After reviewing the core indicators for Business Management and related programs for 2003-2004 several observations were noted. All core indicator statistics for Business Management met or closely approached proposed standards. In the Labor Relations area, all core indicator statistics met or exceeded proposed standards. At the statewide level, “Skill Attainment” scores are at the most need for improvement. In reviewing special population’s reports, every group (with the exception of gender) scored lower than the statewide average in “Skill Attainment where the most need seems to be with the economically disadvantaged and displaced homemaker groups. It appears that these two groups need additional support or preliminary training to succeed in business courses. Although “Placement” statistics for all groups did not meet standards, it seems to be especially challenging for students with disabilities to be placed in gainful employment.
Since all statistics in these programs are generally positive, a review of best practices will be compiled to share success stories with other vocational areas.
Core Indicator Focus:
Given this overview, the Curriculum Development Team in Management felt their efforts should focus on updating curriculum to focus on technology, leadership, and communication. New, dynamic activities in these areas should serve two purposes; namely, motivate students to succeed in their classes by increasing interest and better prepare students for gainful employment. This should improve the “Skill Attainment” and “Placement” statistics for these programs areas.
Deliverables:
Deliverable #1: New Course Proposal
COMPUTER APPLICATIONS FOR MANAGERSDistance Learning Course Proposal
The National Business Education Association (NBEA) is the nation’s largest professional organization devoted exclusively to serving individuals and groups engaged in instruction, administration, research, and dissemination of information for and about business. The NBEA National Standards for Business Education-2001 states that successful managers recognize the importance of technology and information management in the decision-making process; successful managers know that the ability to discern and respond quickly to changing
economic conditions and new business opportunities is crucial to remaining viable in the marketplace.
The achievement standard set by the NBEA for Technology and Information Management is to utilize information and technology tools to conduct business effectively and efficiently.
Level 1 Performance Expectations are to identify technology tools and recognize the use of technology to accomplish goals.
Level 2 Performance Expectations are to identify information used in decision making in the business environment and use electronic resources to access and transmit information.
Level 3 Performance Expectation is to use appropriate technology tools for business applications, and
Level 4 Performance Expectation is to select the appropriate technology tools for specific business applications.
The NBEA standards go on to define levels of performance expectations for information management and e-business. Our new course, BA 132 – Computer Applications for Managers, meets these standards set by the NBEA. This survey course focuses on the business management processes and the software products that are available to assist managers, entrepreneurs, and other business professionals in the successful accomplishment of their demanding jobs in a dynamic, global, and technology-driven business environment.
Multicultural Statement:
The class will use cooperative learning techniques and hands-on activities to maximize the variety of learning styles used by our diverse population of students.
Criteria for Judging Courses as Acceptable for Distributed Education:
1. How can the stated objectives and course content, as written in the course outline, be accomplished through distributed education?
In addition to materials supplied by the instructor, the World Wide Web contains a vast amount of information pertaining to computer applications for managers. Internet assignments are a part of the course work. Links to resources are made available from the instructor’s website and students perform tasks, gather information, and prepare written assignments and send them as e-mail attachments to the instructor. Course materials are identical for both distributed education students and classroom students.
2. How are the standards of course quality, as written in the course outline, met through distributed education?
All classroom assignments, homework assignments, and grading criteria are identical for distributed education students and classroom students. The quality of the course is closely observed. The student is encouraged to communicate with the instructor when problems arise. The instructor checks his/her mailbox, voice-mail, and e-mail daily to keep in contact with the students. Announcements or potential problems that arise are posted to the web-site to keep all distributed education students in the loop.
3. How is the class size, as approved for the traditional course, appropriate for distributed education?
The approved maximum class size for this class is 42 students. As a distributed education class, the class will remain at 42.
4. Effective instructor-student contact, per Title 5, Section 55376, takes place through office visits, telephone conversation, e-mail exchanges, ‘virtual office hours,’ traditional course lectures, group or individual meetings, orientation and review sessions, video conferences, supplemental or student sessions, and/or field trips. How will distributed education meet these requirements for this course?
The instructor and students communicate via e-mail, topic threads, telephone, and real-time during virtual office hours. Lectures and PowerPoint presentations are available from the instructor’s website in a visual/auditory format using voice-over from Camtasia or other Multimedia software products.
5. How will the attendance policies for this course, as applied to traditional classroom courses, be applied to this distributed education course?
Student-instructor contact occurs a minimum of once a week via e-mail or virtual office hours. In addition, each student must perform assignments, quizzes, and exams as required by the syllabus for this course. The grading criteria are the same as the traditional class grading criteria.
6. Generally, how many other sections of this course are taught each semester using the traditional classroom approach?
The course will be offered as a part of the certificate program Business Marketing – 213, Business Management – 215, Business Supervision – 225, as well as being offered in management development programs for industry. The distance education format will provide managers and future managers with the opportunity to learn motivational communication skills. One to two sections of this class will be offered each semester.
7. Does the instructional area in which this course as offered have available the instructional equipment, materials, and other resources necessary to make the distributed education course section feasible?
All of the materials used in the traditional course are available to students who access the internet and the instructor’s website. Teaching students on a distributed education basis is a logical step in making the course viable to meet the current needs of existing and potential students.
