capstone project for human resources

18+ Stunning  MBA HR Project Topics For Students In 2023

In the world of Human Resources, an MBA HR project is your bridge from theory to real-world practice. This blog discusses what MBA HR projects are and why they matter for students looking to enter the HR field.

Selecting the right MBA HR project topic is crucial, as it shapes your learning experience and future HR career. We will emphasize the importance of this choice and offer helpful tips for making the right decision.

We’re excited to provide you with a list of 18+ engaging MBA HR project topics suitable for 2023 students. In addition, we will point out common mistakes to avoid in your HR projects, ensuring your career in Human Resources is as smooth as possible. 

So, stay tuned with us to know the MBA HR project topics. 

What Is An MBA HR Project?

Table of Contents

An MBA HR project is a special task or assignment that students pursuing a Master of Business Administration degree with specialization in Human Resources (HR) management are required to complete. It serves as a crucial component of their academic curriculum.

In this project, students typically select a specific HR-related topic, issue, or problem within an organization and conduct research to analyze and address it. They gather data, evaluate HR strategies, and propose solutions to improve HR practices. These projects help students apply their classroom learning to real-world HR challenges, developing their problem-solving skills and enhancing their understanding of HR management. This practical experience is valuable in preparing students for careers in human resources.

Importance Of Choosing The Right MBA HR Project Topic

Here are some importance ways to choose the right MBA HR project topic: 

1. Relevance to Career Goals

Selecting the right MBA HR project topic is essential because it should align with your future career aspirations. When you choose a project related to your intended HR field, it provides practical experience and knowledge that directly benefits your career prospects. For instance, if you want to work in HR recruitment, focusing on a project about talent acquisition strategies would be more beneficial than one on employee benefits.

2. Real-World Application

Picking a relevant project topic ensures that you work on real HR challenges faced by organizations. This practical experience allows you to apply your classroom learning in a meaningful way. It prepares you to handle similar HR issues in your future job and demonstrates your problem-solving skills to potential employers.

3. Interest and Motivation

A well-suited project topic should spark your interest and motivation. When you’re passionate about the subject, you are more likely to invest time and effort into the project, leading to better results. If you’re genuinely engaged with your project, it can also make the learning experience more enjoyable.

4. Contribution to Knowledge

Choosing the right project topic can also contribute to the overall knowledge base in the HR field. A well-researched project can provide insights and solutions to HR problems, benefiting both academia and industry. It can be an opportunity to make a meaningful impact in the HR community.

5. Networking and Collaboration

The choice of your MBA HR project topic can also influence your networking opportunities. If you select a topic that is relevant and interesting to professionals in the HR field, it can open doors for collaboration, mentorship, and potential job offers. Getting in touch with experts in the field you’re interested in can be very helpful for your future job.

Tips For Choosing A Good MBA HR Project Topic

Here we will provide some of the best tips for choosing a good MBA HR project topic:

Tip 1: Consider Your Interests

When selecting a topic for your MBA Human Resources capstone project, give some thought to what actually interests you. Choosing a subject for which you have a strong interest will help you stay motivated and involved throughout the duration of the project. Your work will be enhanced by the energy that you put into it.

Tip 2: Relevance to Your Career Goals

Ensure that the project topic aligns with your career aspirations in HR. It should provide skills and knowledge that are directly applicable to the job you want. For example, if you aim to work in HR recruitment, select a topic related to talent acquisition or hiring strategies.

Tip 3: Industry and Organization Focus

Think about the specific industry or type of organization you want to work in after your MBA. Your project should reflect the HR challenges and trends in that sector. For instance, if you plan to enter the healthcare industry, focus on HR issues in healthcare organizations.

Tip 4: Feasibility and Resources

Consider the resources available to you for your project. Make sure your chosen topic is feasible within the constraints of your program and available data. It’s important to select a topic that you can research effectively and within the given timeframe.

Tip 5: Seek Guidance

Don’t hesitate to seek guidance from professors, mentors, or industry professionals. They can give you useful information and ideas for project themes. Their expertise can help you identify a topic that’s not only interesting but also relevant and researchable.

18+ Stunning  MBA HR Project Topics For Students In 2023

We are going to discuss 18+ Stunning  MBA HR Project Topics For Students In 2023:

I. HR Strategy and Planning

In this section, we provide some of the best projects on HR Strategy and Planning: 

Project 1: Strategic Workforce Planning for Organizational Growth

This project entails an in-depth analysis of the existing workforce, including skills, experience, and future potential. It aims to identify potential gaps in talent and create a strategic plan to ensure the organization has the right people in place to meet its growth targets. The plan includes workforce segmentation to understand skill needs, succession planning to groom future leaders, and scenario analysis to be prepared for various organizational trajectories.

Project 2: Diversity and Inclusion Strategy Implementation

This initiative centers around developing and executing a comprehensive diversity and inclusion strategy within the organization. It involves setting clear diversity goals, creating an inclusive culture, and measuring progress over time. The project encompasses targeted recruitment practices to diversify the workforce, the establishment of employee resource groups, and ongoing diversity training to foster a more inclusive workplace.

Project 3: HR Technology Roadmap

This project is focused on evaluating and optimizing the organization’s HR technology stack. It begins with a thorough assessment of the current systems, identifies gaps in functionality, and opportunities for automation. After that, a technology roadmap is made, which includes choosing and putting in place new HR tools to make HR work easier, more efficient, and better for employees overall.

II. Talent Management

In this section, we provide some of the best projects on Talent Management: 

Project 4: High-Potential Development Program

This project identifies promising employees and provides them with a structured developmental path to prepare them for leadership roles. It includes mentorship, challenging assignments, and feedback mechanisms to nurture future leaders within the organization. The program is designed to fast-track the growth and capabilities of these high-potential individuals.

Project 5: Performance Management Redesign

The Performance Management Redesign project aims to overhaul the organization’s performance appraisal system. It involves setting clear performance expectations, introducing regular feedback mechanisms, and creating development plans for employees. This new approach is designed to balance the focus on employee growth and organizational performance, moving away from traditional annual reviews.

Project 6: Succession Planning and Leadership Pipeline

This project is dedicated to identifying and grooming potential successors for key leadership positions. It involves creating a leadership pipeline, implementing mentoring and training programs, and ensuring a smooth transition in the event of leadership changes. The goal is to build a robust and well-prepared leadership team.

III. Learning and Development

In this section, we provide some of the best projects on Learning and Development: 

Project  7: Digital Learning Transformation

This project focuses on transitioning from traditional, classroom-based training to digital learning platforms. It encompasses the development of e-learning content, the deployment of interactive e-learning tools, and the creation of personalized learning paths to offer employees more flexible and engaging learning opportunities.

Project 8: Skills Assessment and Gap Analysis

The Skills Assessment and Gap Analysis project involves evaluating the current skill set of the workforce more often than not using a skill assessment software , identifying skill gaps, and developing a tailored learning and development plan. It includes the creation of individual development plans for employees, offering relevant training programs, and implementing systems to track and measure progress.

Project 9: Managerial Training and Development Program

This project focuses on enhancing the leadership and managerial skills of employees across various levels. It includes designing and delivering training programs, implementing coaching and feedback mechanisms, and creating a comprehensive approach to build a strong and effective leadership team.

IV. Compensation and Benefits

In this section, we provide some of the best projects on Compensation and Benefits: 

Project 10: Total Rewards Redesign

The Total Rewards Redesign project involves a thorough reevaluation of the organization’s compensation and benefits structure to attract and retain top talent. It encompasses salary benchmarking to ensure competitiveness, the implementation of variable pay structures to reward performance, and the introduction of flexible benefits packages tailored to meet the diverse needs and preferences of employees.

Project 11: Equity and Inclusion in Compensation

The goal of this project is to deal with problems of pay equity and make sure that pay practices are fair. It includes conducting pay equity audits to identify and rectify disparities, revising compensation policies to enhance transparency, and implementing practices to ensure equitable compensation adjustments and promotions.

Project 12: Wellness and Well-being Programs

The Wellness and Well-being Programs project focuses on enhancing employee well-being through various initiatives. To help workers keep their physical and mental health in good shape, companies should create and run wellness programs, offer mental health support, and set rules for work-life balance. This will lead to a healthier and more engaged workforce.

V. HR Operations

In this section, we provide some of the best projects on HR Operations: 

Project 13: HR Process Automation

This project aims to streamline HR operations by automating routine and time-consuming tasks such as payroll processing, leave management, and employee onboarding. The project leverages technology solutions to enhance operational efficiency, reduce manual workload, and improve accuracy in HR processes.

Project 14: Employee Self-Service Portal Implementation

The Employee Self-Service Portal Implementation project focuses on empowering employees by providing a user-friendly portal for self-management of HR-related tasks. This includes accessing pay stubs, updating personal information, and requesting time off, which not only increases employee autonomy but also decreases administrative workload for HR staff.

