This document outlines the course details for Strategic Management at American International University-Bangladesh. It is a 3-credit, capstone course for graduating business administration students. The course focuses on how firms formulate, implement, and evaluate strategies using concepts from prior business courses. It is taught over a semester, with the first half covering strategic analysis techniques and the external/internal environment. The second half focuses on strategic choice, implementation, and evaluation. Student performance is evaluated through attendance, quizzes, assignments, and exams. The required textbook is Strategic Management by Fred R. David.
A brief of evaluation of training methods. (Evaluation of Training methods in Learning and development.)
Includes why to evaluate, types of evaluation, evaluation process, outcomes of evaluation, criteria of evaluation. The slides include key points which can be easily researched online.
A brief of evaluation of training methods. (Evaluation of Training methods in Learning and development.)
Includes why to evaluate, types of evaluation, evaluation process, outcomes of evaluation, criteria of evaluation. The slides include key points which can be easily researched online.
PGDM Syllabus ✓AICTE Approved, PGDM in Bangalore, AICTE Approved ✓PGDM Course Syllabus, Specialization in ✓Marketing, PGDM Specialization in ✓Finance, Specialization in ✓HR, PGDM Specialization in ✓International Business
https://www.mime.ac.in/pgdm-syllabus.php
The Master of Business Administration (MBA) offered by the School of Management, is a 48-credit programme designed to focus on enhancing the management and critical decision-making skills the students need to function effectively within an organization. Emphasis is placed on quantitative and qualitative analysis of business information to improve business decision-making.
The purpose for Kirkpatrick’s evaluation is to determine the effectiveness of a training program. According to this model, evaluation should always begin with level one, and then, as time and budget allows, should move sequentially through levels two, three, and four. Information from each prior level serves as a base for the next level\'s evaluation.
The purpose of Brinkerhoff’s SCM to prove and to improve impact. It is a cost effective way in determining which components of initiative are working and which are not, and reporting result in a way that organizational leaders can easily understand and believe.
This paper was set to examine the approaches to training and development in the banking sector. In line with the assertion made by the literature and the evidences gathered in the process of the study, the following recommendations were made: It is an established fact that the Kirkpatrick approach is widely used, it’s the systematic training and development of personnel on continuous basis that can harness the totality of human resources in the organization, banks should ensure that any training and development approach which takes place is based on proper analysis of its contribution to the effectiveness and efficiency of banking industry. The data collected from different sources was cross checked. Different statistical tools and techniques were used like mean, mode, median, averages, t-test and chi-square. The paper concluded that most of training and development approaches used in the banking industry are that of Kirkpatrick. Each employer who invests seriously in the area of Training and Development needs to understand the approach to use in order to reap the benefits of an enriched working environment with higher levels of staff retention as well as increased productivity and performance. New entrants into organizations have various skills, though not all are relevant to organizational needs, hence the right approach to T&D is crucial. Right approaches to T and D are required for Human Resources to enable them work towards taking the organization to its expected destination. It is against this backdrop of the relative importance of approaches to evaluation of training and development in banks that this paper addressed.
We are happy to introduce ourselves as a member of ICFAI University Sikkim. The university has been established under section 4(2) of the Institute of Chartered Financial Analysts of India University Sikkim Act 2004 (Act 9 of 2004) passed by legislative assembly of Sikkim.The ICFAI University is empowered by the UGC to award degrees under section 22 of UGC Act 1956.The University is also a member of AIU (Association of Indian Universities) New Delhi and the Federation of
Universities, India.
The University believes in creating and disseminating knowledge and skills in core and frontier areas through innovative educational programs, research, consulting, publishing, and developing a new cadre of citizens with a high level of competence and deep sense of ethics
and commitment to the code of professional conduct.
The university offers MBA program in
Marketing,Finance,HR,Operation,International Business,Information
Technology & General Management,MBA/MMS/Executive MBA/PGDFA/BBA/Diploma In Management/ MBA Sectoral (Telecom/ Pharma/ Hospital) through distance learning mode.
For further detail, please visit our site : http://www.icfaiuniversity.in/index.html
or you may contact on below given number....
