MBA in Financial Services Purpose 1 Handbook · 2017-04-07 · MBA in Financial Services Purpose 1 Handbook ... 5 Professional ... Student must have taken an undergraduate or MBA

2013

Metropolitan College of New York

School for Business

Updated: September, 2013

MBAinFinancialServicesPurpose1Handbook

2

CONTENTS Overview of Purpose 1: Industry and Venture Assessment .......................................................................................................................................... 3

Purpose Achievement Abilities ...................................................................................................................................................................................... 5

Professional Competencies ............................................................................................................................................................................................ 9

The Purpose Dimension: Strategic Industry Analysis ................................................................................................................................................... 10

The Skills Dimension: Managerial Accounting ............................................................................................................................................................. 11

The Self and Others Dimension: Human Focused Technology for Finance ................................................................................................................. 12

The Value and Ethics Dimension: Financial Services Regulations & Financial Ethics .................................................................................................. 13

The Systems Dimension: Financial Markets & Institutions .......................................................................................................................................... 14

Appendix A: Constructive Action Guideline and Documentation ................................................................................................................................ 15

Appendix B: Rubric of Grading Criteria for Constructive Action .................................................................................................................................. 28

Overview of Purpose 1: Industry and Venture Assessment 3

OVERVIEW OF PURPOSE 1: INDUSTRY AND VENTURE ASSESSMENT In the Industry and Venture Assessment Purpose, students engage in strategic industry specific research activities and field assessments of their identified business, product, and/or service improvement, in order to define the scope, nature, method, etc., of their identified business, products, customers, market segments and the geographical markets for use in developing their Constructive Actions.

PURPOSE 1: INDUSTRY AND VENTURE ASSESSMENT

PURPOSE: CA 1 ‐ Strategic Industry Analysis

SKILLS: Managerial Accounting

SELF & OTHERS: Human Focused Technology for Finance

VALUES & ETHICS: Financial Services Regulations & Financial Ethics

SYSTEMS: Financial Markets & Institutions

PURPOSE WORKSHOP OVERVIEW The Purpose Dimension is where students actualize their Constructive Actions. The Purpose Dimension workshops are the critical forums where, via discussions, planning, research, and shared exploration of problems and solutions, student learning is assessed, clarified and put into contextual focus.

In these workshops, each student contributes actively, bringing ideas, research findings, specific problems, and plans concerning his or her specific Constructive Action with a particular business venture in his/her particular industry, to share with other students of the workshop. Additionally, a goal of each workshop is to foster and apply skills critical to developing professional and mutually beneficial relationships among students. As mutual contributors, students will bring their insights from fieldwork, assigned readings, and lectures in the other Dimension classes into a focus that integrates theory with their individual Constructive Actions.

A critical part in the development of student’s Constructive Actions is the field placement. Students are required to apply what they have learned in the classroom with their experiences with real world products, companies and/or organizations. As such, students will need to

Overview of Purpose 1: Industry and Venture Assessment 4

identify an appropriate field placement to execute their Constructive Action. The field experience may vary from one Purpose to the next if necessary and can be achieve via any of the following:

Current Employment work site – Student may use their existing employment to effectuate their project; Internship Placement – Students may use an approved internship site to effectuate their project; Mentor Match – Students may be guided by an approved mentor in their specific area of inquiry to effectuate their project

Each student’s Constructive Acton will be specific to his/her area of interest. For example, a student may opt to create a new business, new products and services to serve unmet industry needs, or to enhance performance with business growth potentials by utilizing the knowledge acquired. Their Dimension classes will allow them to analyze and apply the statistical data, as well as the industry and field research acquired through field assessments conducted during internships, job site assessments, industry field interviews, or mentor match arrangements with professionals in similar business ventures.

CONSTRUCTIVE ACTION For the Constructive Action in Purpose 1, students learn research techniques and methodologies by which to explore and analyze business trends and needs; relate those needs to respective professional situations and then apply that knowledge to identify and decide upon a venture, which will satisfy an industry need, realize an opportunity, or solve an industry problem. It is expected that through this Constructive Action, as the students learn advanced business research techniques and industry assessment methods, they will apply the resulting statistics to their respective ventures.

Further, it is expected that students will compile their results in relation to their acquired knowledge with the materials learned in each of the other Dimension Classes in the Purpose, which will cover quantitative managerial accounting skills, technology, legal/industry specific regulations and ethics, as well as specialized industry specific fields. It is intended that while doing their Constructive Action, students will actively create a plan describing their product, service, situation, respective industry and operating environments as well as the market. This includes competition and consumers, along with a plan of action describing their research goals, objectives and strategies. At the end, students present their research findings, which in turn, will serve as the necessary background material upon which to build an entrepreneurial or intrapreneurial strategic business and marketing plan in the following semester.

The college maintains a collection of Constructive Action (CA) documents from each program as part of the college’s archives.

