Assessment of Learning Report 2010-2011 to 2013-2014 This document summarizes the learning assurance measures collected for Fall, Winter, and Spring 2010-2011 to 2013-2014 for the MBA and MPAc courses taught by GSM senate and non- senate faculty. The AOL plan requires faculty members to develop learning goals for their courses and to rate each student in each class on the basis of meets expectations or does not meet expectations regarding each goal or subgoal. The GSM has adopted four learning goals and 15 sub- goals. Each instructor was requested to measure learning on at least two goals. This is the fourth assessment year. The advantages of learning assurance assessment should increase as we gather more data. Because the data are gathered at the student level (based on student identification number), this report summarizes additional analysis to understand relations between learning scores and some (independent) student measures. The measures in the tables and charts of the next few pages are based on means across teaching areas and across quarters. Some means are based on small sample sizes. These data should not be used for program analysis and review unless accompanied by additional information. No data on the MPAc program were collected in 2010-2011 and 2011-2012. Goals and subgoals Goal 1: Work well in teams and lead them. Goal 2: Apply moral and ethical standards to management decisions. Goal 3: Use appropriate models for analysis and planning. Goal 4: Understand multiple functional areas. Subgoal 1: Study and apply the principles of leadership. Subgoal 2: Communicate effectively in oral form. Subgoal 3: Communicate effectively in written form. Subgoal 4: Use modern technologies to learn and communicate. Subgoal 5: Understand group dynamics and become a contributing team member. Subgoal 6: Understand and appreciate the impact of demographic and cultural diversity. Subgoal 7: Use team building skills to accomplish group tasks. Subgoal 8: Appreciate how ethical judgment enters into business decisions. Subgoal 9: Develop an awareness of ethical issues in an area related to career choice. Subgoal 10: Recognize problems and opportunities. Subgoal 11: Be able to critically analyze alternatives. Subgoal 12: Analyze data and possess proficiency in the use of data. Subgoal 13: Integrate functional areas of business when analyzing problems. Subgoal 14: Understand the impact of the international dimension on business decisions. Subgoal 15: Understand the political, legal, and social environment in which businesses operate. Observations Each table or chart highlights the key observations or implications of the data on program learning.
Table 1: Mean AOL learning scores: 2010-2011 to 2013-2014 This table describes the observations by Goal and mean Learning Score for each year. Key observation: More scores relate to Goals 1 and 3. Fewer scores relate to Goals 2 and 4. Conclusion: More scores needed to assess morals and ethics. Learning score = 1 At or above expectations Learning score = 0 Below expectations Goal Goal N 2010-2011 2011-2012 2012-2013 2013-2014 1 Work well in teams and lead them 12,664 0.918 0.953 0.983 0.946 2 Apply moral and ethical standards to management decisions 2,238 1.000 0.932 0.974 0.967 3 Use appropriate models for analysis and planning 19,746 0.943 0.936 0.952 0.954 4 Understand multiple functional areas 2,373 1.000 0.919 0.987 0.944 All All 37,021 0.934 0.941 0.966 0.951 Table 2: Mean AOL learning scores by subgoal: 2010-2011 to 2013-2014 This table describes the observations by subgoal and learning score by year. Under- represented subgoals. 