Thanks & Regards,
Lalit Tiwari
Mobile: +91-9990307263, +91-9873392616
ICFAI Group
PGDM Syllabus ✓AICTE Approved, PGDM in Bangalore, AICTE Approved ✓PGDM Course Syllabus, Specialization in ✓Marketing, PGDM Specialization in ✓Finance, Specialization in ✓HR, PGDM Specialization in ✓International Business
https://www.mime.ac.in/pgdm-syllabus.php
The Master of Business Administration (MBA) offered by the School of Management, is a 48-credit programme designed to focus on enhancing the management and critical decision-making skills the students need to function effectively within an organization. Emphasis is placed on quantitative and qualitative analysis of business information to improve business decision-making.
The purpose for Kirkpatrick’s evaluation is to determine the effectiveness of a training program. According to this model, evaluation should always begin with level one, and then, as time and budget allows, should move sequentially through levels two, three, and four. Information from each prior level serves as a base for the next level\'s evaluation.
The purpose of Brinkerhoff’s SCM to prove and to improve impact. It is a cost effective way in determining which components of initiative are working and which are not, and reporting result in a way that organizational leaders can easily understand and believe.
This paper was set to examine the approaches to training and development in the banking sector. In line with the assertion made by the literature and the evidences gathered in the process of the study, the following recommendations were made: It is an established fact that the Kirkpatrick approach is widely used, it’s the systematic training and development of personnel on continuous basis that can harness the totality of human resources in the organization, banks should ensure that any training and development approach which takes place is based on proper analysis of its contribution to the effectiveness and efficiency of banking industry. The data collected from different sources was cross checked. Different statistical tools and techniques were used like mean, mode, median, averages, t-test and chi-square. The paper concluded that most of training and development approaches used in the banking industry are that of Kirkpatrick. Each employer who invests seriously in the area of Training and Development needs to understand the approach to use in order to reap the benefits of an enriched working environment with higher levels of staff retention as well as increased productivity and performance. New entrants into organizations have various skills, though not all are relevant to organizational needs, hence the right approach to T&D is crucial. Right approaches to T and D are required for Human Resources to enable them work towards taking the organization to its expected destination. It is against this backdrop of the relative importance of approaches to evaluation of training and development in banks that this paper addressed.
We are happy to introduce ourselves as a member of ICFAI University Sikkim. The university has been established under section 4(2) of the Institute of Chartered Financial Analysts of India University Sikkim Act 2004 (Act 9 of 2004) passed by legislative assembly of Sikkim.The ICFAI University is empowered by the UGC to award degrees under section 22 of UGC Act 1956.The University is also a member of AIU (Association of Indian Universities) New Delhi and the Federation of
Universities, India.
The University believes in creating and disseminating knowledge and skills in core and frontier areas through innovative educational programs, research, consulting, publishing, and developing a new cadre of citizens with a high level of competence and deep sense of ethics
and commitment to the code of professional conduct.
The university offers MBA program in
Marketing,Finance,HR,Operation,International Business,Information
Technology & General Management,MBA/MMS/Executive MBA/PGDFA/BBA/Diploma In Management/ MBA Sectoral (Telecom/ Pharma/ Hospital) through distance learning mode.
For further detail, please visit our site : http://www.icfaiuniversity.in/index.html
or you may contact on below given number....
Thanks & Regards,
Lalit Tiwari
Mobile: +91-9990307263, +91-9873392616
ICFAI Group
Krantiguru shyamji krishna verma kachchh university bhuj gujrat prospectus 20...00007123
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T-1.8.1_v3Details of AssessmentTerm and Year2, 2020Time .docxperryk1
T-1.8.1_v3
Details of Assessment
Term and Year
2, 2020
Time allowed
8 Weeks
Assessment No
1
Assessment Weighting
100%
Assessment Type
Individual Assessment: Workplace Scenario
Due Date
Week 8
Room
611
Details of Subject
Qualification
BSB61218 Advanced Diploma of Program Management
Subject Name
Leadership
Details of Unit(s) of competency
Unit Code (s) and Names
BSBPMG617 Provide leadership for the program
Details of Student
Student Name
College
Student ID
Student Declaration: I declare that the work submitted is my own and has not been copied or plagiarised from any person or source. I acknowledge that I understand the requirements to complete the assessment tasks. I am also aware of my right to appeal. The feedback session schedule and reassessment procedure were explained to me.