Purpose Achievement Abilities 5

PURPOSE ACHIEVEMENT ABILITIES The knowledge and action required to carry out a successful Constructive Action to achieve a worthwhile Purpose are embodied in 25 Abilities that are grouped by Dimension. Students will develop the following Abilities for use in the Constructive Action:

PURPOSE DIMENSION ABILITIES STRATEGIC INDUSTRY ANALYSIS

1. Explore opportunities to improve the world.

Research the challenges and economic climate faced by your industry; Explore the business opportunities that you want to develop.

2. Choose the best goal.

Define the business research problems to pursue; Determine the business goals and objectives related to the business research.

3. Agree on a plan.

Agree on a research plan with defined metrics.

4. Carry out the plan. Monitor progress and use of knowledge. Change plan as needed.

Carry out the research, monitor research performance, modify research plan as needed.

5. Assess the results and plan the next steps.

Assess the research results, define possible business models and ventures, and lay out a course of action to pursue.


SKILLS DIMENSION ABILITIES MANAGERIAL ACCOUNTING

1. Identify and use appropriate critical thinking skills.

Identify and use managerial accounting concepts in managing business decisions and performance.

2. Identify and use appropriate mathematical skills.

Identify and use appropriate accounting methods to support business model.

3. Identify and use specialized skills required by the Purpose.

Set up the accounting system that can support business development and growth

SELF AND OTHERS DIMENSION ABILITIES HUMAN FOCUSED TECHNOLOGY FOR FINANCE

1. Describe self in relation to the Purpose.

Research the needs, problems and goals of people in the application and use of technologies.

2. Appreciate experience and views of others.

Develop communication tools to solicit opinions from customers and business stakeholders.

3. Build good relationships.

Describe customer relationship management for your business.

4. Communicate through reading, writing, speaking, and other modes of expression.

Design and develop the communications tools for your business stakeholders.

5. Promote growth in self and others.

Predict the Returns on technological investments, and develop plans for technology adoption.


VALUES AND ETHICS DIMENSION ABILITIES FINANCIAL SERVICES REGULATIONS & FINANCIAL ETHICS

1. Clarify own values in relation to the Purpose.

Describe the financial regulations that govern corporations in your business sector. Describe your business stakeholders.

2. Describe individual and group values in past and present.

Discuss the challenges and benefits of these financial regulations. How it may affect your operation and your customers?

3. Identify value issues as they arise.

Identify regulatory issues that have been faced with similar businesses, and your approach to resolving it.

4. Use ethical reasoning.

Research on contemporary ethical issues faced in your industry. Suggest ways for you to deal with such ethical issues.

5. Act on ethical principles.

Discuss the business policy to adopt for business.

6. Respect capacity of others to make the world better.

Determine the partnership and business relationship that you may establish.

7. Build sustainable viability and growth.

Design competitive organization and position for growth.


SYSTEMS DIMENSION ABILITIES FINANCIAL MARKETS & INSTITUTIONS

1. Describe natural, social, and technological systems related to the Purpose.

Assess the competitive forces in your industry and the core competencies related to your business

2. Develop conceptual models of systems.

Develop the conceptual business model.

3. Identify strengths of systems.

Identify strengths of business model.

4. Identify weaknesses of systems.

Identify weaknesses of business model.

5. Make systems better.

Identify opportunities and threats for business model.

Professional Competencies 9

PROFESSIONAL COMPETENCIES Students acquire a combination of knowledge and capabilities which allow the occupational performance according to the demands of managerial responsibility and employment. The table below summarizes the course hours for each of the common professional components:

Common Professional Components

Course Hours

A. Functional Areas

1. Marketing 15

2. Business Finance 15

3. Accounting 45

4. Management, including Production and Operations Management, Organization Behavior, and Human Resource Management 45

B. The Business Environment

1. Legal Environment of Business 45

2. Economics 15

3. Business Ethics 45

4. Global Dimensions of Business 15

C. Technical Skills

1. Information Systems 45

2. Quantitative Techniques/Statistics 15

D. Integrative Areas 45

The Purpose Dimension: Strategic Industry Analysis 10

THE PURPOSE DIMENSION: STRATEGIC INDUSTRY ANALYSIS

COURSE DESCRIPTION For their Purpose 1 Constructive Action, students will master analytical, writing and communication skills by actively drafting and presenting their strategic research and assessment, describing their product, service or situation, respective industry and operating environments, the market, competition and consumers, along with a plan of action, which details their intended goals, objectives and strategies. At the end of the Constructive Action, students will present their research findings, which will serve as the necessary background material upon which to apply their findings to their Purpose 2 Constructive Action – Strategic Business Planning – the following semester.

