MBA Guide. Does Executive Education Provide Return on Investment for Employers?

Transcription

1 May 19, 2014 An Advertising Supplement to the Los Angeles Business Journal Guide Does Executive Education Provide Return on Investment for Employers? By Sarah Clark Measuring the return on investment for bigticket purchases has been and always will be important to efficient organizations, but in the wake of the recession, hunkered-down companies have become that much more insistent that dollars be wisely spent. While skills-based training benefits can be tracked and measured, quantifying the return on big-picture, strategic learning is as challenging as ever. Executive education is about learning new tools, frameworks, ways to think about the business and the global economy. That s not something you can test at the end of a chapter. Even if one suspects that a program may have helped ready a senior executive for the next big task, it s nearly impossible to trace a direct line. When looking CEOs look at ROI of executive education, it is probably best to use the analogy of the strategic radar screen. Every CEO has a list of big, strategic issues and challenges he or she would like to tackle in the next three, six or eighteen months. When the CEO sends someone for training, he or she is looking for the school to help ready that person to address a particular issue on the radar screen. So the question is, three months later, six months later, is it clear that the employee was prepared to deal with that issue or not? Increasingly, companies that send executives to open-enrollment programs are sending them with very specific goals, challenges they are expected to solve while they re away. In the past it was: Broaden their perspectives, give them new knowledge, best practices, tools to use in the field. Now it s much more: Do all that, but also get something done while you re here that s going to impact our P&L or our bottom line this fiscal year. Executives arrive at education programs with several significant business challenges their companies need to address. When they leave, they are expected to bring back keen insights, new thought leadership and, most importantly, solutions to those problems. For open enrollment, the more Executives arrive at education programs with several significant business challenges their companies need to address. When they leave, they are expected to bring back keen insights, new thought leadership and, most importantly, solutions to those problems. focused the company s objectives for the executive, the easier it is to measure results. In custom corporate programs, metrics for evaluating return can be embedded upfront. One area in which companies have had a relatively easy time justifying education spend is in succession planning, whether it s preparing a candidate for the CEO office or readying a middle manager for a C-suite role. Regardless of what industry a company is in, however, when an employee returns to an organization after being sent to learn a set of skills, the company benefits from that employee s enhanced knowledge as well as the morale boost and gratitude an employee has after participating in such as course. Sarah Clark is a freelance writer. This special advertising supplement did not involve the reporting or editing staff of the Los Angeles Business Journal.

2 48 an advertising supplement to the LOS ANGELES BUSINESS JOURNAL MAY 19, 2014 USC Marshall School of business USC Marshall School of Business The numbers tell the story. USC Marshall School of Business programs rank among the very best setting the standard for excellence in business education and blending cuttingedge theory with real-world practice to shape the next generation of global leaders. Members of the USC Marshall community are international leaders in producing and sharing knowledge that can change the world. The school s 200-plus expert faculty are renowned for exceptional teaching and groundbreaking research, and its legendary alumni network more than 75,000 Marshall and over 343,000 USC alumni strong spans more than 123 countries. Based in Los Angeles, at the crossroads of the Pacific Rim, and with satellite facilities in Shanghai, Irvine and San Diego, USC Marshall offers students access to an unrivaled, global center of business leadership, scholarship and education. Founded in 1920 as the College of Commerce and Business Administration, USC Marshall is the oldest AACSB accredited school of business in Southern California. It is also one of the most forward-looking consistently placing in the top 10 by Entrepreneur magazine; at the forefront of trends in social entrepreneurship; and ranked as 10th worldwide, based on faculty research contributions, in the latest UT Dallas Naveen Jindal School of Management survey. Full-Time USC Marshall s full-time program offers students a comprehensive grounding in core business principals with the opportunity for specializing to develop vital skills and in-depth knowledge. for Professionals and Managers (.PM) Designed to address the challenges faced by working professionals,.pm is a part-time, evening program lasting 33 months; the program also offers classes on Saturday during the first year. Students may choose to complete the first year of their degree in Los Angeles or Orange County. Executive Program (E) A 21-month program designed for senior managers