Student’s
Signature: ____________________
Date: _____/_____/_________
Details of Assessor
Assessor’s Name
ROBERT CUTULI
Assessment Outcome
Assessment Result
|_| Competent |_| Not Yet Competent
Marks
/100
Feedback to Student
Progressive feedback to students, identifying gaps in competency and comments on positive improvements:
Assessor Declaration: I declare that I have conducted a fair, valid, reliable and flexible assessment with this student.
|_| Student attended the feedback session.
|_| Student did not attend the feedback session.
Assessor’s
Signature: ___________________
Date: _____/_____/________
Purpose of the Assessment
The purpose of this assessment is to assess the student in the following learning outcomes:
Competent
(C)
Not Yet Competent
(NYC)
KNOWLEDGE EVIDENCE
Compare behavioural models for the role of program manager
Explain communication and negotiating styles and approaches
Describe current ethics, equity and fairness norms, regulations and legislation
List learning and development methods and strategy
Compare types and formats for program vision
PERFORMANCE CRITERIA
1.1 Maintain alignment of the program vision with the sponsoring organisation mission and values
1.2 Conduct ongoing negotiations with stakeholders to maintain program vision
1.3 Demonstrate commitment to the program vision
2.1 Treat stakeholders fairly and equitably
2.2 Encourage and facilitate open discussion
2.3 Manage differences constructively
2.4 Attend to issues and concerns in a timely manner
2.5 Choose and apply interpersonal and leadership styles based on the circumstances
2.6 Honour realistic personal commitments
3.1 Communicate explicit expectations for socially responsible practice to constituent projects and other pertinent stakeholders
3.2 Design policies and procedures to allow individuals to safely report breaches of socially responsible practice without fear of retaliation
3.3 Identify and address threats to socially responsible practice within the program
4.1 Establish individual behavioural expectations for constituent project managers
4.2 Define, document and communicat.
ECON 520 – Managerial Economics 1 The University of North .docxjack60216
ECON 520 – Managerial Economics 1
The University of North America
ECON 520 - Managerial Economics
COURSE SYLLABUS
Professor: Boris Nikolov, PhD
E-mail: [email protected]
Last Reviewed and Updated on: October 10, 2014, 2014
Course Description:
In this course, students develop an understanding of the application of economic theory to managerial decision-making. Students will
apply economic tools and techniques, including both qualitative and quantitative methods, to analyze business problems and formu-
late solutions. Students will explore supply and demand, forecasting and cost estimation in practical situations to evaluate the best
business strategy decisions for firms operating in various markets.
Credit Hours: 4.5
Class Instruction: 45 Hours
No prerequisites.
Course Objectives:
• To test knowledge and skills at making economic policy decisions.
• To examine fundamental micro and macroeconomic decision-making tools.
• To identify how to apply scarcity principle and cost-benefit analysis.
• To develop advanced knowledge and practical competencies to create and sustain above average return in the economy.
Course Deliverables:
1. Coursework Assignments
2. In Class Activities
3. Moodle Discussion Participation
4. Final Exam
5. Project I
ECON 520 – Managerial Economics 2
6. Project II
7. Project Presentation
8. Reflective Paper
Text and Supporting Materials:
Frank, Robert, Bernanke, Ben, Principles of Economics, 5
th
edition, McGraw-Hill, ISBN: 978-007-3511405
Course Methodology
On-ground courses at UoNA are supplemented with online activities using the Moodle platform allowing students to maximize in-
person time in the classroom and support collaborative activities that take place remotely. Academic terms are scheduled to include
ten (10) on-ground sessions. In the last week of class, students present course projects to their faculty members and colleagues.
Online courses use the online modality for delivery. An online course has the same content and student learning outcome expecta-
tions as when the course is delivered in an on-ground modality.
Moodle Learning Management Platform:
In Moodle each course has a web page known as a course shell. By accessing the course shell, you may:
review syllabi, reading lists, class schedules, and deliverable assignments
obtain copies of class presentations, handouts and notes
check out related web sites listed in the Resources area;
email your professor and fellow students
chat with other students and
submit assignments.
All students are assigned a University of North America email account for their use. It is important to use this student email account
when communicating with your professor or the administrative offices so that you do not miss important communications.