8. How will you address access for students with disabilities? Attention to access is required if your course entails the use of print media, audio or video conferencing (live or pre-recorded), the Web or software such as Laser Video Disc, CD-ROM or DVD?
All web-based material is presented using the accessibility guidelines in the Cerritos College Web Handbook (http://www.cerritos.edu/handbook). Visual enhancements have “alt” tags and alternative test descriptions to provide access for students with visual impairments; sound enhancements have closed captioning. When necessary, text versions of web pages are also made available. Course syllabi web pages include statements requesting students with disabilities to apprise the instructor of limitations so that special needs are met in a timely manner. When access is not compatible with a student’s disability, the instructor makes available alternative methods of instruction.
Rationale for Course Inclusion:
1. Teaching students on a distributed education basis is the next logical step in the evolutionary process of this course and will help Cerritos College remain the most technologically advanced Community College in the state.
2. As a distributed education course, we are better able to meet the needs of the diverse student population by employing new technologies which facilitate various student learning styles.
3. As a distance education course the class can be offered as a part of management development programs for companies within a variety of industries.
This survey class focuses on the business management processes and the software products that are available to assist managers, entrepreneurs, and other business professionals in the successful accomplishment of their demanding jobs in a dynamic, global, and technology-driven business environment. The program's curriculum is designed to review the latest software available to assist a manager in accomplishing the full spectrum of management functions; to help them shift from old methods of managing to new methods using tools provided by computer technology.
B. Class hours: 3 lecture/1 labUnits: 3
C. Prerequisite: None.Corequisite: None.
D. Recommendation: None
II. Texts and other instructional materialsA. Required texts
None – Reading materials will be provided by instructorB. References
NoneC. Required materials
As specified by instructor
III. Course contentA. Planning software
1. Develop plans to manage start-up businesses or projects from concept to profit
2. Make detailed schedules and operating plans3. Plan and allocate resources to meet objectives4. Project planning: work breakdown structure, schedule, and costs 5. Channel operation planning
B. Marketing management software1. Competitive analysis 2. Market research and opportunity analysis 3. Research techniques and resources 4. Pricing, profitability and payback 5. Distribution planning
C. Relationship management software1. Applying communication tools and techniques 2. Coordinate and link groups, departments, and divisions3. Manage external relationships and internal team relationships4. Facilitate team performance
5. Sales process techniques and options 6. Suspects, prospects and customers 7. Presentations, proposals and contracts
D. Financial management software1. Cost, schedule tradeoffs 2. Profitability: investment, budgets, revenue and profit 3. Direct and indirect costs and overhead 4. Margins, break even, return on investment 5. Manage the performance of employees6. Measuring cost of poor quality 7. Risk management
E. E-commerce software1. On-line store from concept to development2. Payment processing security3. Accurate shipping and order fulfillment4. To provide world class customer service
F. Manufacturing management software1. Remote administration and monitoring of real-time production
systems2. Design, analyze, simulate and optimize manufacturing processes3. Generate work instructions, reports, analyses and programs for
the shop floor, assembly line workers, and suppliers4. Web-based applications to review and exchange manufacturing
process information
IV. Course objectivesA. Students will be able to describe the uses of Business Planning
Software to include:1. Software to write business plans2. Software to determine margins, break even, and return on
investment3. Software to do project management
B. Students will be able to describe the uses of Marketing Management Software to include:1. Software to do market analysis and product planning2. Software to do product pricing, profitability, and payback analysis3. Software to assist in the distribution aspect of marketing4. Software to develop promotional materials5. Software to manage the sales function of marketing
C. Students will be able to describe the uses of Relationship Management Software to include:1. Software to communicate with various stakeholders of the
organization2. Software to coordinate and link groups, departments, and divisions3. Software to manage both external rand internal team relationships4. Software to facilitate team performance
5. Software to make presentations, proposals and contractsD. Students will be able to describe the uses of Financial Management
Software to include:1. Software to manage the various accounting functions in a typical
accounting department2. Software to develop reports to assist managers in recognizing
exceptions: both problems and opportunities3. Software to measure break even points, return on investment, and
risk managementE. Students will be able to describe the process and the software
necessary to move an operation on-line:1. Software to manage the main components of an on-line business2. Software to make a professional-looking and effective presence on
the internet3. Software to provide a secure method of collecting revenue for
transactionsF. Students will be able to describe the uses software used to integrate
the manufacturing process with computer technology:1. Software used in the design process (CAD-Computer Assisted
Design)2. Software used to integrate manufacturing (CAM-Computer
Assisted Manufacturing)3. Software used to manage the Supply Chain4. Software used to define, predict, measure and analyze quality and
tolerance information5. Software used to apply web-based applications to review and
exchange manufacturing process information
V. AssignmentsA. Reading
1. Assigned reading materials from hand-outs and internet assignments
2. Supplemental readings as assignedB. Writing or problem solving or skill attainment
1. Students will utilize available management software by building their own case studies throughout the class
2. They develop business plan segments for each major management function
3. they practice new skills through hands-on case study exercises, presentations, and computer lab and internet assignments
C. Critical thinking1. Analyzing and applying the principles learned to identify
appropriate software for business applications2. Identify appropriate software to assist managers in recognizing and
monitoring typical management problems
VI. Methods of instruction may includeA. Lectures and demonstrations related to the use of management
softwareB. Software orientations throughout the classC. In-class exercises done as a group as well as individuallyD. Audio-visual aids used to visually walk the students through the steps
needed to successfully complete assignmentsE. Structured walk-through of all materials covered as well as detailed
instruction on the techniques used to complete assignmentsF. Technologically-mediated instruction which could include on-line,
televised, or other delivery methods. The instructor will make sure the delivery methods are accessible to students with disabilities or will provide alternative methods to meet the learning abilities of students with disabilities
G. Traditional in-person orientation to lab activities
VII. Methods of evaluationA. Quizzes/theory examinations or written assignments given at the end
of each unit as a review of materialB. Lab assignments - student’s skills acquired through hands-on case
study exercises, presentations, and computer lab and internet assignments will be evaluated
C. Students performance evaluated based on assignments completed, timeline for handing work in, and accuracy of all assignments
D. Final examination: A comprehensive final exam will be administered the final night of class to include both lecture topics as well as topics discussed in the labs
Project Management Software:
Specific software or specific software suppliers are not named for the following reasons:
1. There are too many available programs and the industry is so dynamic that each semester the currently popular and available software will be reviewed