and seasoned professionals who intend to remain fully employed as they pursue their degree, E offers two convenient locations: Los Angeles and San Diego. Global Executive (GE) Based in Shanghai, China, GE is a flexible, dynamic program tailored to full-time, working managers from across Asia, who earn the prestigious USC Marshall in 20 months. GE students benefit from USC Marshall s world-class faculty and an exceptionally diverse cohort; when they complete their, they also receive a certificate from Shanghai Jiao Tong University. International Program (IBEAR) Mid-career professionals with international management experience come together in this one-year, full-time program that emphasizes global strategy and experiential learning. IBEAR is the leading accelerated international program in the United States. Our flexible degree programs offer something for current and aspiring business professionals at every stage of their career exposing them to crucial international work and travel opportunities and preparing them to lead in today s global arena. They also provide students and alumni with invaluable resources, leveraging the power of one of the world s most respected and connected research universities. University of Southern California Marshall School of Business James G. Ellis Year Institution was Founded: 1880 Program Started: 1920 Total Enrollment (all platforms offered): Full-time : 426; Part-time (.PM): 705; Executive (E): 232; Global Executive (GE): 59; International for Midcareer Professionals (IBEAR): 56 Platforms Offered Full-time ; Part-time (.PM); Executive (E); Global Executive (GE); International for Midcareer Professionals (IBEAR) Areas of Emphasis Offered Global business, entrepreneurship, corporate finance, investing, real estate finance, marketing, branding, organizational effectiveness, social entrepreneurship, change management, business analytics, supply chain management, sustainability Length of Programs: Full-time : 21 months; Part-time (.PM): 33 months; Executive (E): 21 months; Global Executive (GE): 20 months; International for Midcareer Professionals (IBEAR): 12 months Program Campus Options Full-time : University Park Campus, Los Angeles; Part-time (.PM): University Park Campus, Los Angeles or Orange County Center, Irvine; Executive (E): University Park Campus, Los Angeles or La Costa, San Diego; Global Executive (GE): Shanghai Jaio Tong University, Shanghai, China; International for Mid-career Professionals (IBEAR): University Park Campus, Los Angeles Program Accreditations: AACSB, WASC #8 in Accounting (US News and World Report); #8 in Executive (Business Week); #9 in Entrepreneurship (US News and World Report); #9 in International (US News and World Report); #10 worldwide based on faculty research (UT Dallas Naveen Jindal School of Management); #11 in Part-time (US News and World Report) Total Cost of Full-time : 1st Year $88,361; 2nd Year $72,764. Part-time (.PM): Approx. total overall cost: $108,000. Executive (E): Approx. total overall cost $123,000. Global Executive (GE): $90,000. International for Mid-career Professionals (IBEAR): Approx. total overall cost $111,800 Required Testing The GMAT or the GRE are required for the Full-time, the Part-time (. PM) and the IBEAR. GMAT or GRE scores are optional for the Executive (E) and the Global Executive (GE). TOEFL or IELTS scores are required of all international students who did not complete a four-year bachelor s degree in a country where English is the primary official language, unless applying to the GE program.pm: May 21 & June 25 in Los Angeles and Orange County. E: June 7 at La Costa in San Diego Full-time : mid-april. Part-time (.PM): June 1. IBEAR : Rolling, beginning Nov. 1. GE : Rolling admission Full-time,.PM and E: USC Marshall Admissions, 630 Childs Way JKP 308, Los Angeles, CA Phone: (213) Fax: (213) marshallmba@marshall. usc.edu IBEAR: Marshall School of Business, 837 Downey Way, STO 300, Los Angeles, CA Phone: (213) Fax: (213) s: Admissions ibearmba@marshall.usc.edu; General Diana.kurdian@marshall.usc.edu GE in Shanghai: Room 102, South Building, Shanghai Jiao Tong University Antai Campus, 535 Fahuazhen Road, Shanghai , China. Phone: (86) uscgemba@sjtu.edu.cn Program of Distinction An from USC Marshall is a globally recognized calling card for today s visionary business professional. Students across our five programs can look forward to: Membership in an exclusive worldwide network the USC Marshall Trojan Family Mastery of complex business principles that lay a solid foundation for career success Hands-on experience that emphasizes learning by doing and hones the skills necessary to compete in a global business environment Flexibility to pursue a degree on a personalized schedule, adjusted to meet individual needs

3 MAY 19, 2014 an advertising supplement to the LOS ANGELES BUSINESS JOURNAL 49 Power of Five Full-Time Part-Time Executive IBEAR Global Executive Located in the heart of Los Angeles, one of the world s leading business centers and the U.S. gateway to the Pacific Rim, the University of Southern California s Marshall School of Business offers an array of programs tailored to meet the needs of managers and business professionals with varied goals and experience levels who wish to connect with the global Trojan Family, more than 343,000 alumni strong. For more information, visit marshall.usc.edu/mbaprograms