Project 15: Data Analytics and HR Metrics Dashboard

This project centers on harnessing HR data for informed decision-making. It involves the implementation of HR analytics tools, data visualization, and the creation of a metrics dashboard that provides real-time insights into workforce trends. This enables HR professionals and leadership to make data-driven decisions and improve organizational performance.

VI. Emerging Trends in HR

In this section, we provide some of the best projects on Emerging Trends in HR: 

Project 16: Remote Work Policy Development

This project addresses the growing trend of remote work by developing clear policies and guidelines. It includes making clear what is expected of workers who work from home, setting rules for communication, and giving them the tools and technology they need to do their jobs well from home.

Project 17: AI and Machine Learning Integration in HR

This initiative explores the application of artificial intelligence (AI) and machine learning in HR functions. It involves the integration of AI-powered tools for tasks like resume screening, predictive analytics for workforce planning, and chatbots for handling routine employee inquiries, enhancing efficiency and effectiveness in HR operations.

Project 18: Agile HR Transformation

The Agile HR Transformation project, with the integration of Agile Poker for Jira , focuses on adopting agile methodologies within the HR department. It promotes cross-functional collaboration, continuous improvement, and adaptability to changing organizational needs. This approach allows HR to respond more quickly and effectively to evolving trends and challenges in the workplace, creating a more dynamic and responsive HR function.

Project 19: Workforce Mental Health and Well-being Initiatives

This project addresses the increasing awareness of mental health and well-being in the workplace. It means putting in place programs to help employees’ mental health, like stress management classes and easy access to mental health tools, and making a workplace culture that supports a balance between work and life and emotional health. With the changing landscape of work, this project helps organizations prioritize the mental health of their employees, leading to a more resilient and productive workforce.

Read More 

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• Mental Media Research Topics

Common Mistakes To Avoid In MBA HR Projects

These are some common mistakes that students must avoid in MBA HR projects:

1. Lack of Clear Objectives

A common mistake in MBA HR projects is not defining clear objectives. Without specific goals, your project can become unfocused and ineffective. To avoid this, set clear, achievable objectives from the start. For example, if your project aims to improve employee engagement , specify what you want to measure and how you plan to do it.

2. Neglecting Research

Some students skip thorough research when working on HR projects. This can lead to incomplete or inaccurate information, undermining the project’s quality. It’s crucial to gather relevant data, study HR best practices, and review existing research to make informed decisions.

3. Ignoring Practicality

Another mistake is proposing HR solutions that sound good in theory but are impractical in real-world settings. Consider the practicality of your recommendations within the context of the organization where your project is based. Your solutions should be feasible and adaptable.

4. Overcomplicating Language

Using overly technical or complicated language can hinder project understanding. Keep your project’s language simple and straightforward to ensure your audience, including professors and potential employers, can easily grasp your ideas.

5. Neglecting Feedback

A common error is failing to seek peer, mentor, or colleague feedback. Constructive feedback can help improve your project by identifying blind spots and potential improvements. Embrace feedback to refine your work and enhance your learning experience.

Understanding the significance of MBA HR project topics is essential. An MBA HR project isn’t just about meeting academic requirements; it’s a valuable opportunity to gain practical insights into human resources. Choosing the right topic is like setting the course for your future in HR. We have provided tips to help you navigate this decision-making process, ensuring your project aligns with your interests and career aspirations. 

Moreover, we have presented an exciting array of 18+ MBA HR project topics tailor-made for students in 2023. To excel in your MBA HR project, it’s equally crucial to be aware of and avoid common pitfalls. So, confidently embark on your HR journey, armed with the knowledge of MBA HR project topics, and make the most of this educational experience.

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5 Great Master’s in Human Resources Project Topics

• By Jamie B.
• Published July 23, 2019
• Last Updated December 8, 2022
• Corporate Importance of HR
• Employee Retention Strategies
• Diversity in the Workplace
• Worker Evaluation and Feedback Cycle
• Common HR Challenges

Before fulfilling all of the requirements needed to graduate, most students seeking a master’s degree in human resources will need to complete a capstone project. These are fairly complex and lengthy engagements that require in-depth research, analysis, and reporting on a specific, pre-approved topic. So, what are some of the best topics that could be explored?

1. Corporate Importance of HR

Looking into the importance of the human resource department to the company’s overall standing or performance is a great idea for a capstone project. This is because it has all the necessary criteria needed to make an outstanding report. First, it allows the student to conduct a large amount of research since this question is fairly common in the market. Then, it makes it easy to obtain first-hand insight from current HR operatives who can comment on the matter. Finally, it is easy to quantify as it can be depicted via productivity or even salary figures.

2. Employee Retention Strategies

According to Forbes , employee retention issues could lead to a long-term lack of talented workforce and higher hiring competitiveness in the market. For the unfamiliar, the retention of workers is defined as the firm’s ability to keep the same employees around for as long as possible. A lot of workplaces often fail to do so and see high employee turnover. A capstone project focused on this area could dissect the reasons why people leave their jobs and how such issues can be prevented. After all, most high-level HR leaders will have to answer similar questions as a part of their job.

3. Diversity in the Workplace

With the rise of globalization, one of the trends that has infiltrated into practically every industry on the planet is diversity. Just consider, for instance, the number of individuals who might be working somewhere far from home. The upbringing has fallen to the very bottom of the list of things that employees can consider when hiring someone. Instead, they are legally mandated to simply focus on the applicant’s skills and experiences. So, someone finishing their master’s degree in human resources with a capstone project on this topic could analyze assimilation strategies and intercultural communication.

4. Worker Evaluation and Feedback Cycle

One of the leading reasons for employees’ lack of abilities that are needed to do basic job duties in the absence of formal training and evaluation. Usually, the evaluation part of the process is missing as companies often do not have formal guidelines requiring everyone to be reviewed and given feedback. Fortunately, this gives HR students a great topic that could explore issues such as lack of guidance that facilitates high burnout rates. Burnout causes employees to quit. After all, both of those could cause a significant drop in the company’s success.

5. Common HR Challenges

Finally, one could always look into some of the most common challenges that are faced by the HR workers. These can include an overview of problems such as:

• lack of internal controls
• high employee turnover
• sky-rocketing dissatisfaction rates

Thus, the overall length of the project will not be too troublesome. The student can break down the engagement into a few different sub-sections with varying goals. Not to mention that doing research and first-hand interviews on these issues could be very interesting.

Related Resource: 20 Most Affordable Online Bachelor’s in Foreign Language

Of course, the list of great ideas goes on as the HR field is extremely broad and accounts for dozens of different job duties. Nonetheless, those finishing up a master’s degree in human resources and in need of a capstone project idea should look over the previously described five.

Chief Human Resources Officer (CHRO) Program

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Customized design for your success.

The CHRO Program is designed with the needs of busy executives in mind. You will learn through online sessions, including fireside chats and guest lectures from leading researchers and global industry leaders. The flexible format of the CHRO Program allows you to customize your learning journey for maximum career and business impact.

The self-paced modules provide the flexibility to accommodate learning between your busy work schedule. The program can be completed in 9 to 12 months as your schedule and program selections demand.

Interactive

A community learning experience with a limited cohort size facilitates weekly interactive discussions with peers, program coaches, faculty, industry speakers, and career advisors — allowing you to implement program learnings to real-world scenarios.

Transformative

The multimodular learning journey experience, including the capstone project, allows you to learn and grow as an executive while enabling you to develop impactful HR strategies to improve your personal and organizational goals.

What you will learn in the CHRO Program

The multimodular program will enable you to:

Investigate the application of human resources strategies to organizational approaches

Survey an organization’s human and social capital for competitive advantage

Relate talent approaches to succession planning and strategic workforce management with internal development and external hiring

Explore approaches for career development, hiring processes, and diversity

Consider effective principles and practices of leadership

Examine aspects of change management

Program highlights

Customize your learning journey with a choice of electives in topics aligned with your career goals.

Learn at your own pace with a weekly commitment of three to five hours of sessions and activities.

Glean insights from renowned faculty and industry experts who are at the cutting edge of innovation.

Network with accomplished peers from around the globe and gain new approaches to leadership.

Engage with your success coach to craft your learning journey through regular check-in sessions.

Benefit from experiential sessions combining theory with real-world case studies and apply learnings.

Meet multiple cohort peers, industry experts, and faculty during two days of on-campus networking.

Following successful completion of the program and subsequent open-enrollment programs, subject to further qualification criteria and additional tuition, you have a pathway to apply for Wharton alumni status.

The CHRO Program will enable forward-thinking executives like you to learn from a cutting-edge curriculum that reflects current industry trends. The program is organized into two components — 18 weeks of core modules followed by three online electives of six weeks each.

Capstone project

The capstone project provides a deeper dive into all that you have learned during the program. While leveraging concepts studied throughout the journey, it provides additional engagement with faculty and peers as well as an opportunity for further reflection on the challenges and opportunities you face. As part of the capstone project, you will apply program insights to an HR initiative and prepare an action plan for implementation while being guided by a learning facilitator.