2. Changes to what software will be surveyed will be made based on the best available products.
3. For example, following is a list of some of the Project Management Software that is currently available:
Windows Based Project Management Software: 4aBetterBusiness, Inc. : MS-Excel-based visual project management
software AbacusPM : AbacusPM - Project Management Software For Detailers and
AEC Software : FastTrack Schedule 7.0 AlterMedia : Studio Suite : studio and production management software
for audio/video/multimedia production facilities Aonix : Lifecycle Desktop Software Artemis : Project planning, scheduling, and time reporting software Automation Centre : TrackerOffice for Microsoft Exchange/Outlook BLiner : B-liner Project Outliner Can Plan : Project Management for Small Business (Free) The Carsley Group : The Service Request System Web Base Project
plan, Client/Server architecture, logical network architecture, and project estimate
Computer Associates International : SuperProject Crest Software : Project scheduling and management software for
Manufacturing and Mining Experience In Software, Inc. : Project KickStart, the easy-to-use 30-minute
project planner. HMS Software : TimeControl project management timesheet system "How's it going?" : Multi Project Management System (MS Access 97 and
MS Access 2000) HS Technologies : Team Tracker Software (Supports MS Access) Hydra : Hydra project and programme planning tool Impact Software : Pivot software for oil and gas industry Imperious Software : Administrator Professional project organizer IMS Corp : Project Exchange Enterprise Toolkit IMSI : TurboProject v4 InControl : Project Management and Control System Indigo Technologies Ltd : TaskMaster - Windows based project tracking
(name change) Kildrummy Technologies : winCerts project management software Leach Management Systems Ltd : Project Management software and
consulting Marin Research : Project Gateway and Project Observatory Micro Planning International : Project management software Microsoft Corporation : MS Project - windows based project management Mundane Software : Project Management Software
NIKU : Portfolio Manager - Enterprise and Project Management Solutions Nova Clarion Ltd : Imperium Gantt Viewer distributes project data over the
Internet The Object Factory : Develop Project Estimates and Plans from Object
Models Orbisoft.com : Task Manager 2000 featuring Microsoft Access(r) database Pacific Edge Software : Project Office software using Microsoft SQL
Server database PCF Ltd : Project management and earned value analysis tools Performance Solutions Technology, LLC : Project management software Pictdata Productions : Time Disciple project management accounting
software PortalSoft Technologies : Sales Force Automation and Project Tracking
Software (Microsoft Exchange) Primaplan : Project management software Primavera Systems, Inc : Project management software for large and
small projects ProChain : Project management software using critical chain approach Project Kick Start Project Management Solutions : Multi-project Management for MS Project QA Software : QDMS computerized drawing control for ISO 9000 Quality Systems and Software : DOORS requirements management tool Scram Software : SCRAM 99 add simulation and other features to
Microsoft Project Scitor's Business Solutions Group : Project and Process Management
tools Software Productivity Research : KnowledgePLAN 2.0 software estimation
tool (Capers Jones' product) SoftSeek : Shareware and trials of PM software Strategic Transitions : Inspiration Tenrox : Projeca eWorkforce Suite - Professional Service Automation
(PSA) and Change management software Telelogic North America : Requirements Management and Change
Management Time Disciple : Time and Project tracking software TimeTiger : TimeTiger for Workgroups - Time and Project tracking
integrates with Microsoft Project Time Wizard : Time and Project tracking software ViaNovus : PARAGONÔ Project Management System Welcom : Open Plan
Web Based Project Management Software AbakSoftware : Web base project management software
services and consultaning Artemis : Project planning, scheduling, and time reporting software Asta Development Corporation Ltd : Power Project software product (UK
based) Astarte Limited : PlanWise Web based project management Auego : Intelligent Planner (Professional Services Administration - PSA) Bentley Engineering : ProjectBank and ProjectWise web based project
management and collaboration system BizWall : Web based project management BPMS : Web based project management Business Engine : Business to business professional services supply
chain Cambridge Interactive, Inc. : Coordinate critical projects Cephren : Buildpoint - web based PM for capital facilities projects Changepoint Corporation : Professional Services Supply Chain Circadium Technology : ProjectCatalyst - web based project management Clear Reason : Fluid Enterprise - web based project workspace for
managing projects across the enterprise CommonOffice.com : Web-based project management and collaboration Company 39 : Project Management Solutions Complete Response : Web based project management, customer service,
and collaboration cprojects.com : Web based project management for construction Copernican SystemWorks, Inc. : Custom software for workflow,
knowledge management and project management : CostTrack Software Critical Path Technical Services, Inc. : ProjectExecutive - Web based
companion to MS Project D4Software : D4Software Projjects Dolynx : Web based professioanl services automation (PSA) Einstein Group : Ewarp Windows based Project Resource Planning Tool eLabor : Enterprise Project Management Elementool : Web based bug and defect tracking tool (free limited use) entry.com : Web based project management and ecommerce
EPIWare : Web based project management and collaboration - free for up to 5 projects
