1 de May de 2015
1 de 24

Más contenido relacionado

La actualidad más candente

Managing your career - Heather MoyesManaging your career - Heather Moyes
Managing your career - Heather MoyesAssociation of University Administrators
The Employable Teacher Module Welcome LaunchThe Employable Teacher Module Welcome Launch
The Employable Teacher Module Welcome LaunchShereen Shaw
Seda Nov08Seda Nov08
Seda Nov08Becka Colley-Foster
UW Flexible Option Lessons LearnedUW Flexible Option Lessons Learned
UW Flexible Option Lessons Learnedlpedrick
The new frameworkThe new framework
The new frameworkiansillett

La actualidad más candente(19)


 evidence slides evidence slides
evidence slidesGraeme Jones
Java 基礎入門2Java 基礎入門2
Java 基礎入門2li1920li
изучаем сервис Slide share изучаем сервис Slide share
изучаем сервис Slide share EkaterinaBortsova
Gost r 53969 2010Gost r 53969 2010
Gost r 53969 2010Raphael254
Lita阶段性总结&推广计划Chen Gao
Katerina Agoopi resume #2Katerina Agoopi resume #2
Katerina Agoopi resume #2Katerina Agoopi

Similar a MGMTINC Triumph FINAL PWP

Zehui ChenOutline 12017528English 102sPaper Topic Glo.docxZehui ChenOutline 12017528English 102sPaper Topic Glo.docx
Zehui ChenOutline 12017528English 102sPaper Topic Glo.docxlynnalix61619
Facilitating change utilizing Starfish for an Institutional Approach to Stude...Facilitating change utilizing Starfish for an Institutional Approach to Stude...
Facilitating change utilizing Starfish for an Institutional Approach to Stude...Hobsons
Pbl full curricularapproach_lancasteraof_061609Pbl full curricularapproach_lancasteraof_061609
Pbl full curricularapproach_lancasteraof_061609NAFCareerAcads
Lawrick_TechUsePlanEdTech501Marie Lawrick
DETF recommendations CMC 2013DETF recommendations CMC 2013
DETF recommendations CMC 2013cccscoetc
Marilyn Gardner Milton: School Finance Class - Session 2Marilyn Gardner Milton: School Finance Class - Session 2
Marilyn Gardner Milton: School Finance Class - Session 2Marilyn Gardner Milton MA

Similar a MGMTINC Triumph FINAL PWP(20)


