

uscsa.usc.edu
Assists students and families in resolving complex personal, financial, and academic issues adversely
affecting their success as a student.

Diversity at USC - (213) 740-2101

diversity.usc.edu
Information on events, programs and training, the Provost’s Diversity and Inclusion Council,
Diversity Liaisons for each academic school, chronology, participation, and various resources for
students.

USC Emergency - UPC: (213) 740-4321, HSC: (323) 442-1000 – 24/7 on call
dps.usc.edu, emergency.usc.edu
Emergency assistance and avenue to report a crime. Latest updates regarding safety, including ways
in which instruction will be continued if an officially declared emergency makes travel to campus
infeasible.

USC Department of Public Safety - UPC: (213) 740-6000, HSC: (323) 442-120 – 24/7 on call
dps.usc.edu
Non-emergency assistance or information.

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 Appendix I. MARSHALL GRADUATE PROGRAMS LEARNING GOALS

How DSO 599 Contributes to Marshall Graduate Program Learning Goals

Marshall Graduate Program Learning Goals DSO 599 Assessment
Objectives that Method*
support this goal

Learning Goal #1: Develop Personal Strengths.

Our graduates will develop a global and entrepreneurial
mindset, lead with integrity, purpose and ethical perspective,
and draw value from diversity and inclusion.
1.1 Possess personal integrity and a commitment to an #1,#2,#3,#4,#6 team project,
organization’s purpose and core values. peer
evaluation
1.2 Expand awareness with a global and entrepreneurial mindset, #1, #3 team project,
drawing value from diversity and inclusion. peer
evaluation,
class
participation
1.3 Exhibit awareness of ethical dimensions and professional #1,#3,#7 team project,
standards in decision making. peer
evaluation

Learning Goal #2: Gain Knowledge and Skills.

Our graduates will develop a deep understanding of the key
functions of business enterprises and will be able to identify
and take advantage of opportunities in a complex, uncertain
and dynamic business environment using critical and
analytical thinking skills.
2.1 Gain knowledge of the key functions of business enterprises. #1,#2,#3,#4,#5,#6,#7 homework,
team project,
exams
2.2 Acquire advanced skills to understand and analyze significant #1,#2,#3,#4,#5,#6,#7 homework,
business opportunities, which can be complex, uncertain and team project,
dynamic. exams
2.3 Use critical and analytical thinking to identify viable options #1, #2, #3, #4 class
that can create short-term and long-term value for organizations participation,
and their stakeholders. homework,
team project,
exams

Learning Goal #3: Motivate and Build High Performing Teams.

Our graduates will achieve results by fostering collaboration,
communication and adaptability on individual, team, and
organization levels.
3.1 Motivate and work with colleagues, partners, and other #1,#3,#4,#6,#7 class
stakeholders to achieve organizational purposes. participation,
homework,
team project,
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3.2 Help build and sustain high-performing teams by infusing #1,#3,#4,#6,#7 class
teams with a variety of perspectives, talents, and skills and participation,
aligning individual success with team success and with overall homework,
team project,
organizational success.
exams
3.3 Foster collaboration, communication and adaptability in #7 class
helping organizations excel in a changing business landscape. participation,
homework,
team project,

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 Appendix II

SAMPLE PEER EVALUATION FORM

Please identify your team and team members for the ____ Project(s) that you worked on. Then rate
all your team members, including yourself, based on the contributions of each team member for the
selected assignment according to the criteria listed below. On a scale of 0 – 5 with 0 = does not meet
expectations, 1 = somewhat meets expectations, 2 = mostly meets expectations, 3 = meets
expectations, 4 = exceeds expectations, 5 far exceeds expectations. Rate each person on each of the
five criteria. Lastly, add up the points for each person with the maximum number of points for each
person being 25. In the box below, describe the exact contributions of each team member, including
yourself.

Team Members/ Team Team Team Yourself

Assessment Criteria of Team Member 1 Member 2 Member 3
Contributions

1. Creativity, Insight,
Role Performance
2. Teamwork, Assists Team
Members, Listening, Discussing
3. Technical/Analytics Skills and
Contribution
4. Research and
Information Sharing
5. Project and Time Management

Total

Contribution details:

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 Appendix III

SAMPLE CLASS PARTICIPATION STATEMENTS

Class participation is an extremely important part of the learning experience in this course as the
richness of the learning experience will be largely dependent upon the degree of preparation by all
students prior to each class session.

A course that incorporates the frequent use of case analyses to illustrate the practical application of
concepts and practices requires the student to diligently and thoroughly prepare cases and actively
offer the results of the analyses and conclusions derived as well as recommendations during each
class session. My expectation and that of your classmates are that you are prepared for all classes
and will actively participate in and meaningfully contribute to class discussions.

In-class participation is also a critical part of this course’s learning experience. Cold calling may take
place to encourage active participation and to gain multiple perspectives and points of view, thus
lending itself to the richness of the learning experience. In-class participation grading will be based
on students’ demonstrated willingness to participate and the quality of the comments expressed,
rather than quantity. While some students are far more comfortable than others with class
participation, all students should make an effort to contribute meaningfully.

Students will offer their opinions in group settings many times in their careers; thus, class
participation serves to prepare students for this business experience.
The evaluating of in-class participation is based on the following:

• Relevance – Does the comment or question meaningfully bear on the subject at hand?
Irrelevant or inappropriate comments can detract from the learning experience.
• Responsiveness – Does the comment or question connect to what someone else has said?
• Analysis – Is the reasoning employed consistent and logical? Has data from course materials,
personal experience, or general knowledge been employed to support the assertions/findings?
• Value – Does the contribution further the understanding of the issues at hand?
• Clarity – Is the comment concise and understandable?

During class sessions, I frequently assume the role of a facilitator to encourage a discussion that
includes perspectives from a variety of viewpoints and, secondly, to help pull together prevailing
analyses and recommendations. The direction and quality of a discussion is the collective
responsibility of the class.

For each in-class session two (2) points will be awarded to a student for relevant and meaningful
participation, one (1) point for modest contributions to the class and zero (0) points for no
participation or absence.

To underscore the importance of participation, 10 percent of the course grade or 10 of 100 points are
allocated to class participation.

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Class Participation—Behavioral Anchor Rating Scale:

Excellent Performance
• Initiates information relative to topics discussed
• Accurately exhibits knowledge of assignment content
• Clarifies points that others may not understand
• Shares personal experiences or opinions related to topic
• Offers relevant / succinct input to class
• Actively participates in class exercises
• Demonstrates ability to apply, analyze, evaluate & synthesize course material.
• Demonstrates willingness to attempt to answer unpopular questions
• Builds on other students’ contributions

Average Performance
• Participates in group discussions when asked
• Demonstrates knowledge of course material
• Offers clear, concise, “good” information on class assignments
• Offers input, but tends to reiterate the intuitive
• Attends class regularly

Unacceptable Performance
• Fails to participate even when directly asked
• Gives no input to discussions
• Does not demonstrate knowledge of the readings
• Shows up to class: does nothing
• Distracts group / class
• Irrelevant discussion

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