Who is it for?

The  CHRO Program  is ideal for:

Chief HR officers or chief people officers who offer counsel to senior leadership or the board of directors

Senior HR leaders across talent, people management, compensation, employee engagement, performance, and operations who are steeped in the complexities of the HR functions

Program eligibility criteria include:

A minimum of 10 years of work experience

International exposure (preferred)

Fluency in written and spoken English

Hear from our participants

Meet the faculty

Academic Director for the CHRO Program, Wharton Executive Education; Xingmei Zhang and Yongge Dai Professor; Professor of Management, The Wharton School

Professor of Management, The Wharton School

Associate Professor of Management, The Wharton School

Professor of Management, Co-Director of the Mack Institute for Innovation Management, The Wharton School

Past speakers

Former Global Head of Talent at Bloomberg LP

Former CHRO, Yahoo! Inc and Southwest Airlines

Meet your success coaches

Success Coach

Allison Wright is an expert in talent management and organizational design and development. She is an experienced International Coaching Federation-certified coach. Over 20 ye...

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Pathway to Wharton alumni status

For more than 135 years, Wharton has been the place where visionaries, inventors, and trailblazers get their start. After completing the  CHRO Program  and subsequent open-enrollment programs, subject to further qualification criteria and additional tuition, you have a pathway to apply for Wharton alumni status.

Executives who successfully complete the  CHRO Program  have the option of applying to the  General Management Program (GMP) . The  GMP  provides further opportunity to enhance your leadership skills and business acumen with a flexible curriculum. The  CHRO Program  provides one credit towards the six required to complete the  GMP  and earn alumni status. More details on the  GMP  is available at  Wharton Executive Education .

Upon qualifying for Wharton alumni status, you will be eligible to receive:

Full access to become a member of 77+ Wharton alumni clubs

Invitation to attend future Wharton global alumni forums

A Wharton email address

Certificate

Earn a Wharton Executive Education digital certificate upon successful completion of the program. Alumni of the program get exclusive access to a wide range of professionals, events, and networking opportunities. Furthermore, you can also benefit from additional tuition assistance upon enrolling in further online programs from Wharton Executive Education.

Note: After successful completion of the program, your verified digital certificate will be emailed to you in the name you used when registering for the program. All certificate images are for illustrative purposes only and may be subject to change at the discretion of the Wharton School.

Please also note that participation in the Chief Human Resources Officer (CHRO) Program (a) will not result in a degree from, alumni status with, or earned credit at the University of Pennsylvania or the Wharton School (or, to Wharton’s knowledge, any other institution), (b) will not be recorded on a University of Pennsylvania or Wharton transcript, and (c) does not guarantee or suggest that a participant will be admitted to the University of Pennsylvania, the Wharton School, or to any other university or institution.

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Capstone Projects

Students in the Master of Science in Human Resource Management are required to take HR 689 Capstone & Applied Research Project course. Students develop and present a project plan or research proposal, allowing each student to apply the knowledge and skills they have gained through the program in real-world practical applications. Below are some examples of projects that students have completed.

Silver Hill Hospital

Talent lifecycle.

To improve all aspects of the talent life cycle, a complete review and update of all position descriptions is required. The process will require interactions with all the Hospital Directors. A complete review and update of all position descriptions.

Understand best practices and compliance issues for effective position descriptions. Development of accurate, complete and actionable position descriptions for all employee functions.

Project Deliverables

• Best practices for the development and proper use of effective position descriptions. 
• Development, recommendation and approval for position description template.
• Development of Protocol for interviewing Directors/Managers/Employees. 
• Conduct required interviews (in person or Phone/Video). 
• Draft position descriptions for all employee functions.

Stepping Stones Museum for Children

New hire onboarding program.

Develop a comprehensive Three Month New Hire Onboarding Program that provides employees with the necessary knowledge, skills, and behaviors needed to become effective and engaged contributor to the museum.

Conduct Best Practices review to determine and identify best practices for onboarding programs including length of program. Assess current processes. Align program created with our mission, culture and strategic plan 

• Recommend an onboarding process based on research of best practices. 
• Determine how to best roll out program. 
• Recommend strategies to obtain buy in from Senior Management. 
• Identify ways management can assist with onboarding. 
• Recommendations on training managers. 
• Develop a guide or checklist for Human Resources to track progress.

Timex Group

Training and learning initiative.

Training and Learning globally has been identified as a void across all business units at Timex in 2016, based on a global engagement survey. The HR team at Timex took on the initiative of building training and learning capability in 2017. A new cloud based LMS system, Bridge-Instructure, was launched in December, 2017 to 756 global users in 13 countries. It took a year to develop, with an excess of 165 specific courses in the LMS Library.

Increase buy-in and employee usage to at least 50%.

• Strategy to promote and culturally change learning for Timex Group employees while at the same time, increase usage of LMS globally. 
• High level implementation plan with recommendations and kept success factors.

City of Stamford Human Resources Reorganization Project

The Mayor of Stamford sought an organizational redesign of the Human Resource function for the City of Stamford that would facilitate desired changes in the Human Resources function 3 to 5 years from now.

Questions that were addressed include: Is the human resources function in the City of Stamford current in its size, approach and structure? Is the Human Resource Department managed properly? Where should the Human Resources Department be within the overall City structure?

The desire was to makes changes to the culture and structure of the Human Resource Department as a first step toward making changes to the culture of City Government in Stamford. The focus was on reinventing the structure, resources, services, and culture of human resources as a first step toward reinventing the structure, resources, services, and culture of Government functions Citywide. The Mayor saw the Human Resource Department as leading the cultural shift.

A number of critical issues were addressed, first in the Human Resource Department and then, eventually, in Government Services Citywide. These included the management of labor relations, managing the value city workers provide the city, proper training and development for all city workers but especially management level workers, and a focus on cutting edge talent management and performance management. 

The human resource function in the City of Stamford was dealing with a prospective transition that many not-for-profit and for-profit organizations deal with...namely a shift from a human resource function that is a cost center or a “cost of doing business” to a human resource function that is a strategic business partner within the organization. Strategic business partner can be viewed in two ways:  one, executing human resource functions more strategic, in line with the overall strategy of the organization, and, two, driving strategy formation and execution throughout the organization.  

Sacred Heart University, the Welch College of Business & Technology and Master of Science in Human Resource Management program:

• Benchmarked Human Resource functions of other comparably sized city governments, not-for-profit organizations, and for-profit organizations. 
• Developed a human resource strategy that moves the human resource function from a transactional, reactive model to a strategic, proactive model.
• Highlighted a performance management system and culture, developed a talent management system including a robust training and development function, and recommended cutting edge labor relations strategy.

LifeBridge Health Benefits Program Redesign Project

LifeBridge Community Services partnered with the Sacred Heart University, Masters of Science in Human Resource Management Capstone Research Class to address the dilemma many employers are facing relative to employer-sponsored health insurance. This project involved the development of a strategy to determine how to optimally offer medical insurance in the post Affordable Care Act (ACA) environment.

The MS-HRM Capstone team considered various options for offering medical insurance given the regulations in the ACA:

• Fully Insured – the employer pays a premium to a health insurance carrier to accept liability up to the limits defined within the plan and to administer claims payment.
• Self-Insured – the employer pays 100% of all medical claims. This option, when combined with a wellness component, is expected to perform well. However, the employer has to have the funds to support payment of all employee claims.
• Public Exchange – sole use of the public exchange, i.e., getting out of the business of offering health insurance to employees. However, the employer will pay a $2,000.00 federally mandated penalty for each employee enrolled in the public exchange.
• Private exchanges – use of a private exchange sponsored by a health insurance carrier, insurance broker, or other third party. Employees would choose from several options taking into consideration their medical needs and financial risk relative to deductible and co-pay options.
• Combination of self-insurance plus a consumer-driven private exchange – the employer may choose to pay medical claims (self-insure) up to a pre-determined threshold. Thereafter, the responsibility for claims payment belongs to the exchange.

The team also reviewed the entire ACA and noted additional consideration that Lifebridge needed to consider with regards to its health insurance redesign. The major additional consideration involved the “Cadillac tax” which will be implemented in 2018 for plans considered “benefit rich,” i.e., a 40% tax on premiums in excess of $10,200 for a single annual premium, and $27,500 for a family annual premium.

Fairfield County's Community Foundation

Fairfield County’s Community Foundation is in a period of change, moving from a traditional community foundation model to become more strategic and focused on community leadership work. As a small organization, we are limited in our ability to promote people, which could create a top-heavy organization. We also have limited funds for pay increases. We constantly seek ways to motivate and reward employees to ensure maximum engagement and productivity.

Sacred Heart University, the Welch College of Business & Technology & the MS-HRM Program:

Designed, develop, and implemented an employee engagement survey. The aim was to perform an initial survey, analyze the results, develop action plans to address any issues and establish a cycle for future surveys to measure progress.