COURSE OBJECTIVES After completing the course, the student will be able to:

1. Develop business model(s) which support new products or services that can bring about positive change. 2. State the goals for how their ventures will meet the needs of a specific industry, potential clients or consumers and other key constituents. 3. Devise a plan for their venture to meet those needs; including objectives and realistic strategies. 4. Maintain a record of all progress in the form of logs, detailed with an evaluation of each recorded event to facilitate revision of the plan. 5. Document how they are using knowledge and ideas to achieve the Purpose. 6. Assess the effectiveness of their plans, drawing on feedback from mentors, supervisors, and other significant participants as well as from

knowledge acquired from each Dimension class.

COURSE RELEVANCE TO CA This course builds student’s skills and knowledge in business research and analysis.

COURSE PREREQUISITE Student must have taken an undergraduate or MBA foundation course on Managerial Statistics within the last 10 years with a grade of B‐ or better in each; Student must demonstrate proficiency in business writing; Student must demonstrate proficiency in Microsoft Office 2007 or later version, including Microsoft Word, Excel, and PowerPoint.

The Skills Dimension: Managerial Accounting 11

THE SKILLS DIMENSION: MANAGERIAL ACCOUNTING

COURSE DESCRIPTION Accounting is the language of business allowing decision makers to communicate with common sets of information with defined meanings. The purpose of this course is for you to develop and use accounting information in making decisions as well as to appreciate the uses from individuals, businesses, investors, creditors, taxing authorities, etc. This course will also distinguish between financial accounting, information that is used by external parties to assess a company and managerial accounting, which is information that is used to manage the company. In this course, you will also examine the accounting information system and how these are used to inform profitability, financial position and cash flows. In addition, managerial accounting involves the role of the manager in planning, controlling and decision making utilizing accounting data. This is an advanced course covering topics in both Financial and Managerial Accounting. Starting with the basic accounting equation, the course will explore topics in financial accounting such as cash flow, financial statements and ratio analysis. At the managerial accounting level, topics include short term investing, budgeting and internal control. Particular attention will be placed on case studies which will enhance and reinforce course material.

COURSE OBJECTIVES After completing the course, the student will be able to: 1. Apply the process of assigning values to tangible and intangible assets and use these to make valuation decisions on various classes of assets 2. Develop analysis of various classes of costs with regard to business volume and the determination of profit and loss associated with

incremental changes in this volume 3. Apply various methods of assigning costs and learn to make suitable allocation decisions by selecting and applying them 4. Analyze costs through variance analysis and identifying efficiencies and inefficiencies in relation to standards and projections 5. Master the knowledge and skills developed in this course to analyze and access business practice and make management decisions 6. Develop financial statements for CA project.

COURSE RELEVANCE TO CA This course builds student’s skills and knowledge in managerial accounting. The students develop competency in financial analysis used in the business model. It thus prepares the students for making sound financial decisions in the general management field. COURSE PREREQUISITE Student must have taken an undergraduate or MBA foundation course on Financial Accounting within the last 10 years with a grade of B‐ or better in each; Student must demonstrate proficiency in Microsoft Office 2007 or later version, including Microsoft Word, Excel, and PowerPoint.

The Self and Others Dimension: Human Focused Technology for Finance 12

THE SELF AND OTHERS DIMENSION: HUMAN FOCUSED TECHNOLOGY FOR FINANCE

COURSE DESCRIPTION The course focuses on enabling people and financial services organizations to harness the transformative power of technology. Topics include: security and information assurance; straight through processing; customer services and mobile technologies; SOA and Web services; cloud computing; trading technologies; risk management technologies; data and regulations; information systems; system components and properties; and types of information useful to end‐users; strategic uses of computers and computer networks in organizations, to analyze systems, information flows, transaction processing, applications of database management; major trends; concepts, applications and technical alternatives in telecommunications. Students will work with standard applications software packages including Microsoft Office, spreadsheet applications, database management, graphics, as well as software specific to the financial services industry.


1. Apply new technologies to create new opportunities and business models; 2. Apply operational and strategic uses of computers and computer networks in organizations; 3. Analyze system inter‐relations, information flows, transaction processing, and applications of database management to support new

business requirements; 4. Assess information processing tools and services for a specific industry application.

COURSE RELEVANCE TO CA This course teaches students the needs, problems and goals of people in the application of technologies. Hence it creates awareness of modern information technologies, and it provides an insight into the challenges and skills for implementations. This knowledge will help the student better understand the stakeholder requirements for financial services, and determine the key technological development for the student’s business model.

COURSE PREREQUISITE Student must demonstrate proficiency in Microsoft Office 2007 or later version, including Microsoft Word, Excel, and PowerPoint.