Instructor Availability:
Responsive communication is a key objective of delivering quality service to our students. As ...
Want to move your career forward? Looking to build your leadership skills while helping others learn, grow, and improve their skills? Seeking someone who can guide you in achieving these goals?
You can accomplish this through a mentoring partnership. Learn more about the PMISSC Mentoring Program, where you’ll discover the incredible benefits of becoming a mentor or mentee. This program is designed to foster professional growth, enhance skills, and build a strong network within the project management community. Whether you're looking to share your expertise or seeking guidance to advance your career, the PMI Mentoring Program offers valuable opportunities for personal and professional development.
Watch this to learn:
* Overview of the PMISSC Mentoring Program: Mission, vision, and objectives.
* Benefits for Volunteer Mentors: Professional development, networking, personal satisfaction, and recognition.
* Advantages for Mentees: Career advancement, skill development, networking, and confidence building.
* Program Structure and Expectations: Mentor-mentee matching process, program phases, and time commitment.
* Success Stories and Testimonials: Inspiring examples from past participants.
* How to Get Involved: Steps to participate and resources available for support throughout the program.
Learn how you can make a difference in the project management community and take the next step in your professional journey.
About Hector Del Castillo
Hector is VP of Professional Development at the PMI Silver Spring Chapter, and CEO of Bold PM. He's a mid-market growth product executive and changemaker. He works with mid-market product-driven software executives to solve their biggest growth problems. He scales product growth, optimizes ops and builds loyal customers. He has reduced customer churn 33%, and boosted sales 47% for clients. He makes a significant impact by building and launching world-changing AI-powered products. If you're looking for an engaging and inspiring speaker to spark creativity and innovation within your organization, set up an appointment to discuss your specific needs and identify a suitable topic to inspire your audience at your next corporate conference, symposium, executive summit, or planning retreat.
About PMI Silver Spring Chapter
We are a branch of the Project Management Institute. We offer a platform for project management professionals in Silver Spring, MD, and the DC/Baltimore metro area. Monthly meetings facilitate networking, knowledge sharing, and professional development. For event details, visit pmissc.org.
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1. AMERICAN INTERNATIONAL UNIVERSITY-BANGLADESH
Faculty of Business Administration
Department of Management
BBA Program
Summer 2014-15
Course Instructor: A.K. Nazmul
E-mail: aknazmul@aiub.edu
COURSE OUTLINE
I - Course Title: STRATEGIC MANAGEMENT (Section F)
II - Credit: 3
III - Course Description: Strategic Management is the capstone, integrative
course for graduating business administration students. This is an exciting,
challenging course that focuses on how firms formulate, implement, and evaluate
strategies. Strategic-management concepts and techniques are studied. Students use
all the knowledge acquired from prior business courses, coupled with new strategic-
management techniques learned, to chart the future direction of different organizations.
The major responsibility of students in this course is to make objective strategic
decisions and to justify them through oral and written communication.
The first part of this course consists of interactive lectures on strategic-management
techniques and a review of general management, marketing, and finance/accounting
tools. Special attention is given to the integration of business concepts. Two exams
will be given.
Textbook: Strategic Management, 12th
edition by Fred R. David
IV- Course Content:
Before Mid Term
Chapter 1: The nature of Strategic Management
Chapter 2: The Business Vision & Mission
Chapter 3: The External Assessment
Chapter 4: The Internal Assessment
Chapter 5: Strategies in Action
2. Mid Term Exams Evaluation
1. Attendance & Class participation 10
2. Quiz 20
3. Assignment 20
4. Exam 50
TOTAL 100
• 40% will be converted into for contribution to Final grade.
After Mid Term
Chapter 6: Strategy Analysis & Choice
Chapter 7: Implementing Strategies: Management & Operational Issues
Chapter 8: Implementing Strategies: Marketing, Finance / Accounting, R&D and
MIS Issues
Chapter 9: Strategy Review, Evaluation & Control
Semester Final Exams
1. Attendance & Class participation 10
2. Quiz 20
3. Assignment 20
4. Exam 50
TOTAL 100
• 60% will be converted into for contribution to Final grade.
Note: -
• All of the above criteria are subject to change depending on the class progress. However consistency and
regular study can safeguard against any uncertainty.
• Schedule is approximate and may vary as circumstances dictate.