4 50 an advertising supplement to the LOS ANGELES BUSINESS JOURNAL MAY 19, 2014 CALifornia State University, Long Beach California State University, Long Beach By DR. INGRID MARTIN programs around the world are revising curricula so their graduates can remain relevant and adjust to the changes in the global economy. At California State University, Long Beach, the Saturday (S) program inaugurated man innovative set of courses, which integrate sustainability as the organizing theme. The structure of the new program evolved when Dean Michael Solt initiated program redesign efforts by challenging faculty to develop ideas for new courses and new teaching formats. The advanced portion of our S program is designed in an integrative manner to better address business opportunities in a sustainability context. Courses and faculty emphasize the triple bottom line (economy, environment, and society), critical for all organizations doing business in today s regulatory climate and easy access to information by the public. We integrate the sustainability context as an analytic device in three ways. First, we integrate the teaching format by having faculty representing multiple disciplines in the classroom based on the topic being investigated. For example, measuring and mitigating an organization s carbon footprint needs to be understood from the perspective of accounting, regulatory economics, marketing, human resources, and strategy. The teaching configuration in the classroom is based on the specific business challenge in a particular class session. We may have two, three or four faculty in the classroom concurrently depending on the particular issue. Second, student teams complete a project for a business, university, or community organization. Each team addresses a client project focused on a business opportunity with a sustainability focus. The S students work handin-hand with clients such as the Aquarium of the Pacific, Villages at Cabrillo, Catalina Sea Ranch, and CSULB. Finally, industry speakers and site visits provide students with more hands-on experience in how organizations integrate sustainability throughout their organization. We host speakers from the Port of Long Beach, Mattel, Disney, Sony Pictures, Union Bank, entrepreneurs such as Tom Bowman, Phil Cruver and Miles Baker, and video conferencing with EnergyPoints in Boston. The ultimate goal is for our students to graduate understanding how sustainability should be integrated throughout an organization to succeed in today s competitive global economy. The College of Business Administration at Cal State Long Beach is an AACSB accredited business school that provides undergraduates and s with the knowledge and skills necessary to be successful in their careers and to propel the economic development of our region. Dr. Ingrid Martin is on the Faculty of the Department of Marketing at California State University, Long Beach College of Marketing. California State University, Long Beach College of Business Dean: Dr. Michael E. Solt Year Institution was Founded: 1949 Program Started: 1958 Total Enrollment (all platforms offered): 119 Platforms Offered Day-Time Full Time Saturday Weekend Evening Self-paced Length of Programs: Day-Time 13 months Saturday 23 months Evening 2-4 years (self-paced) Program Campus Options: On-Campus at CSULB Program Accreditations: AACSB The College of Business Administration at California State University, Long Beach (CSULB) has been named an outstanding business school by The Princeton Review and is featured in the 2014 edition of its just released guidebook The Best 295 Business Schools. Total Cost of Visit the website at Required Testing GMAT or GRE Visit the website for more details Information Sessions are conducted monthly visit the Visit the website for specific application deadlines. (800) Programs of Today Add More Choice and Flexibility The Roundtable, a nonprofit organization focused on curricular design and innovation, has released the results of its 2012 Curricular Innovation Study. The triennial study indicates that curricular changes in the past three years have focused on adding more choices, in the form of new concentrations and electives, as well as program flexibility, such as accelerated degree completion options. Among the findings: 94% made some change to their elective content in the past three years, with 63% indicating it was a moderate or greater change. The most common elective additions were entrepreneurship (51%), international business (40%), leadership (39%), and corporate responsibility (36%). Common additions to concentration offerings included healthcare, entrepreneurship, and business analytics. Programs outside the U.S. were making deeper changes, with 26 percent making significant or greater changes and none reporting that no changes had been made. Action-based learning was the most common change to core or required content. The most common type of change was increasing applied and action-based learning (60%). Other common changes included an increase in global content (48%), program flexibility (41%), and interdisciplinary courses (33%). The most common subject matter additions were corporate responsibility (63%), entrepreneurship (49%), geoeconomical/geostrategy (47%), ethics (40%), and leadership (40%). The most significant subject matter reduction was in information technology (11%). Structural flexibility provided additional options for students. Part-time programs were most likely to institute program structure changes, with 25% adopting a new delivery mode and 21% reducing the length of their program through such means as additional weekend and summer course delivery. Executive programs were most likely to remain a lock-step program (90% vs. 55% of all respondents), but were much more likely to deliver a blended (online and face-to-face) program (30%) than full-time programs (8%). Three years ago we saw significant changes in many programs, said Sarah Gardial, president of the Roundtable and dean of the University of Iowa s Henry B.TippieCollege of Business. It s not surprising that this year s survey shows fewer dramatic changes. This has been a period of implementing core changes and modifying the elective portfolio and other program areas to ensure our programs remain relevant and cover the subject areas most important to students and employers. The study showed that programs have been successful at adding new topics and skills without reducing existing content. The primary means have been integration, more elective choices, and co-curricular additions, such as career development and consulting projects. One of the primary objectives of the study was to provide Roundtable members with a comparative assessment tool that would support their curricular management and change efforts. The study was sponsored in part by the University of Tennessee-Knoxville Program and the George Mason University School of Management, where Roundtable board member Roy Hinton serves as associate dean of executive programs and director of the Executive program. It s imperative that programs continually explore new content and delivery methods, or we risk our relevance in today s dynamic business environment, said Hinton. The Curricular Innovation Study and the Roundtable as a whole are invaluable resources for recognizing trends and sharing best practices. We were pleased to be able to support the research study and help contribute to that body of knowledge. The 2012 Curricular Innovation study, as well as the 2009 study, was developed and sponsored by the Roundtable and administered by Percept Research. The 2012 Web survey was fielded by Percept Research in February and March of Representatives from 710 programs around the world were invited to participate, including members and nonmembers of the Roundtable. A total of 232 full-time, part-time, and executive programs completed the survey, a 36 percent response rate. The respondents represented 171 business schools worldwide, with 81 percent U.S.-based and 19 percent based outside the U.S. Founded in 1995, the Roundtable is a global association of business schools working together to inform and inspire curricular and programmatic innovation. The Roundtable seeks to improve education and the practice of management by creating forums to challenge, debate, and shape the future of curricular design; Equipping business school faculty and administrators with the knowledge and resources needed to advance curricular and programmatic innovation; and Promoting and recognizing curricular achievement, change, and innovation. For more information, visit www. mbaroundtable.org.

5 MAY 19, 2014 an advertising supplement to the LOS ANGELES BUSINESS JOURNAL 51 Master of Business Administration California State University, Long Beach College of Business Administration California State University, Long Beach offers three programs that accommodate the schedules of students from all walks of life: The Saturday, the Daytime Accelerated, and the Evening. Each program offers an international student body and the ability to earn an degree from an AACSB-accredited institution at affordable prices. Study with experienced faculty, gain practical experience, and spend time in beautiful Long Beach, known as the most diverse city in the country and for its world-renowned harbor. Evening Self-paced program Classes scheduled in late afternoon or evening Can be completed in two to four years Daytime Accelerated Fast-paced program Completed in 13 months Includes a one-week international experience Saturday Courses meet once a week on Saturdays Completed in 23 months Includes a one-week international experience during the second year You Will Learn Business administration fundamentals Leadership and effective communication Teamwork and a cooperative management perspective In-depth analysis of specialized business topics Program Admission Requirements Bachelor s degree from an accredited college or university Competitive GMAT or GRE test score and grade point average Complete application including letters of recommendation, transcripts, and required essays For more information and to find the program that s right for you, mba@csulb.edu, call (800) , or visit