Notas del editor

  1. Introduction A new course at Nichols College (Beethoven) Team Triumph Each member introduces themselves ( Beethoven, Jeff, Tim) “The conception of our idea” (Jeff) Decided to do something different that we felt was missing here at Nichols Made a course instead of a tradition We saw a need for a course based on our needs as students
  2. Course At a Glance Is 1styear business course Helps student growth by solidifying foundation of finance & business skills & knowledge necessary for future course & careers Builds an understanding of personal money management for college years & future BizCafe business simulation enhances team work, leadership, inter-personal, & public speaking skills while at the same time applying the learned financial and business knowledge The knowledge & experience this course has to offer will be vital in student development & will allow a greater opportunity for success Touches upon basics of core business fields: FINANCE, MGMT, HRM, & GENERAL BUS Gives 1st year students a taste of the “Nichols Experience”
  3. Key Highlights (Read Highlights)
  4. The Problem Students are expected to know basic finance principles The fact is, most students don’t have this knowledge Can be very hard for students who struggle with math (Beethoven tell math story) Most students don’t have a strong grasp on personal finance(writing checks, balancing a checkbook, budgeting, saving, etc…) (Jeff tell business story) Students are expected to be able to effectively publically speak, work effectively in groups with other students, & be able to lead a team These can be extremely overwhelming if no prior experience Public speaking especially, can strike a huge amount of fear & anxiety in students with little experience
  5. Loss of Competitive Edge Umass Amherst: Isenberg School of Business has a course that address these needs (Tim Story about brother) Brother went to Isenberg & was surprised Nichols did not have a course like this BUS-MGMT “Personal Finance for Business Leaders Teaches critical personal finance skills vital in life for financial stability and success Helps improve career, personal life, & leadership Other Schools: Boston University, Western New England College, & Gordon These courses focus on the three main concepts of our course (finance, personal $ mgmt, & business skills)
  6. Solution Our course is designed to address these needs & fills the vital knowledge gap Helps students prepare for the future courses Builds a strong foundation of skills & knowledge in finance, business, & personal $ mgmt Experience is vital for developing Early experience in career=greater opportunity for success Career-focused concepts help students envision a brighter future
  7. Nature of the Change Our change is a first order change It is relatively small which makes it a 1st order change It is an incremental change in daily activities carried out by Nichols College
  8. Force Field Analysis Student Interest= Most important They are the bottom line Positive Driving forces Increases Competitive edge job Can lead to higher retention & job placement rates Negative Restraining Forces Low Interest breaks us Opposition from stakeholders due to FEAR of failure How to Overcome Restraining Forces Prove we have high student interest (SURVEYS) Prove the practicality of the course to the curriculum Directly aligned with Nichols core values
  9. Stakeholder Analysis Curriculum Committee (CC): ultimately decides if idea passes upon review The CC holds the most power, they decide if a new course is approved/rejected Students: their interest directly affects implementation & consolidation They carry huge amount of power & make or break the idea Professor Westerling (Associate Dean of Business): decides practicality of course after receiving approved proposal Since this is a BUSINESS course it has to be approved by her Bill Boffi’s Office: retention/placements rates are crucial to college if course can increase, then critical in winning their favor
  10. Stakeholder Calculated Decision Power The CC holds the most power Ultimately they accept or reject the course Students also make break us Their interest is our bottom line Westerling is needed for approval because it is a business course Carries significant decision power Bill Boffi carries influence in the decision as well Prove that our course will improve rates Our course will do so by giving a preview of the “Nichols Experience”
  11. Reasons for Resistance If students are not interested this idea cannot even leave the runway Through surveys we can prove the interest is high & eliminate resistance This course idea has failed to take flight in the past so this fear is not irrational Course is very practical to the current curriculum (explained in more detail next slide) Trouble in finding a professor willing to teach We actually have a professor willing to teach it currently: Professor Flemming
  12. Practicality NICHOLS MISSION- “Within a supportive community, Nichols College transforms today’s students into tomorrow’s leaders through a dynamic, career-focused business and professional education.” Directly aligned with course objectives This course helps prepare students for future finance and business courses by developing a core understanding of the subject Gives a preview to the “Nichols Experience” Course Initiatives: Career Focus, Interactive Classroom, Public Speaking, Teamwork, Leadership
  13. Programs to Overcome Resistance Social Media Use twitter to promote the idea to students Very effective channel of communication Info Session at the Fels Student Center with free food & drinks All faculty & students are encourage to attend & we can really get our point across to stakeholders by doing this & possibly raising interest We will be posting an advertisement for the course in the school newsletter the Bison Beat We will post flyers & brochures around various locations on campus (Fels, Davis, Academy, Lombard, Dormitories, & the Library) to promote our course idea We will also conduct several surveys for students & faculty asking a variety of simple questions (Would you be interested in the course?) to get a general idea of the interest levels This will help convince stakeholders to approve if positive results
  14. Survey Results 4 out of 7 said they lack an understanding of basic finance Identifies the PROBLEM 7 out of 7 said they would take this course Proves there is a high student interest In the past when a similar course idea was proposed, there was not enough student interest This is a small sample size, but a good start Future surveys with a larger sample size could prove furthermore there is student interest to back this idea If the students want it, give it to them