ePortfolioTrack : Internet hosted project tracking eProject.com : Web based team collaboration software eRoom Technologies : Collaboration and Portal Software evolutionB : Synergy Collaborative Solutions and Development
Environment Evolve Software : Service Sphere (Professional Services Administration -
PSA) Finley Systems, Inc. : Web based project management FASTECH : Project management time reporting software FrameTech : ActiveProject® web based project management and
collaboration software Genisys Informations Systems, Inc. : PM Software Products and
Consulting Services GigaPlan : Secure hosted collaboration software Gold Key Software : iTAMS - Internet Time and Attendance Management
Solutions HMS Software : TimeControl project management timesheet system ICEAS : Web-based Customizable Project Management Integrated with
In-house Software Idea Weavers : Web based project management software IMS Corp : Project Exchange Enterprise Toolkit Infinite Series Group : InfiniteProject Project Management InventX, Inc. : ePM - Enterprise Project Management (Web based pure
Java) INOVIE Software : Team Portal iPlan Enterprise : Integrated Project and Quality Management Software iTeamwork : Web based team project management Journyx : Web based Project Management Software Maconomy : Net centric business software for service industries Management Controls, Inc. : TrackSoftware Mantix : Cascade + Webtime Meridian Project Systems : Web-based project management and
collaboration MESA Systems Guild : Web based project management (Security
prevents entry) Meta Communications : Job Manager for the printing industry Metier Ltd : Project Management Software Micro-Frame Technologies, Inc : Project Management software solutions
and consulting services (part of Business Engine) MKS : Project Integrity integrates with MS Project Monitor Management Control Systems Limited : MPower web based
Netmosphere Inc. : Java applications help workgroups plan, analyze, manage, track, and communicate business projects (Acquired by Critical Path)
NIKU : Enterprise and Project Management Solutions (PSA) Novient : Web based project management Office Series : Web based Time Management OmniTracker : Web based project management and collaboration One2team : Web based project management and execution onproject.com : Web based project management and collaboration Open Air : Web based project management and collaboration OurProject.Com : Web Based Project Management Pacific Edge : Project Office eXpress 3.0 is a Web-based, thin client
application Panorama Software Corporation : Web based proejct management Planisware/Selfware : OPX2 project management software planonthenet.com : Free web based project management functions PlanView, Inc : Resource-driven project and resource management
software PointCross : Web based project management Princeton Softech : Process Director Primavera Systems, Inc : Project management software for large and
small projects Pragmatic Software Co., Inc. : Defect Tracker - tracks defect for software
projects Project Arena : Project management for professional services automation Project Assistants, Inc. : Project management software project.net : Project collaboration software ProjectByNet : Web based project and collaboration software ProjectShare.com : Web-based project management and collaboration
software Providence Systems Group : Web based project management solution
integrates with MS Project 2000 QuickArrow, Inc. : Project management software Rational Concepts, Inc. : Proj-Net - web-based (ASP) PM Software red-gate.com : Aardvark Web based bug and defect tracking tool (1 month
free trial available) Replicon Inc. : Project management / time and attendance software Same Page : Virtual Team Collaboration SAS Institute : Web based collaboration Scitor's Business Solutions Group : Project and Process Management
tools SDRC : Collaborative Product Management Solutions Single Source Oy : Kronodoc enables sharing of PM and product
information accross organizational boundaries SME Corporation : Web based solutions for the enterprise Solution Corp : Web based project management
SpeeDEV : Web-based Software Lifecycle Management System Standpipe Studios, LLC : Vertabase - web based project management Synchrono, Inc. : Constraints based scheduling for manufacturing and
distribution Systemcorp : Enterprise Project Management software solutions TaskLand.com : Project Management available over the Web TekReach PM, Inc. : Conductra Project Management Tenrox : Projeca eWorkforce Suite - Professional Service Automation
(PSA) and Change management software Tivity : Web based Professional Service Automation (PSA) ViaNovus : PARAGONÔ Project Management System Virtual Communication Services : Web-based Project Management and
Collaboration Visual Team, PLC : Time Management Software Vite : Project management and work process improvement vProject : Web based project Management Wizdom : WizdomLive! Web Based Project Management Workforce Time and Attendance Software : Web based time and
attendance software Yellow Zone : YZManager Web Based Project Management
Not Categorized Cost Xpert : Parameter driven costing software FS Integrators : ActionProject Manager program management module Include Software Corporation : Job cost and production software for
service and construction businesses. Palisade Europe : @RISK for Project, DecisionTools Suite and
The role of manager is changing based on the global environment in which businesses operate in today’s economy and the communication technology which is now available. The course BA 56 - MOTIVATION IN MANAGEMENT was originally “designed to give the student a practical working knowledge of how to meet and solve many of the typical problems encountered in management.” The only certificate program in which BA 56 was included was BUSINESS MANAGEMENT – SUPERMARKET – 216.