The Value and Ethics Dimension: Financial Services Regulations & Financial Ethics 13

THE VALUE AND ETHICS DIMENSION: FINANCIAL SERVICES REGULATIONS & FINANCIAL ETHICS

COURSE DESCRIPTION A review of the circumstances that lead to the financial crisis of 2008, and the current federal laws and regulations that govern the financial services industries, including the Dodd–Frank Wall Street Reform and Consumer Protection Act of 2009; Federal Reserve Act of 1913; the Securities Acts of 1933, 1934 and 1940; the Monetary Control Act of 1980; the Riegle‐Neal Act of 1994; and the Gramm‐Leach‐Bliley Act of 1999. Various laws protecting consumers in their financial services activities will be reviewed. The roles of the SEC, the state insurance commissions, and such self‐regulatory organizations as the NYSE will be examined.


1. Apply the various areas of regulations relevant to the operation of a business. 2. Analyze the legal system and the reasoning processes used by lawyers and courts in addressing legal issues. 3. Assess the legal issues that may arise with each student’s own venture and to make well‐informed, ethically sound decisions when

addressing them. 4. Master the consultation process with a legal professional may be necessary.

COURSE RELATIONSHIP TO CA This course teaches students the knowledge of financial regulations applicable in everyday business environments. The emphasis of this course is on critical thinking skills that will further inculcate in students the set of business values and ethics that ensure the student’s success in managing legal issues. The students will also be exposed to legal communications requirements that are mandatory for businesses and corporations.


The Systems Dimension: Financial Markets & Institutions 14

THE SYSTEMS DIMENSION: FINANCIAL MARKETS & INSTITUTIONS

COURSE DESCRIPTION In today’s changing landscape of financial markets and institutions, there are enormous challenges in dealing with a diversity in financial products, services and policies. This course topic includes the history of banking and financial institutions, regulation and the role of the Comptroller of the Currency and other regulators, bank operations, credit analysis, non‐credit services, personal banking, and the changing role of banks in the fast changing financial services environments.


1. Chronicle the development of the US financial services industry. 2. Develop the essential ingredients of a comprehensive business model in the financial services industry. 3. Research and evaluate internal or external opportunities utilizing forecasts and projections. 4. Develop the essential marketing, financial, legal, organizational and administrative components of the business model.

COURSE RELEVANCE TO CA The course introduces the students to business management: planning, organizing, staffing, directing, and controlling that are applicable to managing entrepreneurial or intrapreneurial ventures. This course prepares the students for real life business operations and teaches them practical application of theoretical learning.


Appendix A: Constructive Action Guideline and Documentation 15

APPENDIX A: CONSTRUCTIVE ACTION GUIDELINE AND DOCUMENTATION Students follow four phases of Exploration, Planning, Implementation and Assessments to successfully carry out the Constructive Action:

EXPLORATION PHASE

1. Explore opportunities to improve the world. Research the challenges and economic climate faced by your industry; explore the business opportunities that you want to develop.

Timeline: Week 1 to 4. CA Document: Chapter 1, 2.

PLANNING PHASE

2. Choose the best goal. Define the business research problems to pursue; determine the business goals and objectives related to the business research.

Timeline: Week 2 to 5. CA Document: Chapter 3.

3. Agree on a plan. Agree on a research plan with defined metrics.

Timeline: Week 3 to 7. CA Document: Chapter 4, 5. Plan of Action. IMPLEMENTATION PHASE

4. Carry out the plan. Monitor progress and use of knowledge. Change plan as needed. Carry out the research, monitor research performance, modify research plan as needed.

Timeline: Week 5 to 13. CA Document: Chapter 5, 6, Critical log. Submit CA Deliverables. ASSESSMENT PHASE

5. Assess the results and plan the next steps. Assess the research results, define possible business models and ventures, and lay out a course of action to pursue.

Timeline: Week 10 to 14. CA Document: Chapter 7. Summary of New Understanding.


The college maintains a collection of Constructive Action (CA) documents from each program as part of the college’s archives. The Constructive Action is structured around the Purpose Dimension Abilities. In it students are expected to make use of the Abilities for all the other Dimensions. The guideline for writing the Constructive Action Document is as follows:

WORKING OUTLINE: CONSTRUCTIVE ACTION DOCUMENTATION

Overview

Producing a written documentation of your Constructive Action is a separate endeavor from carrying out the Constructive Action itself. The process of Constructive Action is described in the earlier sections: "Constructive Action: An Overview" and "Purpose." This section provides you with specific guidelines for the documentation of your efforts. This documentation covers:

Presentation of the Abstract Exploratory Phase:

Chapter 1: Statement of Purpose Chapter 2: Work Setting, Situation and Needs Analyses.

Planning Phase: Chapter 3: Statement of short and long‐term goals Chapter 4: Plan of Action Chapter 5: Background Research

Implementation Phase Chapter 6: Implementation

Assessment Phase Chapter 7: Final Assessment

Appendices (Plan of Action, Record of Critical Incident, Analysis by Dimension, Assessment/Summary of New Understanding)

CA DELIVERABLES:

Students are required to develop the following deliverables during the course of semester:

Deliverables (Research Report) Career Portfolio (Student Resume)


Presentation of the Abstract

Although this section appears first; it is completed at the END of your Constructive Action. It includes a brief overview of the Purpose, your own objectives and why chosen, and what you learned and accomplished.