1. Study and apply the principles of leadership 2. Understand and appreciate the impact of demographic and cultural diversity 3. Develop an awareness of ethical issues in an area related to career choice. Conclusion: Not enough assessment of leadership, diversity, and ethics. N 2010-2011- 2012-2013- All 2011 2012 2013 2014 1 Study and apply the principles of leadership 547 0.939 1.000 1.000 0.729 0.894 2 Communicate effectively in oral form 3,497 0.846 0.937 0.984 0.943 0.947 3 Communicate effectively in written form 4,326 0.957 0.949 0.975 0.962 0.960 4 Use modern technologies to learn and communicate 1,257 0.962 0.993 0.990 0.976 0.984 5 Understand group dynamics and become a 1,952 0.926 0.984 0.991 0.974 0.977 contributing team member 6 Understand and appreciate the impact of 148... 0.980 0.980 demographic and cultural diversity 7 Use team building skills to accomplish group tasks 937. 0.948 0.976 0.945 0.954 8 Appreciate how ethical judgment enters into 1,953 1.000 0.931 0.976 0.968 0.961 business decisions 9 Develop an awareness of ethical issues in an area 285. 0.942 0.962 0.967 0.958 related to career choice 10 Recognize problems and opportunities 5,388 0.942 0.955 0.954 0.960 0.955 11 Be able to critically analyze alternatives 6,490 0.932 0.945 0.971 0.957 0.957 12 Analyze data and possess proficiency in the use of 6,448 0.967 0.917 0.938 0.943 0.935 data 13 Integrate functional areas of business when analyzing 1,420 0.914 0.915 0.906 0.958 0.926 problems 14 Understand the impact of the international 973. 0.835 0.997 0.950 0.935 dimension on business decisions 15 Understand the political, legal, and social 1,400 1.000 0.996 0.984 0.936 0.977 environment in which businesses operate All 37,021 0.934 0.941 0.966 0.951 0.953
Table 3: Coverage of sub- goals by area: 2010-2011 to 2013-2014 Most coverage of all subgoals: Marketing, MIS and Operations Research, MPAc, and Strategic Management Least coverage of all subgoals: Accounting, Economics, Finance, Organizational Theory, Statistics and Forecasting. Conclusion: High variation in subgoal coverage across areas: Diversity not well covered. Accounting Economics Finance Marketing Subgoal Mean and N for learning score Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N 1 Study and apply the principles of. -. - 1 11. - 1 87. - 1 64. - 0.849 385 0.894 547 leadership 2 Communicate effectively in oral form 0.981 209 0.948 97 0.972 283 0.915 554 0.979 609 0.982 282 0.835 127 0.842 387 0.976 949 0.947 3,497 3 Communicate effectively in written form 0.988 431 0.979 97 0.989 522 0.937 505 0.963 845 0.974 117 0.922 102 0.933 535 0.959 1,172 0.960 4,326 4 Use modern technologies to learn and. - 0.982 712. - 0.974 38 0.973 221. -. -. - 1.000 286 0.984 1,257 communicate 5 Understand group dynamics and become. -. - 0.979 280 0.968 346 0.978 227 1.000 82 0.994 166. - 0.975 851 0.977 1,952 a contributing team member 6 Understand and appreciate the impact of. -. -. - 0.959 73. -. -. -. - 1.000 75 0.980 148 demographic and cultural diversity 7 Use team building skills to accomplish. -. -. - 0.906 128 0.939 359 1.000 82 1.000 64. - 0.970 304 0.954 937 group tasks 8 Appreciate how ethical judgment enters 1.000 395. - 0.959 485 0.955 