  15. The 9 Step Plan: Steps 1-3 We developed a simple 9 Step Plan to implement our idea A timeline will also be provided after the step slides to show how long the implementation will take (Read Steps 1-3)
  16. 9 Step Plan: Steps 4-6 (Read Steps 4-6)
  17. 9 Step Plan: Steps 7-9 (Read Steps 7-9) If all goes according to planned then our course will appear on next fall’s course catalog Total implementation time: 23-48 days Some steps require more to implement and also have a degree of variance caused by any errors or delays We provided as accurate of a timeline as possible
  18. Communications Strategy Our emphasis to stakeholders: our course’s objective are closely aligned with Nichol’s vision and core objectives Promotional programs in place Spread the word to students to build interest MAIN GOAL: Gain stakeholder & student approval to help implement
  19. Budget As we had earlier discussed, we have provided a detailed budget It is low impact & low cost to & funding for our idea is only needed to cover the promotional costs $100 is needed to provide food & drinks at for students & faculty at our info session in Fels $50 will be needed for supplies necessary This covers the cost of color ink for the brochures & flyers
  20. Financial Resources Besides costs for promotions, there is no other funding required Since our idea is a course, the college already accounts for a set number of courses each year, & if this makes the course catalog it is cover by Nichols This leads into a huge selling point for our idea, the actual costs we have are very minimal The only other cost the idea could possibly run into is if an adjunct professor is needed to teach the course Around $3000 per course
  21. Gap Analysis This is our Gap Analysis pre-implementation & post-implementation (which is a projection our group came up with) It displays Student Interest in red Retention Rate in yellow Job Placement in Purple The scale on the y-axis represents each factor as percentage out of 100 This will give us a better idea of what prospects our course has to offer to the college With successful promotion of our idea we project that student interest will start at 55% Which will be enough to make the course a reality Then after students experience with the course themselves, we project they will enjoy the experience & share this with other students & attract more attention, jumping the interest level up to 85% The current retention rate of Nichols College Freshman is 63% Our course is designed to greatly improve retention & we project that after our course is implemented it will jump to 82% The rationale behind this is, by offering students a course that introduces them to what they will encounter over the next four years, it could potentially increase because students know what Nichols has to offer The current job placement rate of graduating Nichols College Seniors six months prior to graduation is an impressive 93% A main objective of our course is to improve placement rates by solidifying essential business skills that will be called upon in students future careers This will raise the rate to 95% because employers will see how prepared Nichols students are for the working world Nichols already has the great reputation for building career focused professionals & this will further prepare students, increasing the school reputation even more These projections can be tested and further evaluated after utilizing our created assessment methods, which leads us into our next slide
  22. Assessment Methods Our first assessment method to gauge the success of our course will be a student survey conducted after the course has been completed This will help get a sense of student interest level, retention, & practicality of the course This can be later be graphed as an actual projection which will help consolidate the plan afterwards, but this will be discussed more in the next slide Another Assessment we have put in place is direct feedback from students from mandatory SRI’s & and a provided supplement giving more in-depth feedback Through these assessments we can accurate look at the progress of our course, if our projections prove to be right, then this course could be a vital addition to the Nichols College Curriculum
  23. Consolidation If our assessment results prove positive then it will consolidate our course into the curriculum & it could provide to a great resource to first year students both in their academic & professional careers The assessments will also point out any weaknesses or flaws within our course, these will then be improved upon in order to improve the overall success of course & of the students involved If students take the course & enjoy their experience, they will share this with other students, making them more likely to sign up next semester, in turn increasing the student interest level of the course itself After the course has established itself in the curriculum, it only has room to improve even further to provide Nichols students with a practical career focused education This leads to greater potential success of Nichols students and as a whole promoting Nichols great reputation as an organization even further
  24. Potential Questions & Answers How did you come up with your figures? (Gap Analysis) We came up with projected figures based on the principles our course will teach, these are not set in stone, simply estimates & are subject to discussion. We believe this increase will be accounted for by strengthening students foundation of core knowledge & skills that could potentially affect the figures in way similar to our projections. In what ways does the course have such an impact in these areas? Our course is directly aligned with core values of Nichols College, which increases these by building a foundation & giving vital first year experience to students before they revisit this material & have to utilize these skills, we give them a greater opportunity for future success through the course. How can you be so sure this will be attractive to students? We will promote the idea to such an extent that it will gain a substantial amount of interest, if the students see this course as an important resource for their education, while still being interesting at the same time, then there will be enough student interest to add it to the curriculum. With all of our programs we will be able to prove this with concrete numbers to help prove our case. Why would a stakeholder involved approve the idea? As we pointed out earlier, this course is directly aligned with Nichols college core objectives, making it very suitable for the current curriculum, it is designed to improve prepare students for future course increasing student retention which will lead to higher retention rates, crucial to the college.