The change in the course title to BA 156 - MOTIVATIONAL COMMUNICATION SKILLS FOR MANAGERS will clarify the course content for students. This course is being offered as part of the Distributed Education Program to better meet the needs of the diverse student population. It has been expanded to teach students to communicate the values, mission, and goals of the organization to create an environment that encourages motivation on the part of employees. This course will emphasize the process of developing presentation materials, planning presentations, and using the latest communication technology to deliver professional, compelling presentations. The goal of the new course is to prepare current and future managers with an understanding of the scope of motivational management in a dynamic, global work environment.
Multicultural Statement:
The class will use cooperative learning techniques and hands-on activities to maximize the variety of learning styles used by our diverse population of students.
Criteria for Judging Courses as Acceptable for Distributed Education:Motivational Communication Skills for Managers
1. How can the stated objectives and course content, as written in the course outline, be accomplished through distributed education?
In addition to materials supplied by the instructor, the World Wide Web contains a vast amount of information on motivational communications skills. Internet assignments are a part of the course work. Links to resources are made available from the instructor’s website and students perform tasks,
gather information, and prepare written assignments and send them as e-mail attachments to the instructor. Course materials are identical for both distributed education students and classroom students.
2. How are the standards of course quality, as written in the course outline, met through distributed education?
All classroom assignments, homework assignments, and grading criteria are identical for distributed education students and classroom students. The quality of the course is closely observed. The student is encouraged to communicate with the instructor when problems arise. The instructor checks his/her mailbox, voice-mail, and e-mail daily to keep in contact with the students. Announcements or potential problems that arise are posted to the web-site to keep all distributed education students in the loop.
3. How is the class size, as approved for the traditional course, appropriate for distributed education?
The approved maximum class size for this class is 42 students. As a distributed education class, the class will remain at 42.
4. Effective instructor-student contact, per Title 5, Section 55376, takes place through office visits, telephone conversation, e-mail exchanges, ‘virtual office hours,’ traditional course lectures, group or individual meetings, orientation and review sessions, video conferences, supplemental or student sessions, and/or field trips. How will distributed education meet these requirements for this course?
The instructor and students communicate via e-mail, topic threads, telephone, and real-time during virtual office hours. Lectures and PowerPoint presentations are available from the instructor’s website in a visual/auditory format using voice-over from Camtasia or other Multimedia software products.
5. How will the attendance policies for this course, as applied to traditional classroom courses, be applied to this distributed education course?Student-instructor contact occurs a minimum of once a week via e-mail or virtual office hours. In addition, each student must perform assignments, quizzes, and exams as required by the syllabus for this course. The grading criteria are the same as the traditional class grading criteria.
6. Generally, how many other sections of this course are taught each semester using the traditional classroom approach?
The course is currently only offered as a part of the certificate program Business Management – Supermarket – 216. Upon the adoption of the revisions to this course, it is anticipated that the course will be made a part of
additional certificate programs such as Business Marketing – 213, Business Management – 215, Business Supervision – 225, as well as being offered in management development programs for industry. The distance education format will provide managers and future managers with the opportunity to learn motivational communication skills. One to two sections of this class will be offered each semester.
7. Does the instructional area in which this course as offered have available the instructional equipment, materials, and other resources necessary to make the distributed education course section feasible?
All of the materials used in the traditional course are available to students who access the internet and the instructor’s website. Teaching students on a distributed education basis is a logical step in making the course viable to meet the current needs of existing and potential students.
8. How will you address access for students with disabilities? Attention to access is required if your course entails the use of print media, audio or video conferencing (live or pre-recorded), the Web or software such as Laser Video Disc, CD-ROM or DVD?
All web-based material is presented using the accessibility guidelines in the Cerritos College Web Handbook (http://www.cerritos.edu/handbook). Visual enhancements have “alt” tags and alternative test descriptions to provide access for students with visual impairments; sound enhancements have closed captioning. When necessary, text versions of web pages are also made available. Course syllabi web pages include statements requesting students with disabilities to apprise the instructor of limitations so that special needs are met in a timely manner. When access is not compatible with a student’s disability, the instructor makes available alternative methods of instruction.
Justification for adding the BA 156 course to Distributed Education:
4. Teaching students on a distributed education basis is the next logical step in the evolutionary process of this course and will help Cerritos College remain the most technologically advanced Community College in the state.
5. As a distributed education course, we are better able to meet the needs of the diverse student population by employing new technologies which facilitate various student learning styles.
6. As a distance education course the class can be offered as a part of management development programs for companies within a variety of industries.
COURSE OUTLINE MOTIVATIONAL PRESENTATION SKILLS FOR MANAGERS
A. Course descriptionThis course is designed to teach managers how to communicate the values, mission, and goals of the organization to create an environment that encourages motivation on the part of employees. In today’s organizations, motivation means getting people to exert a high degree of effort on their job. Motivation is something that must come from within the employees; the key then is getting employees to want to do an excellent job. In this course, emphasis is on the process of developing presentation materials, planning presentations, and using the latest communication technology with which to deliver professional, compelling presentations.