The Final Abstract is composed of three parts:

Part I - Purpose: What is the Constructive Action and how does it relate to the Purpose of this Semester? Background: What was the need for the Constructive Action? Part II - Objectives and Methodology: What is your long-term goal? What were the objectives? What were the methods and strategies employed? Part III - Conclusions: Assessment of the outcomes. What will be the follow-up? Begin with a topic statement: This statement will eventually become the first paragraph of your abstract. Formulate or state your short-term goal. Chapter 1: Statement of Purpose:

A. Purpose: What is the Constructive Action and how does it relate to the Purpose of this Semester? B. Background: What was the need for the Constructive Action?

Chapter 2: Work Setting, Situation and Needs Analyses.

The background for much of this part comes from:

your own experience and knowledge; material covered in Dimension workshops; job-related sources; readings and discussions in Purpose class.

After you have written your topic statement, proceed to your Work Setting, Situation and Needs Analyses.

A. Analysis of Work setting as it relates to this specific Purpose Semester

An analysis of the work setting takes these factors into account:

1. design of the work area; 2. how design promotes or impedes communications, work flow, and morale;


3. how design reflects promotes or impedes productivity.

B. Analysis of the Situation or Problem Description

An analysis of the situation takes these factors into account:

Part I:

1. How different macro environments affect your venture: economic, legal, or socio-cultural 2. a description of the industry in which your company operates or venture takes place 3. an overview of your company, its products, services, structure, philosophy, and goals;

Part II:

4. a description of your department/function; 5. your formal job description and role in venture at hand.

Part III:

6. An extensive description of the problem or circumstances; use examples and illustrations which have motivated this undertaking.

The basic questions to be answered by A and B, then, are:

What is the environment in which you work? What is its physical setting? What are its professional and psychological conditions? How does your environment and/or your position in it support or limit your purpose or opportunity to act and to develop professionally? What values are communicated through non-verbal channels (e.g. use of space, size and placement of objects, desks, etc.)?

Setting and situation provide the relevant ground-rules and opportunities for your plan, and the factors which may constrain your actions (i.e. limiting factors or variables).

C. Need or Opportunity: Solution Statement

This section contains the rationale and analysis of a solution to be undertaken as related to the Purpose to be achieved.

This need also should apply to your own professional development. Resolving the need should benefit yourself and significant others and contribute to productivity on the job.


The Need, Opportunity or Solution Analysis should include (but need not be limited to):

1. description of the solution you will be undertaking; 2. a rationale for why this solution at this time. 3. a narrative description of objectives and strategies to be undertaken.

Chapter 3: Statement of short and long-term goals.

A. Your short-term goal is what you hope to achieve by the end of the semester. B. Long Term Goal – State the Length of Time.

Chapter 4: Plan of Action

The Plan of Action consists of a four section chart:

1. the goal(s) of the Constructive Action (short term - by the end of this term; long term - the next goal to follow from the short term goal); 2. proposed objectives (mini-goals); 3. strategies (how to get there); 4. evaluation criteria (how will you know you got there).

Goals

Your goals should be appropriate to the Purpose performance area. The Short Term Goal: what you hope to have achieved by the end of the Semester. The Long Term Goal: the goal to follow from your short-term goal. Set a realistic time frame as part of your long term goal statement.

Objectives

In this section, you write the specific, short- term objectives which you hope to accomplish during this Semester. These objectives should be as specific as possible in terms of obviously measurable changes.

The objectives should be related to:

the Purpose to be achieved, the analysis of the needs and setting in which you currently work, and the support of your long-term development.


Strategies/Actions

These are concrete, real life actions you will take to achieve each individual objective:

1. List each action you will take. There should be at least one strategy for each objective. These actions should be as concrete and practical as possible. You may also suggest alternative strategies or multiple strategies for any one objective.

2. Analyze resources and constraints relevant to the accomplishment of each strategy. Decide whether you want to include organizational or external resources. Do you want to include your self-assessment of skills and abilities? Areas for development? Other?

3. After you are at your midpoint assessment phase, ask yourself if you want to change any strategies and implement new ones.

Evaluation Plan

Describe the criteria or benchmarks to be used to monitor progress toward achieving goals and objectives during the Semester; that is, how exactly you will know a) whether or not your strategies have succeeded and b) if these strategies will help you meet your objectives. Also describe the methods to be used for determining whether these criteria have been met.

There should be at least one measure for each objective and strategy. Measures should be both quantitative and qualitative. Evaluation criteria are part of the plan of action and are set out before you begin to implement your plan. They may be altered if the reality of a critical incident so demands. Assessment of learning (Part III) is done after implementation.

