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  • 1. Preparing Your Electronic Portfolio Introduction The Electronic Portfolio is an important part of the MBA program's outcomes assessment process. The electronic portfolio will allow you to personalize your educational experience. You will begin in AMBA 601 by identifying the professional objectives that contributed to your decision to continue your education. Throughout the program you will have opportunities to focus your reading and written assignments to achieve your objectives. The portfolio will give you the opportunity to reflect on your classroom and workplace experiences that contribute to your professional development. Over the course of your program you will build a portfolio of your work much like an artist builds a portfolio. Overview Because you each should play an active role in your education, you will prepare an Electronic Portfolio. The objectives of this portfolio are to: • Ensure that you view learning in the MBA program as an integrated activity and not simply a series of discrete seminars and assignments. • Provide a way to plan, document, and reflect on your accomplishments and the improvement in the skills, knowledge and abilities you've acquired within the MBA program and in non-university experiences. In the self-awareness section of "What Makes a Leader," Daniel Goleman (2004) has emphasized the importance of reflection and self-awareness as the first component of emotional intelligence and effective management and leadership. Source: Goleman, Daniel (2004). What makes a leader. Harvard Business Review, (82)1. Retrieved September 5, 2005 from Business Source Premier. • Guide you in compiling a personal/professional portfolio to showcase accomplishments and competencies. The electronic portfolio contains the goals you set at the beginning of the program as well as at the beginning of each seminar. It will help you to track your progress toward your goals and allow you to include specific assignments that perhaps best reflect this progress. The electronic portfolio for AMBA 601 consists of preparing your Professional Development Plan and two entries in your Learning Journal. For the first entry, which comes at the start of AMBA 601, you will describe the goals that you would like to accomplish. These should be in support of the career and academic goals that you discussed in your Professional Development
  • 2. Plan. A Knowledge and Skills Goals conference has been established in your AMBA 601 WebTycho classroom. You should also submit the goals you have set for AMBA 601 in this conference. By placing your goals in the classroom your faculty member and your faculty assistant as well as your classmates will be able to help you achieve them. You will find that learning takes place on many different levels in the MBA program. One of the most important is the learning that takes place among students in the program. You will make another entry at the end of the seminar in which you will reflect on the progress you made toward achieving your stated goals for your career as well as the seminar. You will make similar entries in your Learning Journal at the beginning and end of each subsequent seminar. In addition, you will submit your goals for each seminar in a Knowledge and Skills Goals conference in your WebTycho classroom. By the end of AMBA 607 your portfolio will consist of a complete set of your accomplishments in the MBA program. MBA Program Assessment The objective of the outcomes assessment initiative is to ensure that you possess the requisite knowledge and skills to be a high performing manager when you graduate. In each seminar the course objectives are linked to seven broad program outcomes. In turn, the specific assignments in a seminar are matched against one or more of the course objectives. The objective of the process is to make the connection between assignments and program outcomes clear and to ensure your attainment of the competencies. A. Definitions • Outcomes are the measurable, observable behaviors graduates are expected to exhibit in the workplace. • Competencies are the skills, knowledge, and abilities graduates must possess and demonstrate in order to accomplish the outcomes and produce excellent results for their organizations. • Course objectives are statements describing the intended results of instruction and the standards students must achieve or surpass. • Assignments are the activities or measures designed to determine whether or not objectives have been accomplished.