442 0.981 108 0.989 280 1.000 25. - 0.853 218 0.961 1,953 into business decisions 9 Develop an awareness of ethical issues in 0.909 44. -. - 0.918 61 0.935 46 1.000 81 1.000 25. - 1.000 28 0.958 285 an area related to career choice 10 Recognize problems and opportunities 0.982 1,084 1.000 101 0.986 369 0.931 1,415 0.915 752 0.990 197. - 0.961 231 0.964 1,239 0.955 5,388 11 Be able to critically analyze alternatives 0.981 1,180 0.940 1,062 0.915 449 0.940 1,188 0.953 1,229 0.959 320. - 1.000 12 0.987 1,050 0.957 6,490 12 Analyze data and possess proficiency in 0.981 831 0.949 1,001 0.945 1,000 0.946 1,174 0.844 738 0.971 205. - 0.935 476 0.920 1,023 0.935 6,448 the use of data 13 Integrate functional areas of business 0.980 205. - 0.736 140 0.944 432 0.974 115 0.902 41. - 0.899 328 1.000 159 0.926 1,420 when analyzing problems 14 Understand the impact of the 1.000 72 1.000 97 0.901 513 0.910 89 0.973 37 0.975 119. -. - 1.000 46 0.935 973 international dimension on business decisions 15 Understand the political, legal, and social 1.000 420 1.000 198 1.000 62 0.900 270 0.988 81 0.987 237 0.960 25. - 1.000 107 0.977 1,400 environment in which businesses operate All 0.985 4,871 0.960 3,365 0.945 4,114 0.937 6,715 0.941 5,454 0.979 2,043 0.948 598 0.913 1,969 0.958 7,892 0.953 37,021 MIS and Operations Research MPAc Organization Theory and Behavior Statistics and Forecasting Strategic Management All
Table 4: Teaching areas by goal: 2010-2011 to 2013-2014 Goal 1 2 3 4 All Area Mean Mean Mean Mean Mean Accounting 0.986 0.991 0.982 1.000 0.985 Economics 0.978. 0.947 1.000 0.960 Finance 0.982 0.959 0.931 0.911 0.945 Marketing 0.936 0.950 0.939 0.903 0.937 MIS and Operations Research 0.967 0.968 0.915 0.983 0.941 MPAc 0.986 0.992 0.967 0.983 0.979 Organization Theory and Behavior 0.943 1.000. 0.960 0.948 Statistics and Forecasting 0.895. 0.930. 0.914 Strategic Management 0.960 0.870 0.960 1.000 0.958 Work well in teams and lead them Apply moral and ethical standards to management decisions Use appropriate models for analysis and planning Understand multiple functional areas All Figure 1: Teaching areas by combined Goals Mean Learning Score 1.000 0.980 0.960 0.940 0.920 0.900 0.880 0.985 0.960 0.945 0.937 0.941 0.979 0.948 0.914 0.958 0.860
Table 5. Descriptive Characteristics of variables in regression analysis Program Female Male GMAT Married Unmarried Vetted Salary Vetted Work Experience School GPA Age at Submit ACC 1.000 1.000 658.148 54 - $55,630 9.889 3.250 34.130 MGB 0.943 0.958 591.859 6,057 6,268 $82,912 7.098 3.091 30.832 MGP 0.956 0.951 583.318 3,904 3,851 $77,868 6.686 3.133 30.954 MGT 0.962 0.941 677.999 2,898 6,949 $50,898 4.925 3.270 28.596 Observations. 1. MGTs have lowest work experience. 3. MGTs have highest GMAT. 2. Observations less than 37,021 due to missing independent variable observations.
Table 6: OLS Regression of learning score on six explanatory variables: 2010-2011 to 2013-2014 This table regresses Learning Score on six explanatory variables. Summary of Fit RSquare 0.19% RSquare Adj 0.16% Root Mean Square Error 20.68% Mean of Response 0.955163 Observations (or Sum Wgts 19270 Parameter Estimates Term Estimate Std Error t Ratio Prob> t Intercept 0.9194 0.0167 54.92 <.0001 Age at Submit - 0.0009 0.0005-1.87 0.0611 Years of Fulltime Employment 0.0020 0.0005 3.63 0.0003 School1_GPA 0.0140 0.0037 3.76 0.0002 Vetted_Salary 0.0000 0.0000 2.67 0.0076 