Chapter 5: Background Research

[In each Purpose, you must do a major research paper applying learning from Dimension courses and other sources. See Purpose Overview]

Here is your opportunity to explicitly demonstrate the theoretical or conceptual underpinnings of your Constructive Action—the ways in which you have drawn upon theoretical sources and corroborative references.

In applying class content to the Constructive Action process, you will have to sift and filter facts, data, theories, and hypotheses. Decide which sources, illustrations or pieces of evidence are useful towards the conceptualization, implementation and assessment of your specific Constructive Action.

You may choose to write a background essay or a review of the literature on a selected topic or create an annotated bibliography of sources consulted. Targeted sources should be referenced in your document to help you:

clarify terminology and theories, suggest problem solving approaches, and enhance analysis of learning.


You must provide footnotes/endnotes and bibliographies for each research paper or project submitted.

Chapter 6: Implementation

In this section of the document you will record the actual step-by-step implementing of your Constructive Action.

Recording Critical Incidents

In recording critical incidents, you are asked to describe specific occurrences or interactions based on the implementation of strategies which pertain to your Constructive Action. This written "log" or summary tells: what happened, how you dealt with it, and how you felt and reacted. You can analyze the challenges you encountered, and whether or not you have succeeded. A critical incident report briefly details the following information:

a. When and where did it happen? b. What happened? (What did you see and hear?) c. What did you say? Do? d. Who else was involved? How did they affect the way the situation went or how you responded? e. How did you feel? (Be specific - don't just say "good" or "bad".) f. How did it turn out? Why?

When you describe what happened, be sure to give specific behaviors. Include non-verbal action(s) as well as quotations from you and any other person(s) involved. Provide sufficient information so that another reader has a clear picture of the situation or so that the situation can be role-played. You must give careful thought to what information is relevant. Select and focus on what is significant. Each specific situation is different, so no absolute rules can be given.

When you reflect on your personal analysis of the incident, give your inferences, interpretations, feelings, and assumptions about the interaction. You must then state what strategic decision you made to move the interaction along while trying to achieve your purpose.

For your Constructive Action, monitor those incidents, which involve the issues, and/or relationships which are the focus of the Constructive Action. In addition, each incident should illustrate either progress or lack of progress toward the goal(s) you are working to achieve.

Logging or written monitoring is the process by which you record the development of your Constructive Action. It cannot be rushed in the last few weeks; it must be developed over the course of the semester. The material in the recordings, when appropriately detailed, becomes a major part of your analysis. It demonstrates how well you planned and implemented your Constructive Action, and how well you were are able to integrate academic learning into "live" situations.

A chart for recording critical incidents is included at the end of this section.


Chapter 7: Final Assessment

The final phase of the Constructive Action process provides the last major section of the written report. That is, you have researched and planned your goals and objectives, your strategies and evaluation criteria (all in relation to your needs and your current position on the job) and you have spent several weeks acting on your plans (i.e., implementing them).

In the final weeks of the Semester, then, you reflect and assess what has happened, what worked and what didn't work and why, what you learned from your class readings and actions, and their applicability to the Constructive Action.

A. Assessment of Goals 1. Did you achieve your short-term goal? 2. Was your goal realistic? Explain. 3. Did you reach your objectives? How do you know? 4. Which objectives were redefined, if any. Explain why?

B. Assessment of Strategies 1. Which strategies worked? Why? Cite references to specific materials to support your discussion. 2. Which strategies did not work? If any, why not? Cite references to specific materials to support your discussion. 3. Would you use these strategies again in similar situations?

C. Assessment of Overall Learning 1. Explain what you learned from this experience. What do you know that you did not know before? 2. In what ways did the Dimension classes and their accompanying readings help you with you to achieve your goals? In what ways

were they not helpful? D. Conclusion

Write a statement of your plans for further action.

Appendices

Deliverables


Appendix A: Plan of Action

Name: Purpose:Date Prepared: Date revised:

Long-term Goal:

Short-term Goal:

Short-term Constructive Action Goal Objectives Strategies Evaluation Plan

CHECKLIST

CA GOALS: OBJECTIVES: STRATEGIES: EVALUATION PLAN:

- appropriate to Purpose of the semester- addresses Needs Analysis; - represents a logical step toward long- range goal; - Are challenging, doable.

- are observable; - are realistic within given time frame; - Are challenging

- define resources to be used, how and by whom; - describe how constraints will be handled; - Are appropriate to Needs Analysis, long- and short-range goals

- identifies evaluation of each strategy - identifies method; - Is appropriate to Needs Analysis, long and short-range goals.


Appendix B: Constructive Action: Record of Critical Incident

Date: Time:Place: Persons Involved:

Strategy Implemented:

Content - text Interpretation-subtext

On this side, record your thoughts, feelings inferences, strategies, assumptions, etc.


