成人大片

This course will be delivered by Prof. Dennis Jaffe.

For over 40 years, Dr. Dennis Jaffe has been one of the leading architects of the field of family enterprise consulting. As both an
organizational consultant and clinical psychologist, he helps multi-generational families to develop governance practices that build the
capability of next generation leadership and ensure ongoing capability of financial organizations and family offices to serve their family clients.

Dennis’s work with families helps inform his training of financial advisors and wealth managers about the knowledge and skills needed to serve their client families. He is an acclaimed speaker and workshop leader in programs for business families and financial service firms.  For 35 years, Dennis was professor of Organizational Systems and Psychology at Saybrook University in San Francisco, where he is now professor emeritus. He received his B.A. in Philosophy, M.A. in Management and Ph.D. in Sociology from Yale University.

芒聙聥He is the creator of several widely-used tools to help families learn about themselves and constructively grow across generations. The Values Edge, uses a deck of cards to help individuals and families create personal and organizational values pyramids. The on-line Family
Enterprise Assessment Tool, enables multi-generational business families to understand the current status of their family dynamics and enterprise, and explore their areas of difference.芒聙聥

This course is offered at the 成人大片 campus and is delivered using a blended learning approach.

Specifically, this course is delivered through a combination on online activities (webinars, discussion board) with face-to-face intensive classes (3 day back-to-back intensive 9am-4pm).

Legal, financial, business and psychological advisors are all called upon to understand and help with the challenges facing a family moving through generations with a family enterprise or other forms of shared assets. To succeed as a business and as a family, such
families need special help to understand and work effectively. While each professional discipline works in its own way, an advisor also must understand the broad nature of this complex family/business/financial enterprise, and work with some special challenges arising from the combination of family and business systems and the differences between a family and a business. Many advisors find that they cannot be helpful, or that their suggestions fall flat due to the consequences of family dynamics that undermine their work.

This course offers advisors a foundation for working with such complex entities, and some tools and practices for engaging and helping such a family. The skills gained in this course will expand the professional skills of an advisor to make a difference to the family and assist them in achieving their economic and non-economic wealth objectives.

On successful completion of this course students will be able to:

1. Describe the complex nature of advising business families compared to other types of clients and explain why (and in what ways) advisors may need to adapt their role, acquire new skills and/or work with other advisors as a team to assist such clients to achieve their economic and non-economic wealth objectives;
2. Assess family dynamics, their effects and potential challenges for the family enterprise, and be able to organize and chair family meetings to facilitate communication, understanding and discussion / resolution of such issues in conjunction with other relevant advisors;
3. Design a consulting project plan that addresses all the components of advising business families (contract and terms of reference, diagnosis, action planning, implementation and completion / review).

Given the nature of this course, there is no single text which is suitable.

As a consequence, this course uses a range or readings from a variety of resources (chapters from relevent textbooks, academic and practitioners articles). These are made available through the course's MyUni webpage.

The following texts are great resources for advisors to business families:

• Carlock, R. S., & Ward, J. L. (2010), When family businesses are best, New York: Palgrave Macmillan.

• Hilburt-Davis, J. and Dyer, W.G. (2002), Consulting to Family Businesses, Wiley.

• Poza, E. J., & Daughtery, M. S. (2014). Family Business. South-Western Cengage Learning.

• Smith, N. (2017), Advising the Family-Owned Business, Briston: LexisNexis. (particularly for Accountants and Lawyers)

This course is delivered using a belended-learning approach. As a consequence, some of the activities and tasks will be undertaken online. This includes postings to the course's online discussion board, accessing the course materials (slides, notes and assignments) via the course website, and participation in online webinars (when scheduled / required).

This course is offered at the 成人大片 campus and is delivered using a blended learning approach. Specifically, this course is delivered through a combination on online activities (webinars, discussion board) with face-to-face intensive classes (3 day back-to-back intensive 9am-4pm).

The university expects full-time students (i.e. those taking 4 courses in a study peiod) to devote a total of 48 hours per week to their
studies. This means that you are expected to commit approximately 12 hours of study per week which may consisit of time spent undertaking required reading, participating in the online discussion board, undertaking prescribed exercises and assessment tasks, and attending face-to-face classes and / or webinars.