Gender[Female] - 0.0018 0.0016-1.09 0.2751 Marital Status[Married] 0.0014 0.0017 0.8 0.4231 Conclusion: Better learning scores for younger students, those with more year of full time employment, higher GPA, and higher pre- MBA salary. First year of data has lowest scores. Gender and marital status have no effect. Low explanatory power of the model. Expanded model Summary of Fit RSquare 0.38% RSquare Adj 0.30% Root Mean Square Error 20.47% Mean of Response 0.956021 Observations (or Sum Wgts 18054 Parameter Estimates Term Estimate Std Error t Ratio Prob> t Intercept 0.9228 0.0312 29.56 <.0001 Age at Submit - 0.0011 0.0005-2.22 0.0265 Years of Fulltime Employment 0.0016 0.0006 2.63 0.0085 School1_GPA 0.0109 0.0039 2.76 0.0058 Vetted_Salary 0.0000 0.0000 2.95 0.0032 Gender[Female] - 0.0014 0.0017-0.8 0.422 Marital Status[Married] 0.0019 0.0019 0.0018 1.02 CitizenshipStatus[International] - 0.0062-0.0062 0.0076-0.82 CitizenshipStatus[Permanent Resident] 0.0047 0.0047 0.0067 0.71 CourseID[ACC] 0.0345 0.0628 0.55 0.583 CourseID[MGB] - 0.0068 0.0210-0.32 0.7464 CourseID[MGP] - 0.0116 0.0210-0.55 0.5805 Vetted_GMAT 0.0000 0.0000 1.69 0.0909 sysay_applicationyear[201010] - 0.0172 0.0031-5.54 <.0001 sysay_applicationyear[201110] - 0.0002 0.0026-0.06 0.9514 sysay_applicationyear[201210] 0.0055 0.0026 2.13 0.0329
Table 7: OLS Regression of learning score on six explanatory variables: 2010-2011 to 2013-2014 Conclusion: When the regression model is split by area, additional variables show as significant. 1. Women learn better in MGT Men learn better in MGB 2. Non- international learn better in MGT only. Response Learning Score CourseID=MGB RSquare 0.51% RSquare Adj 0.41% Root Mean Square Error 20.12% Mean of Response 0.95755 Observations (or Sum Wgts 7656 Parameter Estimates Term Estimate Std Error t Ratio Prob> t Intercept 0.9370 0.0285 32.83 <.0001 Age at Submit - 0.0016 0.0009-1.76 0.078 Years of Fulltime Employment 0.0024 0.0010 2.4 0.016 School1_GPA 0.0152 0.0056 2.74 0.006 Vetted_Salary 0.0000 0.0000 2.06 0.040 Gender[Female] - 0.0119 0.0026-4.61 <.0001 Marital Status[Married] 0.0013 0.0027 0.48 0.630 CitizenshipStatus[International] 0.0240 0.0215 1.11 0.265 CitizenshipStatus[Permanent Resident] - 0.0180 0.0126-1.43 0.154 Response Learning Score CourseID=MGP RSquare 0.11% RSquare Adj - 0.03% Root Mean Square Error 20.90% Mean of Response 0.954254 Observations (or Sum Wgts 5924.0000 Parameter Estimates Term Estimate Std Error t Ratio Prob> t Intercept 0.9354 0.0334 27.98 <.0001 Age at Submit - 0.0005 0.0008-0.58 0.561 Years of Fulltime Employment 0.0011 0.0009 1.19 0.235 School1_GPA 0.0040 0.0069 0.58 0.560 Vetted_Salary 0.0000 0.0000 1.37 0.169 Gender[Female] - 0.0010 0.0031-0.33 0.741 Marital Status[Married] - 0.0035 0.0031-1.11 0.265 CitizenshipStatus[International] - 0.0079 0.0144-0.55 0.582 CitizenshipStatus[Permanent Resident] - 0.0002 0.0120-0.02 0.987 Response Learning Score CourseID=MGT RSquare 0.72% RSquare Adj 0.58% Root Mean Square Error 21.14% Mean of Response 95.29% Observations (or Sum Wgts 5684.0000 Parameter Estimates Term Estimate Std Error t Ratio Prob> t Intercept 0.9043 0.0360 25.1 <.0001 Age at Submit - 0.0012 0.0008-1.5 0.134 Years of Fulltime Employment 0.0035 0.0010 3.49 0.001 School1_GPA 0.0225 0.0084 2.68 0.008 Vetted_Salary 0.0000 0.0000 1.16 0.248 Gender[Female] 0.0100 0.0033 3.00 0.003 Marital Status[Married] 0.0066 0.0037 1.79 0.074 CitizenshipStatus[International] - 0.0197 0.0119-1.65 0.098 CitizenshipStatus[Permanent Resident] 0.0256 0.0170 1.51 0.132