The MS-HRM Capstone was chosen for the project so that the survey was administered by an outside group ensuring confidentiality, and that individual survey results were not shared with the Community Foundation.

The Capstone Team successfully:

• Gain an understanding of the Foundations mission, vision, values, strategic direction and human capital objectives.
• Researched best practices in performing employee engagement surveys.
• Developed survey questions to assess level of engagement.
• Administered the survey, collected and analyzed the results.
• Presented results to the Community Foundation’s Leadership Team and made recommendations to address areas in need of improvement.

Wakeman Boys & Girls Club

Wakeman Boys & Girls Club is a non-profit organization serving nearly 4000 youth in 1st-12th grade annually through 100 programs, leagues, camps, events, and drop in activities. Wakeman does not have a Human Resources Director or any policies/procedures for processes of recruiting, interviewing, hiring, evaluating, retaining, disciplining, and terminating employees.

The MS-HRM Capstone Team at Sacred Heart’s Welch College of Business & Technology:

• Developed and recommended guidelines of policies and procedures for the core HR processes. These guidelines were based on best practices for non-profit organizations, particular youth serving organizations, in accordance with State and Federal law.

The team researched and developed recommendations of policies and procedures for:

• A single employment application to replace three current applications used by the organization
• An interviewing guide for supervisors responsible for hiring personnel working in positions of youth development and positions of management
• A conducing references checklist
• An at-will employee agreement for new employees
• An employee performance management process
• A drug testing policy and procedure
• A discipline/termination procedure for employees in supervisory roles
• An identification of areas requiring variances for staff who are minors
• A review of volunteer management procures related to relevant HR area

The Affinion Group

Affinion, a global leader in loyalty and engagement solutions, designs, administers and fulfills loyalty and engagement programs that strengthen and expand the value of relationships for our leading clients around the globe.

The Affinion Group asked the MS-HRM Capstone Team to complete best practice review and determine appropriate framework to use when conducting and revamping all Affinion Global HR Policies and Practices. Once the appropriate framework was approved by Affinion, the Team matched current Global HR Policies and Practices into the framework and determined actions needed to align current state to future state. The aim was to develop a number of simple, clear and comprehensive new HR policies and practices as identified.

Child & Family Guidance Center

The Child & Family Guidance Center, is a child-centered, family-focused, and community-based agency that offers high-quality mental health care and behavioral supports to children under the age of 18 and their families.

The Center asked the MS-HRM Capstone Team to conducted extensive research on Performance Management Frameworks and Performance Appraisal formats and Systems. In order to provide recommendations and supporting material to support the implementation of a new Performance Management System to include the new Performance Appraisal. The implemented Performance Management System supported the alignment of organizational values and goals to the desired organizational and employee performance.

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Real-World Business challenges

In the Applied Management Research (AMR) field study, you’ll work on a team to address a challenge for a client organization. After a deep dive into research, you’ll present key insights and your recommendations. The Business Creation Option gives you the chance to work with a team of classmates to launch your own business. Students who participate in the Student Investment Fund (SIF) manage a $2 million fund, while visiting leading companies to learn about strategies and philosophies. The Anderson Strategy Group (ASG) is a capstone project that involves a commitment during your first and second years, and gives students focused on consulting a chance to work on and manage a project with classmates. Students who participate in the NAIOP Real Estate Case Competition earn capstone project credit through this six-month assessment of a local property, determining the highest and best use for real estate development. Finally, Anderson has partnered with XPRIZE and their Visioneers program to put students on the front line of designing XPRIZE competitions to address the world’s grand challenges.

In this field study, you’ll work in a team to address a challenge for a client organization. After a deep dive into research, you’ll present key insights and your recommendations.

Bcp gives you the chance to work with a team of classmates to launch your own business., this set of capstone options is more tailored to students' various career paths and interests, and includes: global social impact consulting entertainment & sports analytics early stage investing a/b testing marketing behavior change in marketing.

Students who participate in SIF manage a $2 million fund, while visiting leading companies to learn about strategies and philosophies.  

ASG is a capstone project that involves a commitment during your first and second years, and gives students focused on consulting a chance to work on and manage a project with classmates.

Students who participate in the NAIOP case competition earn capstone project credit through this six-month assessment of a local property.

• Team determines best use for a real site in Southern California
• Case competition against USC + write up
• Fall & Winter quarter of second year

Visit Ziman Center

NEWS RELEASE:

UCLA Excels in Local and National Real Estate Case Competitions

Los Angeles (November 20, 2018) — UCLA graduate student teams won the 2018 NAIOP SoCal Real Estate Challenge and placed second in the 2018 National Real Estate Challenge hosted by the University of Texas at Austin. Both case competitions took place on November 15, 2018, at UCLA and UT Austin, respectively.

NAIOP team (left to right): UCLA Anderson Professor Paul Habibi, Jeffrey Eigenbrood (’19), Daniel Polk (’19), Ben Morrison (’19), Robert Anthony (’19), Nicholas Marino (’19)

The NAIOP SoCal Real Estate Challenge team consisted of Class of 2019 UCLA Anderson MBA students Robert Anthony , Jeff Eigenbrood , Nick Marino and Ben Morrison , and UCLA School of the Arts and Architecture student Daniel Polk. The annual event, sponsored by the National Association of Industrial and Office Properties (NAIOP), presents a specific real estate case challenge to a team of students at UCLA and USC. In addition to providing a rich learning experience that requires participating students to produce high-quality professional work within a limited time frame, the competition is designed to showcase the talents and creativity of the next generation of real estate professionals.

This year, the NAIOP Challenge involved two undeveloped parcels on 11 acres of land located at the southwest corner of Del Amo Avenue and Newport Avenue in Tustin, California. The city acquired the property in 2007 and it has been vacant since that time. The site is a highly visible infill adjacent to the 55 freeway and near the massive Tustin Legacy, the 1600-acre former Tustin Marine Corps Air Station, which is currently being redeveloped. The site sits in an area of the Pacific Center East Specific Plan, which is a major employment center in Tustin that will continue to grow.

UCLA’s team proposed a project they titled Solana (Spanish for solarium or sunny spot) that was inspired by strawberry farming that had once taken place on the site. Solana is a natural extension of the nearby Tustin Legacy project, which involves the transformation of 16,000 acres of raw land into a massive master-planned commercial and residential community.

Video fly-through of the UCLA NAIOP “Solano – Tustin” Development

UCLA’s Solana consists of two select service hotels (305 keys), 240 multifamily units, 10,000 square feet of retail, 75 units of 80 percent affordable housing and more than 150,000 square feet of community space. “I am enormously proud of our NAIOP Challenge team,” said Tim Kawahara, executive director of the Richard S. Ziman Center for Real Estate at UCLA. “Our students proposed a very thoughtful project that provides both commercial value and community benefits to the City of Tustin.”

In its 21st year, the NAIOP Real Estate Challenge celebrates the rivalry between USC and UCLA and illustrates the robust real estate programs at both universities. The winning team is awarded the Silver Shovel, which is inscribed with all past winners’ names. In addition, a $5,000 contribution is made in the name of the winning school to the Challenge for Charity (C4C), benefiting the Special Olympics.

National Real Estate Challenge team (left to right): DaJuan Bennett (’20), Austen Mount (’20), Anne Sewall (’20), James Blake (’20), Robert Walls (’20)

The National Real Estate Challenge team from UCLA consisted of Class of 2020 UCLA Anderson MBA students DaJuan Bennett , James Blake , Austen Mount , Anne M. Sewall and Robert Walls . The challenge, held annually at the McCombs School of Business at UT Austin, is an invitation-only case competition for student teams from the nation’s top-ranked business schools. The case competition involves the analysis of a recent real estate transaction consummated by a leading global real estate firm. Judging panels consist of senior executives from leading real estate companies across the U.S., creating outstanding opportunities for learning, networking and recruitment.

This year, the case centered on a hold/sell analysis for a recently delivered, eight-story office building in “River Valley” (later revealed to be Austin, TX). The property had been a successful 80-percent leased development for the fund. Teams were given the following options: sell the building immediately; hold on to the property with the existing debt; re-finance the property at a higher leverage point (either 65 or 75 percent LTV instead of the 50 percent LTC loan in place); or sell the property and use the proceeds to pursue another office development in “West Hamilton” (later revealed to be Santa Monica, CA). Student teams were prompted to model the two investments to determine the quantitative benefits of each option, but also to look at the national office market, consider the impact of interest rates on cap rates and determine whether co-working and remote working would impact leasing either of the projects.

The UCLA team recommended holding on to the existing property and refinancing the building at 65 percent LTV. The thought process was, while the base case scenario provided was likely to occur, the team wanted to ensure a comfort level with the investment in a downside scenario, which made the pipeline investment and 75 percent LTV financing options too risky. Conversely, the team suggested that selling the property now or maintaining the 50 percent LTC loan were too conservative given the quality of the property and the strength of the “River Valley” market.