Appendix C: Analysis by Dimension Purpose:

Values:

Self & Others:

Systems:

Skills:


Appendix D: Assessment/Summary of New Understanding What do you know now that you would not have known if this incident had not taken place? Indicate whether you thought the situation went well or badly. Did it help you reach your goal or objective? Why or why not? (It went well because.../It would have gone better if...) Next Steps:

I will:

Others (co-workers, supervisor, etc.) will:


Formatting of Constructive Action Document

General Format/Organization Typed, double-spaced Margins: 1 - 1 1/2 inches all around

Parts of the Document Title Page Table of Contents Abstract Short and Long‐term Goals Exploration Phase

Setting Analysis Situational Analysis Need/Opportunity/Solution Analysis

Plan of Action Plan of Action Chart

Background Research Research Essays including footnotes/endnotes, and bibliography for each essay

Implementation Critical Logs Minimum 5 logs [NOTE EACH LOG MUST BE ACCOMPANIED BY AN ABILITIES ASSESSMENT PAGE AND A "NEXT STEPS I WILL" SECTION]

with analysis by Dimension and Abilities. Final Assessment Appendices

Appendices and Other Supporting Documentation These may include memos, letters, and/or reports relevant to the Constructive Action, as well as feedback from faculty, supervisor, peers, other company constituents, and personal assessment. * At the discretion of the Purpose Instructor, this section may be placed before the plan of action or incorporated into other sections. Background research and evidence of theoretical ground work must appear as part of the documentation.

Appendix B: Rubric of Grading Criteria for Constructive Action 28

APPENDIX B: RUBRIC OF GRADING CRITERIA FOR CONSTRUCTIVE ACTION

PURPOSE 1 CA: STRATEGIC INDUSTRY ANALYSIS

OUTCOME DESCRIPTION EXCEEDS EXPECTED GOALS MAXIMUM OF 10

MEETS EXPECTED GOALS MAXIMUM OF 9

NEEDS IMPROVEMENT MAXIMUM OF 8

MEETS MINIMUM

REQUIREMENT MAXIMUM OF 7

DOES NOT MEET THE MINIMUM REQUIREMENT

MAXIMUM OF 6.5

ANAL

YSIS

To what extent the student provides analytical details of the CA project?

Detailed analyses provided in every category.

Less detailed analyses provided in every category.

Moderate analyses provided in every category.

Minimally acceptable analyses provided in every category.

Insufficient analysis provided throughout; student barely engaged in the purpose

COMPLETEN

ESS To what degree does the completed CA

document contain all the required chapters? (Note: The required sections should be clearly outlined in the Purpose 1 handbook and in the CA Instructors’ syllabus.)

Contains all required sections, thorough and comprehensive. Contains 5 critical logs.

Contains all required sections, but some less detailed. Contains 4 critical logs.

Contains all sections but some are brief and vague. Contains 3 critical logs.

Some Key sections missing and others are brief. Contains 2 critical logs.

Most sections missing and those present are too brief

PURP

OSE‐CEN

TERE

D EDUCA

TION

INTEGRA

TION

To what degree has the student considered integration of Self & Others dimension into the Constructive Action process?

Strong integration of Self & Others dimension into the CA.

Very good integration of Self & Others dimension into the CA.

Moderate integration of Self & Others dimension into the CA.

Minimal integration of Self & Others dimension into the CA.

No integration of Self & Others dimension into the CA.

To what degree has the student considered the integration of the Values & Ethics dimension into the Constructive Action process?

Strong integration of Values & Ethics dimension into the CA.

Very good integration of Values & Ethics dimension into the CA

Moderate integration of Values & Ethics dimension into the CA

Minimal integration of Values & Ethics dimension into the CA

No integration of Values & Ethics dimension into the CA

To what degree has the student considered the integration of the Skills dimension into the Constructive Action process?

Strong integration of Skills dimension into the CA.

Very good integration of Skills dimension into the CA.

Moderate integration of Skills dimension into the CA.

Minimal integration of Skills dimension into the CA.

No integration of Skills dimension into the CA.

To what degree has the student considered integration of the Systems dimension into the Constructive Action process?

Strong integration of the Systems dimension into the CA.

Very good integration of the Systems dimension into the CA.

Moderate integration of the Systems dimension into the CA.

Minimal integration of the Systems dimension into the CA.

No integration of the Systems dimension into the CA.


STRA

TEGIC

INDUSTRY

AN

ALYSIS

To what degree does the CA document constitute an introspective and comprehensive industry analysis on the part of the student regarding his/her specific career goals and general value system?

Thoughtful and honest industry analysis. Concretely and enthusiastically addresses CA project.

A thoughtful industry analysis. All sections present, but less detailed.

Satisfactory attempt at industry analysis and some sections are brief.

Vague and brief industry analysis.

Minimal evidence of industry analysis; some sections are missing and others too brief.

COMMUNICAT

ION

To what degree is the CA document written in clear, coherent English, free of spelling and grammatical errors?