Appendix: The raw data by number of observations per course: 2010-2011 to 2013-2014 CourseID CourseNumber 2011 2012 2013 2014 All ACC 201 0 0 234 0 234 205 0 0 0 246 246 211 0 0 468 0 468 213 0 0 0 120 120 215 0 0 0 120 120 231 0 0 0 215 215 241 0 0 246 0 246 251 0 0 0 117 117 261 0 0 0 117 117 271 0 0 160 0 160 All 0 0 1108 935 2043 MGB 200A 0 330 415 189 934 200B 0 222 0 105 327 201A 177 195 258 201 831 201B 0 0 243 231 474 202A 280 344 426 0 1050 202B 0 126 144 0 270 203A 280 348 0 0 628 203B 0 0 48 0 48 204 0 216 237 0 453 205 0 210 255 198 663 206 0 123 48 0 171 215 0 0 102 0 102 223 176 0 216 0 392 224 78 0 72 0 150 234 87 0 84 0 171 241 0 0 176 0 176 242 0 21 0 0 21 243 0 250 0 390 640 244 0 0 100 0 100 246 0 188 0 0 188 248 57 45 252 0 354 250 0 0 99 72 171 252 0 0 243 567 810 260 0 87 135 156 378 261 57 84 57 0 198 263 66 0 78 0 144 265 0 51 63 42 156 266 0 0 75 0 75 267 0 136 56 252 444 268 0 240 258 0 498 269 0 85 0 87 172 270 0 0 33 0 33 271 0 216 69 117 402 272 0 63 93 0 156 282 0 96 75 0 171 290 0 0 27 96 123 291 0 100 112 0 212 292 0 0 124 177 301 293 0 168 438 0 606 297 0 0 53 0 53 401 0 0 124 0 124 402 0 51 0 0 51 404 0 0 45 0 45 406 0 0 33 0 33 407 0 0 126 0 126 409 0 0 32 57 89 410 0 0 84 0 84 412 0 0 0 390 390 413 0 0 68 0 68 414 0 0 66 129 195 415 0 0 42 0 42 416 0 0 0 141 141 440 0 0 100 0 100 All 1258 3995 5884 3597 14734 MGP 200A 0 0 265 153 418 200B 0 162 0 33 195 201A 165 165 174 60 564 201B 0 0 186 139 325 202A 236 240 306 0 782 202B 0 75 84 0 159 203A 0 240 0 0 240 203B 0 48 63 60 171
204 0 177 153 0 330 205 0 171 165 159 495 206 0 69 68 0 137 207 0 42 70 0 112 215 0 0 42 0 42 223 218 0 56 0 274 224 0 30 0 0 30 234 63 0 36 0 99 241 0 0 144 0 144 242 0 57 0 0 57 243 0 150 60 0 210 244 0 0 0 40 40 246 0 0 144 128 272 248 42 39 144 0 225 249 0 18 0 0 18 250 0 0 0 76 76 252 0 0 177 343 520 260 0 83 0 12 95 261 51 48 57 0 156 264 0 50 240 0 290 265 0 57 51 24 132 267 0 108 64 105 277 268 0 177 162 0 339 269 0 0 0 33 33 271 0 117 21 108 246 272 0 35 0 0 35 276 0 0 45 0 45 282 0 0 68 0 68 285 0 42 0 36 78 290 0 39 335 0 374 291 0 78 48 0 126 292 0 0 61 123 184 293 0 0 88 60 148 297 0 0 6 0 6 401 0 48 56 0 104 405 0 75 0 0 75 407 0 0 60 0 60 409 0 0 24 6 30 410 0 0 24 0 24 411 0 0 145 0 145 412 0 0 0 180 180 413 0 0 60 0 60 414 0 0 87 36 123 416 0 0 0 57 57 440 0 0 40 0 40 All 775 2640 4079 1971 9465 MGT 200A 260 470 135 0 865 200B 0 18 0 51 69 201A 0 159 141 138 438 201B 0 159 144 0 303 202A 212 184 282 0 678 202B 0 75 48 0 123 203A 208 188 0 0 396 203B 0 99 54 120 273 204 0 159 141 0 300 205 0 159 0 138 297 206 0 128 76 0 204 215 0 0 6 0 6 223 160 0 180 0 340 224 0 72 54 0 126 234 66 0 93 0 159 241 0 0 180 112 292 242 0 54 0 0 54 243 0 255 100 0 355 244 0 0 0 44 44 246 0 0 120 160 280 248 93 99 162 0 354 249 0 96 0 0 96 250 0 0 9 48 57 252 0 183 141 329 653 260 0 87 45 81 213 261 84 57 30 0 171 264 0 170 192 0 362 265 0 72 48 84 204 267 0 80 72 168 320 268 0 144 141 0 285 269 0 60 0 87 147 270 0 20 0 0 20
271 0 261 87 81 429 272 0 90 0 0 90 276 0 0 36 0 36 282 0 88 40 0 128 285 0 27 54 54 135 290 0 97 172 0 269 291 0 114 39 0 153 292 0 0 48 39 87 293 0 120 90 60 270 401 0 21 0 0 21 406 0 0 0 76 76 409 0 0 16 27 43 412 0 0 0 160 160 414 0 0 69 66 135 416 0 0 0 27 27 440 0 0 140 96 236 All 1083 4065 3385 2246 10779 0 = data not collected.