“The UT Austin McCombs School of Business National Real Estate Challenge is among the most prestigious real estate case competitions in the nation, so even to place is a huge accomplishment,” said Tim Kawahara. “The team’s success represents the caliber of students at UCLA Anderson and the strength of our real estate curriculum and programs.”

An investment fund managed by student portfolio managers dedicated to the pursuit of favorable risk-adjusted returns.

Applied Management Research

We pioneered practical learning with the applied management research program.

UCLA Anderson launched the first MBA field study program 54 years ago. The AMR program has worked with over 5,000 clients, including Fortune 500 companies, nonprofits, microfinance institutions and startups. You’ll work with a team of peers on a two-quarter project that will solve an organization’s key business problem, while expanding your professional network and experience working in a new field, and inviting you to explore your career options. The AMR program takes place during fall and winter quarters of the second year.

Ballard Metcalfe (’19), Ariel Wang (’19), and Cris Erdtsieck (’19) analyzed how a Peruvian non-profit organization could maximize revenues and lower transaction costs while increasing client satisfaction and engagement.

Global Reach of AMR Projects in 2019–2020

Project Industries

Student impressions of amr.

From The Blog

Sustaining Effective NCD Screen in a South Africa community Requires an Ecosystem of Strategic Partners

Improving the Quality of Sustainable Coffee Production in San Martín, Peru

Prestigious Awards for UCLA Anderson Class of 2017 Field Study Teams

BCP Team KPOP Foods (clockwise from top left): Alex Kim (’17), Ryan Kennelly (’17), Mike Kim (’17), Theo Lee (’17), Erica Suk (’17).

BCP Success Stories

BodySpec (Class of 2014)

BodySpec provides individualized information to health-conscious individuals. We offer full-body scans utilizing dual-energy x-ray absorptiometry (DXA) scanning technology.

Project Description: BodySpec provides individualized health information to health-conscious individuals. We offer full-body scans utilizing dual-energy x-ray absorptiometry (DXA) scanning technology. These scans provide data about an individual’s muscle mass, body fat and bone density at a more granular, accurate and actionable level than any other body composition technology currently available in the fitness industry. Revenue will primarily be generated through scanning fees from individuals (an average of $90 per scan) and subscription fees from personal trainers to access client data.

Update: BCO project is thriving. They've hit many significant milestones and are enthusiastic about BodySpec and helping out current Anderson students.

SmartestK12 (Class of 2014)

To help teachers better understand their students, SmartestK12 transforms all assignments, assessments or classroom interactions into rich student data that allows teachers, parents and school administrators to track each child’s learning in real time and take actions to ensure academic growth.

SMARTESTK12 (CLASS OF 2014)

Project Description: To help teachers better understand their students, SmartestK12 transforms all assignments, assessments or classroom interactions into rich student data that allows teachers, parents and school administrators to track each child’s learning in real time and take actions to ensure academic growth. We feel that education is the foundation for human progress, and that each student deserves an education custom built to her or his needs. SmartestK12 aims to unleash the individual and create a sustainable, never-ending supply of future scientists, historians, mathematicians, authors, scholars and creative geniuses.

Update: The company is still up and running, rebranded as Formative for a new application the founders created that is proving very promising.

Sportifik (Class of 2014)

Sportifik is a web- and mobile-based league management platform that engages college students in recreational activities. Adopted by over 25 universities across the country, including UCLA, Stanford and UC Berkeley, Sportifik empowers university recreation programs with the ability to effectively coordinate sports leagues and tournaments and engage students in healthy and active lifestyles.

SPORTIFIK (CLASS OF 2014)

Project Description:  Sportifik is creating a community of athletes and changing the way people participate in sports. We are providing amateur athletes and avid sports fans with the best means to easily organize and manage their sporting activities through a user friendly one-stop-shop mobile and web solution. Our platform will enable users to seamlessly partake in sporting activities in a fun and rewarding way while enabling them to meet members of their local communities who share a passion for the same sports.

Update:  Still working on their startup and the project is ongoing in LA. They've raised a seed round, grown their user base and client base significantly. They’re still implementing the pivot they started during BCO and are looking to add another part to their project.

Student entrepreneur taps into UCLA resources to 'grow' his news website

No Guesswork, No Guilt: Goodbye Hangry, Hello officebites

AMR: Business Creation Option (BCP) Spotlight on GOshopping

BCP Mentors

Internet, Business and Intellectual Property Attorney Cohen Business Law Group

Investor Upfront Ventures

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Human Resources Management Capstone: HR for People Managers

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About this course: This specialization provides a robust introduction to the key principles, policies, and practices of human resource management, with a focus on understanding managerial choices and constraints, acquiring and onboarding talent, managing employee performance, and rewarding employees. The capstone project provides learners with the opportunity to apply these key principles and practices to a real-world workplace (including a learner's own workplace if desired). Specifically, the capstone project will involve identifying the key human resources challenges for a workplace--including the most pressing motivational, selection, performance evaluation, and reward issues. And f…

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Didn't find what you were looking for? See also: Human Resource Management (HRM) , Human Resource (HR) Controlling , Personnel Management , Strategic HR , and Recruitment & Selection .

About this course: This specialization provides a robust introduction to the key principles, policies, and practices of human resource management, with a focus on understanding managerial choices and constraints, acquiring and onboarding talent, managing employee performance, and rewarding employees. The capstone project provides learners with the opportunity to apply these key principles and practices to a real-world workplace (including a learner's own workplace if desired). Specifically, the capstone project will involve identifying the key human resources challenges for a workplace--including the most pressing motivational, selection, performance evaluation, and reward issues. And for each of these areas, learners will devise a multi-step action plan for addressing the challenges identified.

Taught by:   John W. Budd, Professor and Director

Taught by:   Larry Bourgerie, Senior Lecturer

Taught by:   Amy Falink, Senior Lecturer

Taught by:   Alan Benson, Assistant Professor

Each course is like an interactive textbook, featuring pre-recorded videos, quizzes and projects.

Connect with thousands of other learners and debate ideas, discuss course material, and get help mastering concepts.

Earn official recognition for your work, and share your success with friends, colleagues, and employers.

• Video: Welcome to the HRM Capstone
• Reading: Overview of the HRM Capstone
• Discussion Prompt: Learner Background and Objectives
• Reading: Instructions
• Discussion Prompt: Brainstorming Work Units to Analyze
• Peer Review: Identifying a Work Unit to Analyze
• Reading: Introduction
• Video: External Influences on HR Strategies
• Video: The Importance of Organizational Strategy for HR Strategy
• Video: Why Worry about Why Employees Work?
• Video: The Many Meanings of Work
• Video: Work is Complex, So Managing is Complex
• Video: The Goals of Every People Manager
• Video: You Can't Always Do What You Want
• Discussion Prompt: Learner-to-Learner Guidance on Milestone 1
• Peer Review: Identifying the Internal and External Context
• Reading: Selection Assessment Methods
• Video: Internal vs. External Hires
• Video: Job Descriptions
• Video: Recruiting with Mobile Technology
• Video: Selection Process Overview
• Video: Selection Tools
• Video: Interviews Part One
• Video: Interviews Part Two
• Video: Candidate Evaluation
• Video: Biases and Rater Errors
• Discussion Prompt: Learner-to-Learner Guidance on Milestone 2
• Peer Review: Recruitment and Selection
• Reading: Job Description Template- use for part one of the activity
• Video: 1.3.1 Strategic Performance Management Model
• Video: 1.3.3 Role of Training in Performance Management Strategy
• Video: 2.2.4 Developing Performance Standards
• Video: 2.2.3 Characteristics of Good Performance Objectives
• Video: 3.2.2 What is Multi Rater Feedback?
• Video: 4.1.3 Fundamentals of Civility - The 3 R's
• Discussion Prompt: Learner-to-Learner Guidance on Milestone 3
• Peer Review: 1st Draft of Milestone 3: Performance Management
• Video: 1.1.2 From a Business Strategy to a Pay Strategy
• Video: 1.1.3 From a Pay Strategy to a Pay Mix
• Video: 1.2.1 Producing a Job Description
• Video: 1.2.2 Benchmarking Pay
• Video: 1.2.3 Surveys and the Labor Market
• Video: 2.2.1 To Incent or Not to Incent
• Video: 2.2.2 Designing Incentives
• Video: 2.2.3 Common Mistakes
• Video: Base Pay: 1.3.1 Connecting Structure to Strategy
• Video: Base Pay: 1.3.2 Job Families and Levels
• Video: Base Pay: 1.3.3 Assigning Grades and Ranges
• Video: Short Term Incentives: 2.2.1 To Incent or Not to Incent
• Video: Short Term Incentives: 2.2.2 Designing Incentives
• Video: Long Term Incentives: 2.3.1 Varieties of Long Term Incentives
• Video: Benefits: 3.3.1 Shopping for Health Insurance Providers
• Video: Benefits: 3.3.3 Shopping for Pension Providers
• Video: Non-Monetary Rewards: 4.1.2 Value to Employees
• Video: Non-Monetary Rewards: 4.1.3 Value to Employers
• Discussion Prompt: Learner-to-Learner Guidance on Milestone 4
• Peer Review: Milestone 4: Compensation Management
• Discussion Prompt: One important thing you learned in this specialization
• Reading: Reflection Exercise: Create a Mad Lib (optional, quick, and hopefully funny)
• Reading: Developing an Individual Development Plan (Optional)
• Video: Developing an Development Individual Plan (Optional)
• Video: Congratulations Video from the Instructors
• Reading: Staying in contact with each other
• View related products with reviews: Human Resource Management (HRM) .