B. Class hours: 3 lectureUnits: 3
C. Prerequisite: None.Corequisite: None.
G. Recommendation: None
II. Texts and other instructional materialsA. Required texts:
Presentations for Decision Makers, 3rd edition; Marya W. Holcombe, Judith K. Stein; John Wiley & Sons; ISBN: 0471287652
B. ReferencesNone
C. Required materialsAs specified by instructor
III. Course contentA. Motivating today’s employeeB. Leading employeesC. Foundations of communicationD. Principles of presentationsE. Presentations technology and techniquesF. Developing effective messagesG. The key to persuasive messagesH. Handling conflictI. Coping with change and stressJ. Counseling employeesK. Appraising employee performanceL. Report presentationM. Improving your communication skills
IV. Course objectives
A. Motivating today’s employee1. Define motivation2. Define the traditional theory of motivation3. Explain the hierarchy of needs4. Discuss the motivation-maintenance theory of motivation5. Discuss the preference-expectancy theory of motivation
IV. Course objectives - continued6. Explain reinforcement theory7. State several things that the manager can do to affect employee
motivationB. Leading employees
1. Define leader2. Describe three basic styles of leadership3. Define supportive and directive leaders4. Explain the contingency approach to leadership5. Describe Theory X and Theory Y
C. Foundations of communication1. Describe the goals of business communication2. Identify patterns of business communication3. Explain the communication process4. Discuss communication barriers
D. Principles of communication1. Explain the correct choices of words, develop sentences, and form
paragraphs2. Describe the use of unbiased language3. State how to compose with style
E. Presentation technology and techniques1. Identify tools for written presentations2. Identify tools for oral presentations3. Identify tools for visual presentations4. Discuss making presentations using the Internet and World Wide
Web5. Explain trends and issues
F. Developing effective messages1. Plan and compose business messages2. Determine vocabulary level3. Assure legality
G. The key to persuasive messages1. Use the indirect plan for persuasive messages2. Implement the indirect plan3. Demonstrate how to write persuasive requests4. Discuss recommendations5. Outline special claims6. Describe effective sales messages7. Implement collection proceedings using effective messages
H. Handling conflict1. Define conflict2. Outline the five stages of conflict3. Discuss the useful effects of conflict4. Explain the basic perspectives for analyzing conflict in
organizations5. Define frustration6. Describe five strategies for dealing with interpersonal conflict
I. Coping with change and stress1. Discuss the manager’s role in introducing change2. Explain why employees tend to resist change
IV. Course objectives - continued3. Present several things that the manager can do to foster employee
acceptance of change
4. Describe a three-step model for implementing change5. Discuss the nature and sources of job-related stress6. Define burnout and workaholism7. Suggest several personal guidelines for managing organizational
and personal stress
J. Counseling employees1. Determine when it is appropriate for the manager to counsel
employees2. Differentiate between directive and nondirective counseling3. Present a general approach for counseling employees4. Explain the manager’s role in career counseling5. Define a “troubled employee”6. Discuss ways to effectively supervise troubled employees7. Explain what employee assistance programs (EAPs) are8. Summarize the legal requirements for dealing with troubled
employees9. Explain the difference between a “troubled” employee and a
“problem” employee
K. Appraising employee performance1. Define performance2. Define performance appraisal3. List and describe the eight major performance appraisal methods4. Discuss the common errors in making performance appraisals5. Explain how to conduct performance appraisal interviews
L. Report presentation1. Discuss advantages of correct report formatting2. Identify the various types of written reports
3. Summarize the mechanics of written reports4. Explain informal reports5. Define special reports6. List the uses of formal reports
M. Improving your communication skills1. Define communication2. Describe the interpersonal communication process3. Explain the concept of feedback in the communication process4. Define perception5. Define semantics6. Discuss guidelines for conduction effective meetings7. Explain the importance of the grapevine in organizations
V. AssignmentsA. Reading
3. Assigned reading materials from the text, hand-outs, and internet assignments
4. Supplemental readings as assignedB. Writing or problem solving or skill attainment
4. Students will prepare and present written, oral, and visual presentations
V. Assignments5. They practice new skills through hands-on case study exercises,
presentations, and internet assignmentsD. Critical thinking
3. Analyze and apply the principles learned in the class to identify the values, mission, and goals of an organization
4. Use appropriate methodologies to create an environment that encourages motivation and open communication
5. Identify appropriate concerns and the most effective communication techniques to address those concerns
VI. Methods of instruction may includeA. Lectures and demonstrations related to motivation and
communicationsB. In-class exercises done as a group as well as individuallyC. Audio-visual aids used to visually walk the students through the steps
needed to successfully complete assignmentsD. Structured walk-through of all materials covered as well as detailed
instruction on the techniques used to complete assignmentsE. Technologically-mediated instruction which could include on-line,
televised or other delivery methods. The instructor will make sure the delivery methods are accessible to students with disabilities or will provide alternative methods to meet the learning abilities of students with disabilities
VII. Methods of evaluationE. Quizzes/theory examinations or written assignments given at the end
of each unit as a review of materialF. Assignments to provide student’s opportunities to develop skills
acquired through hands-on case study exercises, presentations, and internet assignments will be evaluated
G. Students performance evaluated based on assignments completed, timeline for handing work in, and accuracy of all assignments
H. Final examination: A comprehensive final exam will be administered the final night of class to include both lecture topics
Deliverable #3: Project-based Leadership Development Course
Human Behavior and Leadership
Required Textbook: The Art of Leadership, by Manning & Curtis, McGraw-Hill. Bring the textbook and your notes to each class session.