Sample of Curriculum Map for one GSM course, 271 Strategic Cost Management (does not include all rows) How deeply this concept/skill is covered in your course: 1= mentioned by not covered in depth, 2= discussed, but not a core focus of the course, 3= a core focus of the course Course Title and Number 271 Strategic Cost Mgmt. GENERAL Rank CSLT rank FIN rank MKT rank Skill #1 1 1 1 Oral Communication Instructor Skill Description by GSM Recruiters Effective verbal presentations and speaking to large and small groups, Soft skills - ability to be insightful and present in front of a room, ability to simplify complex issues in presentations, very important for driving virtual meetings, Effectively present ideas to press and for PR, Ability to advocate well over the phone since that's the environment we're in now. Ability to drive responses, solutions and results over the phone Anderson 2- not taught but used extensively in two required team projects that have oral and written reports #2 2 2 7 Written Communication Know how to write a business plan, written communication is key since you are in a client setting and fully funded by the client, need to know how to write concisely, Communication: applying frameworks to situations be better able to communicate complex issues, Ability to write business cases: roadmaps, prioritizing investment decisions 2- not taught but used extensively in two required team projects that have oral and written reports #3 4 3 4 Presentation Skills and Meeting Facilitation Ability to create and deliver presentations, being concise in presentations, Presentation skills (PowerPoint, Visio), Presentation skills: ability to deliver to small and very large audiences. PowerPoint skills are crucial, Ability to deliver presentations to senior management. 2- not taught but used extensively in two required team projects that have oral and written reports #12 10 Negotiation Skills Negotiation skills: both internal (who you want on your team, negotiate rates, negotiate hours) and external (negotiate contracts with clients, have a sense of the market). conflict management, negotiation skills, emotional 1 1 P age
#12 10 Negotiation Skills intelligence, find creative solutions to resolve conflict Understand influence tactics and processes, Implement a solution through organization, galvanizing support, and being influential. Understanding organizational dynamics/politics: case studies about politics (i.e., dealing with a tyrannical boss). Knowledge about how big businesses operate and their politics. 1 #4 5 6 6 Adaptability Understand when and where to compromise on teams and in leadership positions 2- not taught but used extensively in two required team projects #6 6 8 9 Ability to Value Opinions of Others and Follow a Leader #6 6 8 9 Ability to Value Opinions of Others and Follow a Leader Understanding of teams, Group dynamics, become a contributing team member and respecting leadership, understand group dynamic, understand group problem solving, Develop yourself first, then others. Pursue the "lead yourself, lead the team, lead the business" model. Skills to create development plans for your team, Facilitate dialog within your group, ability to work in teams and build consensus, informal power, Team dynamics: example setting for your team - foster team's success and ability to give credit where due. Ability to work with product design and engineering, Service mind-set: willingness to help other people on your team or in other units. 2- not taught, but used extensively in two required team projects 2- not taught but used extensively in two required team projects #8 9 10 Cross-Cultural Sensitivity #8 9 10 Cross-Cultural Sensitivity #8 9 10 Cross-Cultural Sensitivity Understanding how to work on diverse teams and being adaptable to new team environments, being part of team is very important in the beginning, Collaboration skills, empathy and incorporating feedback from others, Ability to recognize other's priorities and how to implement their agenda. Understanding culture and cultural diversity, Need to understand business culture, Organizational Dynamics - Culture and how to understand local culture. Social norms of organizations (time frame to answer emails, when to IM or send note, etc.). Understanding the international dimension, Global understanding - ability to manage global projects, international dimensions is especially important in finance 2- not taught but used extensively in two required team projects 1 1 Page 2