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What Is A Capstone Course? Everything You Need To Know

Expert Reviewed

Updated: Apr 5, 2024, 12:19pm

College comes with so many requirements, it can be hard to keep track. For instance, if you’re applying to school or are currently in a degree program, you’ve probably heard the term “capstone course.”

Capstone courses are important and often required to complete a degree, especially at the graduate and postgraduate levels. But what is a capstone course? Read on to learn what it’s all about.

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What Is the Difference Between a Capstone Course and a Capstone Project?

A capstone course allows college students to demonstrate expertise in their major or area of study. This course is typically required for graduation. Details can vary depending on the major, program and school. Capstone courses typically last at least a semester and sometimes include internships or volunteering.

A capstone course typically involves a project such as a final paper, a portfolio, a performance, an investigation, a film or a multimedia presentation. Some programs use the term “capstone project” instead of capstone course.

Details regarding your capstone project depend on your major. Journalism majors might complete long-term investigation projects, for example, and architecture students may design a building or bridge.

Is a Capstone Course Required?

Not all colleges require capstone courses, and some might only require capstone courses for certain majors or programs. For instance, The University of California, Los Angeles offers 73 undergraduate majors that include a capstone course or project for most students.

Benefits of a Capstone Course

Here’s how a capstone course can enhance your higher learning experience.

Increases Confidence

Taking on a big, longer-term academic or professional project can be very challenging. So when you complete a capstone project, it can provide a confidence boost by demonstrating to yourself and your peers, professors and future employers what you’re capable of accomplishing in your field of study.

Develops Skills

Since capstone projects are hands-on, they allow you to hone existing skills in your field and develop some new ones. Some capstone projects require you to work in a group, which adds another layer of collaborative soft skills for you to fall back on in your professional and personal life.

Prepares You for Graduation

Learning by doing, as they say, is the best way to find out if something is right for you. Since a capstone project involves using skills from your field to create a product that mimics the professional version of what you’d like to do after school, this prepares you for the workforce in a practical way.

On the other hand, a capstone course can also be a good way to decide that a career isn’t the right fit for you. If you don’t enjoy the process of the capstone project, you might not like the corresponding career after graduation, either.

Builds Your Résumé

Since most capstone courses culminate with a project, you can expect your capstone to give you an example of your work to show to potential employers when you start job hunting. Some capstone courses even distribute awards to the creators of the best capstone projects, which could translate to another accolade to add to your résumé.

Frequently Asked Questions (FAQs) About Capstone Courses

What does a capstone course consist of.

A capstone course can include lectures and feedback from a professor, plus time to work on a final paper, project, film or performance. A capstone project may be independent or a group project.

Why is it called a capstone course?

The term comes from the final “capstone” used to finish a monument or building. The word has been commonly used in U.S. higher education since post-World War II. As in architecture, a capstone in education can be thought of as the crown jewel of your educational accomplishments.

Can you fail a capstone course?

Yes, you can fail a capstone course. However, failing a capstone course at some universities could disqualify you from graduating from that particular major or program. At other schools, you may not be allowed to submit your capstone project until your department chair or advisor is confident you can achieve a passing grade.

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Human Resources Professional Certificate: Capstone Project

In this capstone course, students apply newly learned human resource skills towards solving real-life HR problems. Open only to those who have completed the first five courses or former graduates of the HR Management Certificate Program.

In this capstone course, students apply newly learned human resource skills towards solving real-life HR problems. Through teamwork exercises and a comprehensive case study, students build effective HR tools that they can bring into their own professional practice. Open only to those who have completed the first five courses or former graduates of the HR Professional Certificate Program.

The capstone class is a culmination of the 5 previous HR courses and requires a group project.  Because this is a concentrated course, attendance is mandatory in order to receive the professional certificate.

Who Should Enroll

Open only to those who have completed the first five courses or former graduates of the HR Professional Certificate Program.

Testimonials

“This program enhanced my knowledge in the Human Resources field and motivated me to seek positions of higher responsibilities.  The professors were true experts in their fields and I am beyond grateful for the opportunity to attend these courses. “   Elizabeth R.

“I am now working in the Human Resource Department as the HR Associate.  In this role, I assist the department in onboarding and recruitment, training, benefits administration, and day to day operations.  It was a temp to hire position, and I started in June. As of next week, I will be an official employee! I am really enjoying it, and credit my studies at CCSU in helping me land this job; the courses were informative without being overwhelming, and the professors truly cared about students’ understanding and success. I keep in touch with many of the professors and my classmates!”   Andrea M.

Taking the Integrated HR capstone class has helped tremendously in strengthening my knowledge.  It touched on every are of HR and is very beneficial to my current role.  Thank You, Opal

Schedule & Costs

June 4 – 12

This class meets:

Friday evening (6/4/2021) from 6:00 pm – 9:00 pm;

Saturday (6/5/2021) from 9:00 am – 5:00 pm;

Saturday (6/12/2021) from 9:00 am – 5:00 pm.

Certificates will be presented (mailed) on the last day of class.

Ms. Mary Jo Leahy is a human resources and training consultant with over twenty-five years of experience. She has designed and delivered training programs for a wide variety of organizations in industries including health care, manufacturing, construction, financial services and social services. Mary Jo’s previous employers include Harvard-Pilgrim Health Care, Lynch Ryan & Associates, Inc., and General Instrument Corporation.  Her education includes a BS degree in Human Resources Management from UMass-Dartmouth and a MBA from Bentley College.

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AIHR Capstone Projects

Hey guys, I saw some previous posts regarding AIHR.. but just wanted to bring the question a little further.

For those who went through their courses and completed the Capstone project, I wanted to know how'd you improve your test results (if you failed the first time), as they don't show the right and wrong answers in a detailed manner, and the 'tip sheet' isn't as helpful as I thought it would be.

I've been re-doing the test for the third time and my scores aren't seeing much of a change. Also would like to know what's the passing score for 40 questions?

Appreciate any insight on this.

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2025 Discovery Program – Human Resources

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At ABB, we are dedicated to addressing global challenges. Our core values: care, courage, curiosity, and collaboration – combined with a focus on diversity, inclusion, and equal opportunities – are key drivers in our aim to empower everyone to create sustainable solutions. Write the next chapter of your ABB story.

Your role and responsibilities

In this role, you will have the opportunity to support ABB’s businesses, collaborate with different leaders and teams, and contribute to the company’s strategic objectives. Each day, you will gain knowledge by performing tasks as directed by the rotation assignment manager. You will also aspire to achieve your career goals by participating in professional development through in-person immersions, webinars and mentorship programs. You will be mainly accountable for: • Participants will complete rotational program with one ABB business group (Electrification, Motion, Process Automation or Robotics) – business group selected based on candidate skill-set and hiring need. • Collaborate with HR leaders to develop and execute key HR strategies, address complex organizational challenges, and contribute to projects that enhance employee engagement, performance, and overall organizational effectiveness. • Potential rotation areas include HR business partner for manufacturing facilities, talent acquisition, employee relations & compliance, HR investigation and corporate HR projects. • Deliver the assigned tasks/projects within the rotation period. About the program ABB’s dynamic Discovery two-year rotational program allows participants to explore three distinct roles to cultivate long-term career interests. Beginning with a July orientation, the program offers global training and networking opportunities, supported by a dedicated program manager for personalized coaching. Concluding with a capstone project, you’ll develop and present innovative solutions. Responsibilities include participating in formal training to enhance personal and leadership skills, meeting project deadlines, and engaging in diverse social and team-building activities to expand your network within ABB. You will gain invaluable development from workshops and resources for a seamless transition from college to a thriving career.

Qualifications for the role

• Currently enrolled in a bachelor’s or master’s degree in human resources, Organizational Psychology, Industrial Relations or a similar field and graduating between December 2024 and June 2025.
• Preferred relevant past internships or co-ops
• Excited to explore living/working in different parts of the US, relocating for each rotation is possible. Relocation assistance is provided.
• Desire to learn and grow from a diverse set of experiences and people.
• A growth mindset focused on continual learning and improvement
• Excellent written and verbal communication skills
• Must have valid US work authorization and must not require sponsorship for an employment visa by ABB at any time in the future.