  • 3. B. Program Outcomes Linked to Competencies (Note: Competencies are described in Section C) Program Outcome #1: Make effective business decisions that exhibit high ethical standards in a global and culturally diverse environment. Competencies: • Systems Thinking • Communication Skills • Diversity and Cross Cultural Perspectives • Ethical Leadership • Executing Decisions • Decision Making Program Outcome #2: Formulate dynamic business strategies to align organizational resources with changes in the external environment. Competencies: • Critical Thinking • Systems Thinking • Ethical Leadership • Executing Decisions Program Outcome #3: Use oral and written communication skills to express business ideas effectively and persuasively with all organizational stakeholders using a variety of synchronous and asynchronous technologies. Competencies: • Critical Thinking • Communication Skills • Diversity and Cross Cultural Perspectives • Technology Fluency Program Outcome #4: Develop comprehensive solutions to business problems by synthesizing and evaluating information using qualitative and quantitative analytical reasoning. Competencies: • Critical Thinking • Information Literacy/Research Skills • Decision Making
  • 4. Program Outcome #5: Complete complex business tasks in a culturally diverse and globally dispersed team setting. Competencies: • Communications Skills • Diversity and Cross Cultural Perspectives • Ethical Leadership • Team Building Skills Program Outcome #6: Manage the effective use of technology in a business setting to achieve superior performance and operational effectiveness. Competencies: • Systems Thinking • Technology Fluency Program Outcome #7: Apply proven business theories and practices to resolve a wide range of organizational issues after researching relevant and appropriate information resources. Competencies: • Communication Skills • Executing Decisions • Decision Making C. Description of Competencies Foundation Skills INFORMATION LITERACY/RESEARCH SKILLS - The ability to formulate research questions, to access relevant and appropriate information resources, to evaluate the scholarly merits of sources, and to use information to support or refute the research hypotheses. A manager knows how to use reference materials and possesses the research skills to effectively fulfill individual responsibilities. TECHNOLOGY FLUENCY - The ability to identify and to use the appropriate technologies to achieve personal, professional, and organizational objectives. A manager knows how to use technology to increase personal efficiency and effectiveness.
  • 5. Social Skills DIVERSITY AND CROSS CULTURAL PERSPECTIVES - The ability to comprehend the customs and beliefs of those in or from other racial, social, and religious groups or countries and to employ and promote the attributes of those cultures and belief systems in attainment of organizational objectives. A manager understands the important differences that people bring to organizations. COMMUNICATION SKILLS - The ability to express ideas, feelings, opinions and conclusions so that others understand or are persuaded to act; the ability to communicate an understanding of another’s statements, feelings or ideas; the ability to compose written material clearly and concisely at a level that is appropriate for the intended audience; and the ability to persuade others and maintain credibility by adjusting the language of the message to fit the audience and the mode of communication. TEAM BUILDING SKILLS - The ability to foster commitment, team spirit, pride, and trust; the ability to develop, inspire, and manage teams across organizational and cultural barriers to accomplish specific project or organizational goals; the ability to work effectively as a team member in both formal and informal groups. A manager is effective in team situations as a leader and follower. Cognitive Skills SYSTEMS THINKING - The ability to anticipate and understand the implications of decisions and actions across the entire organization. A manager can identify the core problem or issue affecting an organization. CRITICAL THINKING - The ability to formulate clear, defensible ideas that result from analyzing, synthesizing and evaluating information. A manager examines the key components of the core problem or issue. DECISION MAKING - The ability to identify and analyze problems, distinguish between relevant and irrelevant information to make logical decisions, and employ proven qualitative and quantitative reasoning techniques to solve complex organizational problems. A manager develops a series of alternative approaches and selects a recommended course of action to resolve the core problems or issue.
  • 6. Organizational Skills EXECUTING DECISIONS - The ability to confront difficult and uncertain situations, effectively communicate future goals to others, involve the targets of the change in formulating appropriate strategies, and manage organizational transitions. A manager successfully implements the recommended action. ETHICAL LEADERSHIP - The ability to foster mutual respect, trust, and high standards of ethics; the ability to develop and negotiate reasonable solutions to ethical dilemmas; the ability to make ethical decisions in a fast-paced, ambiguous, rapidly changing environment. A manager obtains the long-term commitment of others.