Course Description: Presents an overview of the major human behavior concepts and techniques that are relevant in attaining both good performance and develop leadership skills.
Objectives: The course will provide an understanding of how industrial/organization (I/O) psychology directly influences our lives as job applicants, trainees, employees, managers and coordinators, and consumers.
Evaluation
Class Participation and Attendance: Learning is enhanced through dialogue and discussions. The instructor will ask questions regarding the reading assignment. You will be expected to share thoughts on how the reading reflects today's work environment.
20%
Eight Exams—No Make-up Exams 40%Final Team Project: The team project will encompass the essential concepts of the course. In addition to a written paper, a class presentation completes the grading process. As necessary, I may make changes to this syllabus. I will inform the class of any changes.
40%
Points
Exam (8): 400Participation: 200Final Project: 600
1200
Course Outline:
Week 1 Course IntroductionSetting the Stage
Week 2 The Leadership EquationLeadership QualitiesCharacteristics of Followers
Week 3 Situational FactorsQuiz 1Team Work and Fun
Week 4 The Importance of VisionMotive to Lead
Week 5 Organizational ClimateQuiz 2Team Work and Fun
Week 6 Leadership EthicsThe Role of ValuesEthics at Work
Week 7 Quiz 3Leadership AuthorityEmpowerment in the Workplace
Week 8 The Quality Imperative
Quiz 4Team Work and Fun
Week 9 Effective LeadershipHuman Relations
Week 10 The Team ConceptQuiz 5Team Work and Fun
Week 11 Human BehaviorThe Art of Persuasion
Week 12 The Diversity ChallengeQuiz 6Team Work and Fun
Week 13 Effective DelegationHow to Assign WorkRole of Personality
Week 14 Quiz 7Team Work and FunLeader as Teacher
Week 15 Helping People through ChangeBurnout PreventionQuiz 8 Team Work and Fun
Week 16 Presentations
"Leadership Through Doing"
Imagination and ingenuity fill the need.
YOU invent of the solution..
This Leadership Project will call upon you to discover a need in your community and/or business, use your imagination to find a solution and your ingenuity to fill the need. Ask yourself...
What's missing in my community and/or business? How did the need come about?
What problem does this cause?
How can I supply a solution?
The Task
Your task is twofold:
1. Create a product or service that fills a need in your community and/or business.
2. Present it to a funding agency (initially our class) for support in bringing it about.
You will form a Team to assess the community's needs and how they came about; decide which need is most important to your community at this time, and together...
Create a vision of what life would be like if the need were met. Design a research project to learn what it takes to meet the need. Creatively invent a product or service to meet the real need. Determine costs of items needed to provide a solution Write a proposal to present to a funding agency.
Check the rubric to get a clear understanding of what is expected of your final proposal.
1. Use a mind mapping tool to do some brainstorming on goods and services that are needed in your community.
A. What's missing in my community?
B. How did the need come about?
C. What problem does this cause?
D. How can I supply a solution?
1. Form a Project Team that will decide which need is most important at this time and together...
A. Create a vision of what life would be like if the need were met.
B. Design a research project to learn what it takes to meet the need.
1. How can we supply a solution? Propose research questions to learn what it takes to meet the need. As you look at the task, list as many questions as you can that will help you to understand and investigate this issue. THINK ABOUT...
What do we already know about the problem? (List 5-10 answers)
A. to begin our investigation? B. in order to suggest some solutions? C. to convince others to support our ideas?
1. Assign a specific area of investigation for each member of your team and set deadlines to meet and report back. Formulate questions that you would like to ask of an expert as part of your investigation. (List 5-10 questions)
2. Develop a plan to create a product or service to meet the real need. The Goal Reaching Process will help you to formulate a plan for meeting your community's need.
3. Consult community agencies that may be able to help you in your efforts.
4. Creatively invent a product or service to meet the real need.
5. Locate possible funding sources. Be sure to read the requirements for each grant.
California Community Foundation
Community Toolbox
Community Technology Foundation of California
Small Business Administration
1. Write a proposal to present to a funding agency.
A. Go to the US Census Bureau to get information to describe your community
location income levels ethnic makeup existing community services (or lack of)
A. Explain the need and how it presents a problem to the community.
B. Describe the product or service you are proposing as a solution.
C. What function does it serve? D. How does it fill the need of the community and solve
E. What resources are needed to make it a reality?
people skills equipment money (Create a budget to show specifically how money will be used.)
Use Grant Writing Tips to get clear on how to proceed.
For general help with the writing process, see Dr. B's Writing Workshop.
Present your Proposal to your class for practice first, and then to a funding agency. The Advanced Public Speaking Institute will help you prepare for your presentation.
Evaluation
Your Proposal will be evaluated in relation to the grant application according to the following criteria:
CATEGORY 4 = Exceeds the standard
3 = Meets the standard
2 = Partially meets the standard
1 = Does not meet the standard
Score
Clarity of purpose
The need is clearly articulated as the purpose for which the proposal is written. Goals and objectives provide immediate solution to problem posed by the need.