More about us

We value people from different backgrounds. Could this be your story? Apply today or visit www.abb.com to read more about us and learn about the impact of our solutions across the globe. #MyABBStory We look forward to receiving your application. If you want to discover more about ABB, take another look at our website www.abb.com. Equal Employment Opportunity and Affirmative Action at ABB ABB is an Equal Employment Opportunity (EEO) and Affirmative Action Employer encouraging diversity in the workplace. All qualified applicants will receive consideration for employment without regard to their race, creed, color, ancestry, religion, sex, national origin, citizen status, age, sexual orientation, gender identity, disability, marital status, family medical leave status, or protected veterans status. For more information regarding your (EEO) rights as an applicant, please visit the following websites: https://www.eeoc.gov/sites/default/files/2022-10/EEOC_KnowYourRights_ screen_reader_10_20.pdf https://www.dol.gov/sites/dolgov/files/OFCCP/pdf/pay-transp_%20English_ formattedESQA508c.pdf As an Equal Employment Opportunity and Affirmative Action Employer, applicants may request to review the Affirmative Action Plan of a particular ABB facility between the hours of 9:00 A.M. – 5:00 P.M. EST Monday through Friday by contacting an ABB HR Representative at 1-888-694-7762. Protected veterans and qualified individuals with a disability may request a reasonable accommodation if you are unable or limited in your ability to use or access ABB’s career site as a result of your disability. You may request reasonable accommodations by calling an ABB HR Representative at 1-888-694-7762 or by sending an email to [email protected]. Resumes and applications will not be accepted in this manner. The salary for the Discovery Program is expected to be $75,000 – $80,000 USD per calendar year.

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5 Capstone ideas for a Master’s in Organizational Behavior

• Published February 20, 2019
• Last Updated March 1, 2019

Find Your Degree!

Master’s in Organizational Behavior Capstone Projects

• Theory into Practice
• Diversity- Benefits and Obstacles
• Policy and Procedure: Introducing Change
• The Use of Assumption-Planning for New Businesses
• Benefits of Servant-Leadership

Most Master’s in Organizational Behavior programs require a culminating project. At the end of an intensive period of learning it may be difficult to think of a creative and purposeful presentation, let alone to decide how to organize and present the project. Since the purpose of the venture is to display graduate competencies, it must not be too involved, nor too simplistic. Here are five ideas for projects in organizational behavior.

Related Resource:  50 Most Affordable Master’s in Organizational Behavior Degree Programs

1. Theory into Practice

The most direct of culminating projects might be to simply select a theory of Organizational Behavior and show how utilizing the policy affects businesses. Students might even select one isolated case study. The study might include attitudes and cultural differences related to the policy that employees bring to the workplace; groups that form; the influence of managerial attitudes; and the kinds of resources that are available to enforce the policy. One possibility for such a project might be a company policy on addictions and treatment.

2. Diversity-Benefits and Obstacles

This project would be possible studying organizations in large cities with diverse populations, small homogenous companies in rural areas, or contrasting the two. Demonstrated benefits of diversity are increased company morale, a broader base for interaction with the community which improves community relations, and differing perspectives on problem-solving. Obstacles to diversity impact company employee attitudes and behaviors as well. Some of these might be bigotry, misunderstandings arising out of poor communication and resistance to change.  Smallbusiness.chron.com  says that diversity includes racial differences, but also gender, age, religion, and sexual orientation. A good capstone might look at these issues, suggest ways to implement diversity, and then proceed to interview employees and to look at spreadsheets of financial health following the implementation to assess the impact of diversity.

3. Policy and Procedure: Introducing Change

Similar to the Theory into Practice project, this capstone would identify one policy instituted in an organization, discuss why it was initiated, and investigate the effectiveness related to employee satisfaction and profit gain or loss. Students might only deal with the policy as it is implemented or suggest changes that might make it more successful. Additionally, a good project would look at resistance to the policy, if there was any, and suggest ways of making transitions easier in the company culture.

4. The Use of Assumption-Planning for New Businesses

Most corporate bodies plan for the future by looking at past performance. New businesses don’t have statistical or anecdotal information upon which to base future plans. This project would look at the type of assumptions which are used to build plans like trends, market competition, product comparisons and others, and then follow the assumptions to procedures and outcomes. Which assumptions work, and which don’t? How did the changes impact the always-volatile finances of a start-up?

5. Benefits of Servant Leadership

The term “servant-leader” is trending in today’s business world. It refers to a leader who takes the needs of the group into account before he considers his own needs. The model began as a religious concept and today is being taught in universities and business courses worldwide. What are some of the differences that distinguish this type of leadership and how does it affect workplace relationships? Students taking on this project might consider interviews of managers, owners, and employees as resources for the benefits of this style of leadership.

Many different issues affect the way organizations function including workplace relationships. The ideas in this article could be used as presented, or they might act as springboards to other projects. Ultimately, the success of a capstone in a Master’s in Organizational Behavior depends upon the understanding and competence of the student presenting it.

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Clarkson STEM Ed programs reach 250+ K-12 students in Summer 2024

This summer, more than 250 K-12 students engaged in Clarkson STEM programs at locations ranging from the North Country to the lower Hudson Valley. Programs at all three Clarkson University campuses focused on a range of STEM disciplines including robotics, health sciences, engineering, physics and mathematics. Several of these programs are supported by state and national funding agencies.

This year the Institute for STEM Education and the Lewis School of Health Sciences ran their first Neuroscience camp as part of their Science Education Partnership Award (SEPA) grant from the National Institute of General Medical Sciences (NIGMS) of the National Institutes of Health (NIH). Students from six different school districts learned about neuroscience, how drugs impact the brain, and healthcare professions and pathways. The week culminated in a capstone project where students presented their findings and shared their opinions about impacts of  legalization and decriminalization of various drugs.

New York State Education Department Science and Technology Entry Program (NYSED STEP) funded Clarkson’s 18th Roller Coaster Engineering Camp, attracting more than 100 students at three separate locations, as a part of Integrated Math and Physics for Entry To Undergraduate STEM (IMPETUS).

At the Potsdam camp, students applied math and data analysis to their own amusement parks, strategically designed with rides, concessions and services in the online Roblox-based Theme Park Tycoon 2 software with a goal to maximize profits while keeping customers happy. Students learned about the math and physics underlying rollercoaster engineering and designed their own ride from a blueprint all the way through a first rider experience on Clarkson’s Virtual Reality Roller Coaster.

Students from Peekskill Middle School and Beacon High School participated in the four-day Roller Coaster Engineering camp. Students designed a roller coaster, built a physical model, and used the No Limits software to engineer a virtual roller coaster.  

Finally, more than 25 staff and volunteers chaperoned the entire program to a full day of rides, games and food at Six Flags Great Escape in Queensbury, NY

“It is important to create engaging STEM summer programs to provide students with continued enrichment,” said Katie Kavanagh, Director of Clarkson University’s Institute for STEM Education (STEM Ed). “Clarkson faculty, staff, and student helpers collaborate all summer to ensure these programs are both fun and impactful. This year we had 21 Clarkson students who served as mentors to K-12 students and shared their passion and energy for STEM. Our hope is to inspire the next generation of problem-solvers.”

Also funded by NYSED, Clarkson University mentors served students in fourth-through-eighth grades from four North Country school districts in the summer Extended Day Program. Throughout July, Clarkson students visited several schools, running STEM enrichment activities with more than 80 students. Students expanded their knowledge of basic coding and robotics through hands-on experiences and team building exercises.

Extended Day students also traveled to Clarkson’s Potsdam campus to fly drones as part of the summer program centered around the Wizarding World of Harry Potter. Students learned how to fly drones and participated in quidditch challenges as they competed against their peers.

With support from Clarkson, 40 middle-school aged students from Tech Valley High School engaged in a drone camp and worked on design challenges throughout the week. At the end of the week they created their own presentations and demonstrations of drones helping our everyday lives in disciplines ranging from farming and agriculture to civil engineering and homeland security.

Students used the drones from the Institute of STEM Ed to learn and prepare their projects all week, and met with other experts in the field,including Ed Ashley, an East Greenbush police officer who runs a drone racing program, Nick Farruggio, a drone photographer, and Frank Peris, a Colonie police officer, who also teaches a class on informatics.

High school students from Dutchess and Orange counties attended the first Clarkson SPECS - Summer Program for Early College Science - Hudson River Ecology and Environmental Science. Activities were designed to gain field and lab experience in hands-on, college-level Environmental Science at Clarkson’s beautiful Beacon campus in a 70-acre state park preserve on the Hudson River in Beacon, NY.

Topics included Hudson River beach seining and species identification, GIS systems for watershed planning, microplastics research in NY waterways, and invasive and native plant species. Many of the students asked about volunteering with our live native animals during the academic year and are excited to attend the program next year.

“These programs allow students introductory access to explore a wide variety of STEM concepts,” said Leigha Burkhalter, Manager of K-12 Outreach about the 2024 season. “Whether through performing experiments or learning how coding plays a role in their everyday lives, students get to interact with the world around them in a fun way. It’s all about creating that connection and giving students a chance to work through their own questions.”

For more information on Clarkson’s STEM Ed program, click here . 