  • 7. Electronic Portfolio Click here for EP Template Part 1 Professional Development Plan (due at end of Week 2) Instructions Statement of Educational and Professional Aspirations (Page 1) Action: Write three to four paragraphs that will serve as an inspiration as you move forward with this program. This document should clearly state what you want to achieve in your education and your career by the year 2009. In organizing your thoughts for this exercise you may wish to look three, five, or even ten years ahead with the understanding that you'll make revisions as you go along. Here are some guiding questions: Who am I? What do I do? In what areas do I excel? In what areas do I need and want to improve? What are my educational aspirations? What specific things do I want to learn about? What skills do I wish to improve as a result of my education? What are my career aspirations? What are the connections between my educational and career aspirations? Note: Though your short term goal may be to simply earn your MBA, you need to put this short-term goal in context. There is a reason why you have elected to take on this responsibility. This is what you need to uncover in order to develop a statement of professional and educational aspirations that serves as an effective introduction to your plan. Where does the MBA fit into your professional goals and aspirations? How does it fit into your "big picture"? Why might an MBA degree be a prerequisite for the management position or role to which you aspire? Professional Goals (Page 2) Projected job in 5-10 years Action: One of the primary reasons students enter an MBA program is to help them acquire the knowledge, skills and abilities that will help them achieve positions of greater management responsibility. In this section identify the position that you aspire to in the near term, i.e., in the next 5-10 years. Projected KSAs for targeted position Action: In this section identify the knowledge, skills and abilities that will make you competitive for the management position that you have identified. If you do not have the actual description of the projected job, research it. If it is in your own organization, see if you can obtain additional information via your HR office or speak with people who currently hold that
  • 8. position about the roles, responsibilities, knowledge and skills associated with the job. Alternatively, you can also review similar job postings on or Try to review 5-10 descriptions for positions that are close in nature to your targeted job. From those listings, you should be able to extrapolate enough information to be able to describe the job and the capabilities required to perform the job. For KSAs, strive for more than one-word descriptors. Do not just list people skills, analytical skills, communication skills or critical thinking skills. Define what you mean by these terms within the context of the roles and responsibilities associated with the projected job. Academic and professional activities Action: List the MBA program and any other academic education (including stand-alone courses or certificate programs) that you would like to complete in the future. Also, list other professional courses of study (e.g., courses leading to professional or industry certification), seminars, conferences, workshops, or professional association membership activities activities in which you plan to participate to further develop the necessary knowledge, skills and abilities required to successfully execute the management roles and responsibilities associated with the targeted position. Academic Goals (Page 3) Action: Identify your learning goals for your MBA studies. These goals should span the entire program and not be limited to any one seminar. Successful completion of these goals should allow you to achieve your professional goals. These goals can also help you to determine the subsequent Knowledge, Skills and Abilities (KSAs) that you will want to pursue in both your university education and other educational and training opportunities that will be available to you. You will be completing a number of courses in this program, each of which will contribute to the development of your knowledge and skills in a particular area of management. Before you identify your learning goals for the program, you may find it helpful to examine your current work experience and education and compare your current abilities/capabilities and your knowledge and skills to those associated with your targeted position. This may help you identify any gaps that you may want to focus on while completing your degree. At this point, you should have enough input to be able to develop some specific learning goals spanning the entire MBA program (not just AMBA 601). To make your goals as specific and measurable as possible, we strongly recommend that you review your overall MBA program goals against the actual course descriptions found here: From the information presented in your goal statements, it should be clear how those goals map to the various course offerings in the MBA program. Also, be sure to provide some indication of how each learning goal relates to your professional aspirations and development so that you are presenting your goals within the context of your own "big picture" and the professional development results you hope to achieve as the result of meeting your learning goals. For more information about writing results oriented learning goals that map to both your professional goals and major course concepts/themes, please see Roadmap to Success, prepared by MBA Graduate and Faculty Assistant Maya Liddell.
  • 9. Part 2 Learning Journal Goals (due at end of Week 2) Action: Discuss your goals for AMBA 601. These should be related to the career goals and the academic goals that you have established in your Professional Development Plan. You can start with the seminar objectives in the AMBA 601 syllabus, but you should personalize them to fit your specific situation. Please do not simply repeat the seminar objectives. Reflections (due at the end of Week 12) Action: Discuss what you have learned in AMBA 601. For example, you should discuss how well you met the goals you set for the seminar in week 2 as well as the progress you made toward the career goals set in your Professional Development Plan. In addition, you can discuss which of the ten competencies you feel you have improved upon the most during the seminar and which you still need to improve upon the most.