Module	Topic
1	Advising 101 and Advising Business Families        Special Nature of Family Enterprise Advisor Roles Activity: Defining your role with a client General Competencies Needed by Family Advisors Assessing your competences Case Discussion: Bull in a China Shop
2	Family Dynamics: Psychology of Money and Wealth Genograms: Understanding the Family System Activity: Drawing your genogram Meaning of Wealth Activity: Money messages Developing “Capital” for the Family Bank Assessing family capital
3	Assessing the Family Enterprise System Entry to the Family as a Trusted Advisor       Family Assessment Interviews  Activity: Initial interview practice·        Areas of Assessment·        Two Axis Model  Activity: Placing your clients on the 2-axis continuum Activity: Presenting to a family
4	The Family Consulting Engagement·         Phases of a Consulting Engagemento   Case: The Aldersons—Becoming a Financial Family·        Conducting Family Meetings  Activity: Setting up a family meeting Family Work Sessions
5	Communication: Resolving Family Conflict·         Building Family Communication·        Stages of Effective Communicationo   Activity: Sending a clear message about concerns Conflict Resolution: Having Difficult Conversations Activity: Setting up a conflict resolution conversation
6	Current Issues and Case Studies Cesaroni, F. M., & Sentuti, A. (2017). Family business succession and external advisors: the relevance of ‘soft’issues. Small Enterprise Research, 24(2), 167-188.  Houshmand, M., Seidel, M. D. L., & Ma, D. G. (2017). The Impact of Adolescent Work in Family Business on Child–Parent Relationships and Psychological Well-Being. Family Business Review, 30(3), 242-261. Strike, V. M., Michel, A., & Kammerlander, N. (2017). Unpacking the Black Box of Family Business Advising: Insights From Psychology. Family Business Review, 0894486517735169.

Assessment Task	Task Type	Weighting	Learning Outcome
Participation	Formative	10%	LO1, LO2
Exercises	Formative	30%	LO1, LO2, LO3
Case study Assignment	Formative	30%	LO1, LO2, LO3
Personal Learning Plan	Summative	30%	LO1, LO2

Participation (10%)
In order to provide students the opportunity to demonstrate an understanding of the concepts and prescribed readings and encourage peer-to-peer learning, 10 percent of assessment will be based on class participation (both to online discussion board and during the face-to-face intensives). When determining participation marks, the course co-ordinator will be taking the following into account:

• Comes prepared to face-to-face intensive classes;
• Contributes ideas: adds new ideas, suggests new connections, raises relevant issues;
• Asks questions of clarification: re concepts, terminology, expectations;
• Facilitates peer interaction: builds on others’ ideas, provides constructive feedback;
• Expresses ideas clearly: ideas are understood by others, pace and volume appropriate.

Exercises (30%)
During the course, there are a number of exercises that students are required to either submit to the online discussion board for constructive feedback (by course co-ordinator and fellow students) or present in front of class during the face-to-face intensives (e.g role plays). Each of these activies are graded by the course coordinator during the timester. The purpose of these activities is to provide students with the opportunity to demonstrate an understanding of the concepts and prescribed readings and encourage peer-to-peer learning.

Case study assignment (30%)
To be undertaken in groups of up to three students and submitted online as a report, the purpose of this assignment is to provide students the opportunity to demonstrate an understanding of the application of the advising process to the family enterprise context. In preparing a report on a 'real-life' case study scenario, students will have opportunities to demonstrate their ability to clarify who is the client, reconcile the family's request with that of the underlying issues, assess the nature of family dynamics and the family's psychology of wealth, clarify their role in the advising process and whether engagement with other advisors is required based on undertaking a two-axis model assessment. Students will also have teh opportunity to outline a plan for the consulting engagement and how they would involve the family in this process.   

Personal learning plan (30%)The Personal Learning Plan (PLP) provides students with the opportunity to identify what they have learnt from the course and determine how they can incorporate these learnings into their advisory role / practice. The PLP builds on exercises undertaken during the course (e.g. assessing your competencies), and encourages students to articulate the next steps (strategies) required in order the goals they have as an advisor to business families. 

The Case study assignment and Personal Learning Plan will be submitted electronically using the link provided in the course website.

Exercises will be either posted to the online discussion board or presented in class.