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Master of International Affairs (MIA)

What industry will you lead.

The Master of International Affairs (MIA) program at UC San Diego's School of Global Policy and Strategy is a renowned degree that equips students with the knowledge and skills necessary to navigate the complexities of international relations. Through dynamic case studies assigned by industry-leading scholars, quantitative analyses of real-world challenges and professional opportunities with some of the world’s leading organizations, you’ll gain the skills needed to pursue careers in global business, diplomacy, nonprofits, regional development and more. Whether you're a recent graduate or a seasoned professional, our flexible curriculum caters to your needs.

Interested in an executive or part-time option?

Program highlights.

2 years full-time

Total Units

Students study with faculty who are leaders in public policy, global politics, international security, business, economics and environmental sustainability.

The MIA requires 98 units for completion. All students take eight required core courses in economics, management, political science and quantitative methods training during the first year and a capstone course in the second.

Students in the program select one career track and one country/regional specialization: China, Korea, Japan, Latin America or Southeast Asia. Language acquisition is a key element within the curriculum.

Core Curriculum

The core curriculum is designed to integrate the diverse subject areas of international business, politics, economics and development.

Core Courses

All Master of International Affairs  candidates must complete the following courses with a C- or better. The courses listed below are completed in the first year of study.

Policy Making Processes: This course is designed to teach students how to “read” a country’s political and economic system. The course will examine how the evolution of different institutional frameworks in the countries of the Pacific region influences the way in which political choices are made.

Microeconomics for Policy and Management: This course introduces microeconomics, emphasizing applications to public policy. We examine tools such as marginal analysis and game theory to understand markets, the behavior of individuals and firms, and what role policy plays when markets fail to maximize social welfare.

International Economics: The theory and mechanics of international economics. Included will be such topics as real trade theory, international movements of capital, the effects of trade and capital flows on domestic economies, and policies toward trade and foreign investment. 

International Politics and Security:  Development of analytic tools for understanding international relations with applications to contemporary problems such as the environment, nuclear proliferation, human rights, humanitarian interventions and the roots of conflict and cooperation among countries.

Globalization, the World System and the Pacific: This course examines globalization and other economic and political factors that shape the international relations of the Pacific Rim. Specific topics include financial market integration, state cooperation and intervention, and case studies of individual countries.

Finance and Accounting for Policy Makers: This course covers concepts and applications of accounting and finance necessary for policymakers in for-profit, nonprofit, and public sectors. The course content consists of three parts: (1) basic financial accounting and financial analysis, (2) the effect of time value of money on investment decisions and (3) the effects of risk on financial decisions. No credit will be allowed for IRCO 415 if a student has taken IRCO 420 and IRCO 421.

Quantitative Methods I: This course is designed to provide proficiency in quantitative methods that are used for optimization and decision-making. The use of spreadsheets is applied to data analysis and problem-solving. Statistical theory and regression analysis are introduced.

Quantitative Methods II: This course covers elements from statistics that are central to business decision-making under uncertainty. In particular, regression analysis and estimation will be applied to problems of forecasting and optimization.

Capstone Courses

At least one of the following courses must be taken after satisfactory completion of all first year core courses: GPCO 400, 401, 403, 410, 412, 415, 453 and 454.

Strategy and Negotiations: This class introduces the fundamentals of corporate strategy, based on case studies requiring corporate analysis; and the principles of negotiation, based on exercises and class learning. Both sections of this class are highly applied and require intensive out-of-class preparation and teamwork that help students acquire skills in analytical thinking, strategic action planning and hands-on negotiations. 

Policy Responses to Global Problems: This capstone is designed to test the analytic skills acquired in the GPS program, using them to explain complex real-world problems: security, persistent recurring conflict, persistent inequality and intergenerational debt, women’s rights, environmental change, energy/resource systems, and financial contagion. Emphasis will be placed on determining the nature and dimension of the problem, exploring a range of solutions and assessing the capacity of public institutions. Non-GPS students may enroll with consent of instructor. 

Evaluating Technological Problems: This capstone is intended as a culminating intellectual experience for students, particularly those in economics-oriented tracks. Students will learn to analyze “what works,” integrating a technical understanding of innovation with rigorous statistical analysis. The first half of the course focuses on building a set of science/engineering tools, and the second half focuses on building statistical tools of analysis. Letter grades only. Prerequisites: GPEC 446 or consent of instructors.

Real-World Projects in Energy and the Environment: The course emphasizes real-world application of theories and methods for policy analysis to projects with real clients. The class includes case studies and seminar-style discussions of topics like project finance and management of regulatory risk. Most of the class will be devoted to working in small teams with clients seeking strategic guidance.

See the UC San Diego General Catalog. 

Career Track Requirement

Career tracks are designed for Master of International Affairs students to acquire expertise in a functional area of their choice and consist of five courses from a prescribed list: two required and three electives. Students will choose one of the following career tracks:

International Development and Nonprofit Management

Sample Classes

• Applied Data Analysis and Statistical Decision Making “QM III”
• Corporate Finance
• Corporate Social Responsibility
• Corruption and Development
• Cost Benefit Analysis
• Economic Development
• Economic and Social Development of China
• Economics in Southeast Asia
• Energy Policy in Latin America
• Evaluating Social Program
• Evaluating Technological Innovation
• Food Security
• GIS and Spatial Data Analysis
• Governance, Public Administration and Development
• Human Rights, Public Policy and International Politics
• International Health Economics
• Macroeconomics of Development
• Making Policy with Data
• Management of Nonprofit Organizations
• Managing Mission Driven Organizations
• Political Economy of Foreign Aid
• Public Opinion and Foreign Policy
• Sustainable Development
• The Politics of Economic Inequality
• Topics in China’s Development
• Workers and Labor in International Markets

International Economics

• Advanced GIS and Remote Sensing
• China in the Global Economic Order
• Competing Business Systems of Developing Asia
• Cost-Benefit Analysis
• East Asian Economies
• Economic Policy in Latin America
• Economies in Southeast Asia
• Financing the Chinese Economic Miracle
• Fiscal and Monetary Policy
• Immigration & Immigration Policy
• International Trade Agreements
• Management & Entrepreneurship in China
• Political Economy of Energy in Asia
• Topics in International Trade

International Environmental Governance 

• International Law and Regulation
• Real World projects in Energy and the Environment
• The Politics of Energy and Environmental Regulation

International Management 

Sample Courses

• Accounting and Decision Making
• Applied Financial Accounting
• Automation and the Future of Work
• Big Data Analytics
• China’s Dynamic Industries
• Corporate Non-Market Strategies
• Economies of Southeast Asia
• Environmental and Regulatory Economics
• Government and Regulation
• Innovation and Entrepreneurship in Japan
• Innovation in the New Economy
• International Business
• Managerial Accounting and Control
• Marketplace Behavior and Survey Methods
• Organizational Economics
• Technology & Operations Management: Analysis and Control
• Technology, Trade, and Globalization

International Politics 

• China Security, Technology, and Innovation
• Current Issues in US-Latin American Relations
• Democratization in Latin America
• Geopolitics, Insurgency, and Weak States
• International Relations of the Asia Pacific
• International Political Economy: Money and Finance
• Korean Security
• Making US Foreign Policy
• Multinational Corporations
• Policy Responses to Global Problems
• Politics of Southeast Asia
• Politics and Institutions in Latin America
• Real World Projects in Energy and the Environment
• State Building and Modeling State Capacity
• The Political Economy of Authoritarian Regimes
• US-Chinese Relations
• US-Japanese Relations
• US-Latin American Relations
• Violence in Latin America

Note:  Course schedules are published on a quarterly basis and are subject to change without notice. Some elective courses that can be applied to meet career track requirements may not be offered in a given academic quarter or academic year.  See the UC San Diego General Catalog. 

Country/Regional Specialization Requirement

• Two designated courses: one on the economy and a second on the political system of the region
• A language requirement

Dual specialization requires the student to complete the coursework and language requirement for both regions.

Courses taken for a country/regional specialization may not be double counted.

Students will choose one of the following country/regional specializations:

• Latin America
• Southeast Asia

Language Requirement

The language must match the student’s country/regional specialization. 

Country/Regional Specialization

• China = Chinese (Mandarin)
• Japan = Japanese
• Korea = Korean
• Latin America = Spanish, Brazilian Portuguese
• Southeast Asia = Bahasa Indonesia, Chinese (Mandarin), Thai, Tagalog, Vietnamese
• Other languages may be allowed by petition.

The foreign language requirement may be satisfied in one of four ways:

• Proof of having attended either high school or university in the regional language
• Native proficiency
• Completing six quarters (four semesters) of college-level language instruction from an institution comparable to UC San Diego with a grade of "B" or better in the final course.
• Passing a special GPS-administered language exam, which is the equivalent of the final exam administered in the sixth-quarter course in the selected language.

Discover the MIA program at GPS: where you can develop the knowledge to engage on global issues and foster international cooperation, guided by data and informed analysis.

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