Excellent, effective, clear and error‐free writing throughout.

Good command of written English but some grammatical and spelling mistakes still apparent.

Satisfactory command of written English with several grammatical and spelling mistakes.

Minimal command of written English with numerous grammatical and spelling mistakes.

CA Document is almost unintelligible and has glaring grammatical and spelling mistakes

CRITICAL

TH

INKING

To what degree does the student exhibit Critical Thinking skills (the ability to identify a problem, to devise alternative solutions to the problem, to enact a reasonable logical plan of action, and to monitor/critically evaluate the success or failure of the proposed plan)?

Problem clearly defined. Plan of action enthusiastically enacted and documented.

Problem relatively well defined with sound plan of action

Moderately defined Problem with satisfactory plan of action

Vaguely defined problem with unclear plan of action

No real problem defined and no clear plan of action

LOGIC /

REAS

ONING

To what extent the student provides logical interpretation of results and draws valid conclusions supported by evidence

Logical interpretation of results and valid conclusions fully supported by evidence

Logical interpretation of results adequately supported by evidence

logical interpretation of results; results partially supported by evidence

Unclear interpretation, of results; with minimal evidence

Illogical or no interpretation of results

RESEAR

CH

To what degree does the student exhibit research skills commensurate with the college level? This includes following basic competencies: 1. To successfully obtain information

from a number of different types of sources;

2. To distinguish relevant from irrelevant information;

3. To distinguish between credible vs. questionable sources;

4. To organize information into a comprehensive and coherent presentation, including the ability to summarize and critically evaluate

Six or more sources consulted, critically evaluated with correct citations.

Five sources consulted but less detailed critical evaluation, correct citation provided.

Four sources consulted, with less detailed critical evaluation, correct citations.

Three sources consulted and minimally evaluated with some incorrect citations.

Two or fewer sources consulted, with vague evaluation and incorrect (or no) citations throughout.


source material; 5. To exhibit proper citation

methodology wherever appropriate.

COMPR

EHEN

SIVE

NESS

To what degree is the student’s work thorough, detailed and comprehensive?

All sections completed and presented in detail. Student has clearly demonstrated what was learned in the CA.

All sections completed but with less details. Student has mostly documented what was learned in the CA

All sections completed but with moderate details. Student has modestly documented what was learned in the CA.

Some incomplete sections with minimum details and documentation about what was learned in the CA

Most sections incomplete with hardly any details and documentation of what was learned in the CA

INDUSTRY

EX

POSU

RE Degree to which student has identified a

clear career path within the business context and has explored the requirements for success in this career path.

Path clearly defined. Plan thoroughly researched and enacted.

Path less clearly defined. Plan well reached and mostly enacted

Path moderately defined. Plan moderately researched and enacted.

Path minimally defined; plan minimally researched and enacted

Undefined Path Plan not logically researched and enacted

Total Score for CA Average of the above ten categories Numeric Grade Letter Grade


EVALUATION STANDARDS (Please refer to the standards below to assess and assign rating)

GRADE/RATING STANDARDS

A 90‐100

CA document constitutes a thoughtful, introspective, and honest self‐assessment of self and career goals. Student has identified interest in a clear,” actionable” career path, has enacted a specific plan of action to start movement along this path, and has shown the ability to document this process clearly and comprehensively. Paper has an adequate number of Critical Logs (e.g., 5). Student has exhibited excellent research skills and has consulted (and shown evidence of having digested and learned something from) at least 7 credible information sources. Student has thoughtfully considered the relation of the specific dimension courses to key aspects of the Constructive Action. The student has written a document in clear and coherent English, free of spelling and grammatical errors. The student has effectively communicated what he/she learned through this process.

B 80‐89

CA document is complete and contains all required sections but in less detail. Fewer than optimal critical logs (less than 4) are presented. Ditto for number of sources for background research. Writing is less clear, with some spelling and grammatical errors.

C 70‐79

CA document has obvious writing deficiencies. The document is less comprehensive and less detailed with fewer Critical Logs (e.g., less than 3). Ditto for Background Research sources consulted. The student consulted some less reputable source (e.g., questionable websites, etc). The student has discussed the Dimension classes in relation to the CA, but in a perfunctory manner.

D 65‐69

The CA document shows minimal effort, being brief and vague; exhibits clear writing and/or organizational problems. It lacks some basic sections. Though the student has tried to present adequate citation in Background Research section, technical errors are apparent.

F Below 60

CA document does not reflect an entire semester’s work. Key elements of the document are either completely absent or minimally presented. Paper contains plagiarized material in the Background Research section, with little or no citation. Student did not engage in the purpose.

Documents

MBA in Financial Services Purpose 1 Handbook · 2017-04-07 · MBA in Financial Services Purpose 1 Handbook ... 5 Professional ... Student must have taken an undergraduate or MBA