The need is clearly articulated. Goals and objectives are relevant to meet a specific need.
The need is articulated however relevancy of goals and objectives lack specific clarity.
The need is not clearly articulated or goals and objectives show little or no relevancy to the stated need.
Supporting information
Essay
Proposal addresses all of the specific and important
Proposal addresses the specifics of the application
elements required in the grant application. Narrative provides extensive, quality details to give the reader all important information upon which to make a decision.
including the most important elements. Narrative provides ample, quality details to give the reader important information upon which to make a decision.
but omits some key elements. Supporting details and information are relevant, but several key issues or portions of the narrative are unsupported.
details and information are typically unclear or not related to the issue.
Commitment The writer successfully uses several reasons/appeals to try to show why the reader should approve funding for this project to fulfill the community need.
The writer successfully uses one or two reasons/appeals to try to show why the reader should approve funding for this project
The writer attempts to make the reader care about the project, but is not really successful.
The writer made no attempt to make the reader care about the project.
Conclusion
The conclusion is strong and leaves the reader with clear answer to the question, "So what?"
The conclusion is recognizable and leaves the l reader understanding the purpose
The conclusion is recognizable, but does not tie up several loose ends.
There is no clear conclusion, the paper just ends.
Sentence Structure & Fluency
All sentences are well-constructed with varied structure.
Most sentences are well-constructed with varied structure.
Most sentences are well-constructed but have a similar structure.
Sentences lack structure and appear incomplete or rambling.
Grammar & Spelling Conventions
Writer makes no errors in grammar or
Writer makes 1-2 errors in grammar or
Writer makes 3-4 errors in grammar or
Writer makes more than 4 errors in
spelling that distract the reader from the content.
spelling that distract the reader from the content.
spelling that distract the reader from the content.
grammar or spelling that distract the reader from the content.
FIELD TESTING AND RESULTS
We need to know how these deliverables were field tested and what you had discovered.
STAFF DEVELOPMENT ACTIVITIES “Partnering with Industry” February 14, 2004 WBITE Conference
April 3, 2004 CBEA Conference
Insert PowerPoint Slides of Presentation here.
BEST PRACTICES
Students in Free Enterprise (SIFE): Below is a description of SIFE which is a student organization that hones leadership skills. Students in Free Enterprise (SIFE) is the world’s preeminent collegiate free enterprise organization. SIFE provides leadership training, regional competitions and career opportunity fairs for thousands of college students throughout 33 countries, and awards more than $400,000 in prize money to college student teams each year.
That's why more than 185 top corporate executives sit on the SIFE Board of Directors. Inspired by the energy, passion and healthy idealism SIFE students possess, they are business people and community leaders who champion the ideas that hard work pays, free markets work, democracy leads to prosperity and freedom brings social responsibility.
What is important to you?
There comes a point in your life when you want to help others as much as you want to help yourself. You take satisfaction in giving the same opportunities you had to others, and pride in being part of a global effort that helps to prepare the next generation of leaders.
SIFE needs your help to provide resources for teams to continue to grow and prosper throughout the world. SIFE students are re-igniting entrepreneurial enthusiasm, exciting youngsters about technology, expanding educational opportunities, helping to conquer the digital divide, teaching responsible personal finance and filling the leadership pipeline. It's an effort worthy of your time and financial contribution. There are plenty of opportunities for you to support SIFE. You can get involved by serving on a SIFE Team Business Advisory Board, or as a judge at an exposition, by donating time or money and by joining SIFE's prestigious Board of Directors.
The best way to get to know SIFE is to come see it for yourself. Visit or judge at a SIFE Exposition. We guarantee you'll get goose bumps and a lot more. You will embark on an inspiring journey where you’ll gain the opportunity to forge lifelong friendships and business relationships, and have a chance to make a meaningful contribution, mingling generations and working together to change the world.
RESOURCES AND WEB LINKS
http://www.sba.gov/ : Small Business Administration
http://beaucoup.com/ : TRADE SHOW CENTRAL – Provides information on more than 50,000 trade shows, and conferences, and seminars, 5,000 service providers, and 8,000 venues and facilities around the world.
http://www.uspto.gov/patft/ : United States Patent and Trademark Office
http://www.loc.gov/copyright/ : United States Copyright Office
http://www.stat-usa.gov : STAT-USA - For the U.S. Business, economic, and trade community, providing information from the Federal government and access to the National Trade Data Bank for country and market research.
http://strategis.ic.gc.ca/engdoc/main.html : STRATEGIES - Canadian Government Trade Assistance, providing international trade information on international markets, trade leads, and hotlinks on global markets.
http://ciber.bus.msu.edu/busres.htm : CENTER FOR INTERNATIONAL BUSINESS AND EDUCATION RESEARCH – An international business resource, providing information on international markets, trade leads, and hotlinks on global markets.
http://tradeport.org/ts/ : TRADEPORT – An international trade resource, providing market information, guidance and resource listing, trade leads and international events in southern California.
http://europages.com/ : EUROPAGES – Provides information on 500,000 companies worldwide and gives the option of searching by product or service.
http://www.usatrade.gov : USDOC – This Web Site is designed as an effective business resource. This site provides a full array of trade Assistance.