#17 3 Ability to Manage Relationships Inside and Outside of Organization #17 3 Ability to Manage Relationships Inside and Outside of Organization #17 3 Ability to Manage Relationships Inside and Outside of Organization Manage partnerships and create strategic alliances Ability to network effectively, Relationship building: know who you're dealing with. Build relationships with internal and external stakeholders, develop relationships both internally and externally and across levels, important regardless of level - will hold you back if you don't build relationships, know who to reach out to for help within the organization, important to develop business partnerships outside of your area, Manage partnerships and create strategic alliances, getting support for ideas, Manage client relationships - build, maintain and utilize networks of clients, become a trusted advisor to your client, stay genuine, develop trusting relationships. All of which turn into repeat business. Developing relationships. Get to know the breadth and depth of the organization. Be available on the side even if you're not being paid for it. Identify and address client needs. Oversee ongoing relationships and contracts, Make sure people know your story. Learn how to tell stories. 1 1 #9 7 4 General Quantitative and Qualitative Analysis #9 7 4 General Quantitative and Qualitative Analysis Lead budgeting activities and Compile, analyze and reconcile monthly budget and spending reports General quantitative and qualitative analysis skills, analyze data and possess proficiency in the use of data. Manage whole research process, identify hypotheses, collect data, analyze data, provide actionable plan. Evaluate what drove changes, rather than doing an elevator analysis (up or down). Communicate to decision maker how data was collected. Information gathering skills are important. Ability to look at your own data and suggest ways for your company to utilize your research. Quickly assess situation and know what analysis is needed. Analyze>predict>solve. You will never know what the future will look like, so you need to weigh opportunities, develop hypotheses, and test them. Recommend a way to test the solution through hypothesis test to see if it will be successful and you can refine, if needed. 1 3 - case study analysis requires synthesis of quantitative and qualitative data to complete strategic analysis. Also, central focus on how to use cost data to 'test' assumptions about cost structure and to evaluate strategy as it relates to cost management Page 3
(Course Name) The following questions apply to the course 1. Please indicate the overall educational value of the course. excellent very good satisfactory fair poor 2. How would you characterize your knowledge of the subject area before you undertook this course? 3. How much do you feel this course has contributed to your knowledge of the subject area? 4. How would you compare the amount of time spent on this course with the amount you spent on other courses in this school? 5. How helpful did you find the main text? 6. How helpful did you find the other reading materials? 7. How helpful did you find the lectures? 8. How helpful did you find the class discussions? 9. How helpful did you find the written assignments?
10. How helpful did you find the examinations? 11. How helpful did you find the group projects? 12. Comments (Please provide additional information and/or elaborate on any aspect of your evaluation. Please write your comments below)
(Instructor Name) The following questions apply to the Instructor only. 1. Please indicate the overall teaching effectiveness of the instructor. excellent very good satisfactory fair poor 2. Evaluate the extent to which the instructor imparts enthusiasm. 3. Evaluate the extent to which the instructor is well prepared for class. 4. Evaluate the extent to which the instructor demonstrates practical knowledge about the application of course information. 5. Evaluate the extent to which the instructor presents his/her materials effectively. 6. Evaluate the extent to which the instructor is sensitive to student's questions. 7. Evaluate the extent to which the instructor has respect for student opinion. 8. Evaluate the extent to which the instructor grades fairly and impartially.
(Teaching Assistant) The following questions apply to the Teaching Assistant only. 1. Please indicate the overall teaching effectiveness of the teaching assistant. excellent very good satisfactory fair poor 2. TA exhibits clarity & organization of materials. 3. TA has a command of the subject matter. 4. Evaluate the extent to which the TA demonstrates practical knowledge about the application of course information. 5. TA is accessible outside of class (office hours). 6. TA exhibits enthusiasm & interest in class. 7. TA encourages independent thoughts. 8. Evaluate the extent to which the instructor grades fairly and impartially. 9. Overall comparison to other TAs at UCD. 10. What did you like most about the discussion section and feel should be retained? 11. What features of the discussion section did you like least, and how might they be improved?