6 52 an advertising supplement to the LOS ANGELES BUSINESS JOURNAL MAY 19, 2014 Claremont graduate university Drucker School of Management Benefits of a degree from the Drucker School of Management The Drucker Graduate School of Management produces graduates who have a strong sense of social responsibility and a deep desire to make a difference. Small Classes, Big Ideas Peter Drucker taught that management is a human-centered activity focused on people, values and responsibility. Your education at the Drucker School is grounded on these principles. The School takes a rich, interdisciplinary approach that views all business as a humanistic, value-based activity. You will benefit from an education that is broad enough to allow you to approach a wide range of careers with confidence, yet nuanced eno ugh to support the direction you choose to take. When it comes to enrollment, the Drucker School of Management is intentionally selective. Students benefit from an average class size of 25 the perfect size for participation and project-based courses. Claremont Graduate University Drucker School of Management Dean Lawrence A. Crosby, PhD Year Institution was Founded: 1925 Program Started: 1971 Total Enrollment (all platforms offered): 240 Platforms Offered Professional Executive Management (E) Dual Degree Programs: /MA Public Health /MS in IT Management /JD with Southwestern School of Law /MS Industrial Design with Art Center College of Design Areas of Emphasis Offered Finance, Strategy, Marketing, Leadership, Global Management, IT Management Length of Programs: 24 months (Full Time) Other programs vary (P, approximately 3 years) Program Campus Options Claremont campus Program Accreditations: AACSB, WASC Ranked top 10 in California by US News and World Reports Total Cost of Total cost per program: Professional : $103,948 (52 Units: $1,999 per unit) Executive Management (E): $95,952 (48 Units: $1,999 per unit) : $104,460 (60 Units: $1,741 per unit) Required Testing For most programs, you must have taken the GMAT or GRE within the past five years (this does not apply to the executive man agement program, which does not require a GMAT or GRE score). Applicants for the Financial Engineering program have additional mathematics prerequisites. July 19th: 9:30am to Noon August 16th: 9:30am to Noon Or visit our campus Meet with an admissions officer, take campus tour, sit-in on a class session. Schedule your visit by at drucker@cgu. edu, or call us at (909) November 1 - Early Action and International Priority deadline December 1 - Round 1 February 1 - Round 2 April 1 - Round 3 Applications received after April 1st will be reviewed for admission on space-available basis Website: drucker.cgu.edu Phone: (909) drucker@cgu.edu Comprehensive Skills The Drucker School will challenge you with a set of core classes that provide you with the analytical and functional skills you need to accelerate your career. Highly Involved Faculty The School s low student-to-faculty ratio means professors are highly accessible with many opportunities to help you in and outside the classroom. Flexibility and Diversity At the Drucker School, we offer a wider, broader view of the world with notable diversity in student body, curriculum and careers. We ve expanded the traditional path in business education by offering innovative dual degrees and having a focus on management for creative industries. Community As part of Claremont Graduate University and the Claremont Colleges Consortium, the Drucker School offers access to an exceptional variety of people, programs and social events. Professional Development We ll help you focus your job search and, with over forty years of graduating classes, we have an accomplished alumni network to help you make the right connections. Management guided by the human element. cgu.edu/drucker DruckerLABJ ad v7.indd 1 5/9/14 5:02 PM

7 MAY 19, 2014 an advertising supplement to the LOS ANGELES BUSINESS JOURNAL 53 CALifornia state university, los angeles California State University, Los Angeles Our degree is a strong program with a great value. We are accredited by AACSB International; only 5% of business schools in the world have achieved this distinction. Our College of Business and Economics is consistently ranked among the best business schools in U.S. News and World Report, especially among public programs in California. The University is one of the top Masters Institutions in the West, and one of the best schools for Hispanics. Located 4 miles from Downtown LA, CSULA is a premier urban university that offers quality plus convenience. Our program offers flexible evening classes. Students can complete the program in 18 months, and working professionals can pace themselves as needed. Our rich faculty resources allow students to choose from several concentrations to customize their experience. Students benefit from opportunities for personal and professional development including career seminars, speaker series, and national competitions; and for hands-on learning, including managing our Golden Eagle Student Investment funds. Several core courses cover the SAP-ERP materials. Students who complete these courses can obtain the entry level TERP10 Certification. We have strong connections to the LA Business community, and our placement office works closely with local employers. Businesses hiring our students include: Boeing, Disney, Edison, Pepsi/Frito-Lay, UPS and Unilever, plus governmental agencies including NASA/JPL, and many smaller and entrepreneurial companies. Our College has over 30,000 alumni, most of who work locally. We are proud of our impact on the local and Ours is a diverse student body with all kinds of people from different backgrounds and professions. You will also come in contact with international students from many countries that pursue their studies with us. Our program is truly a window to the world where participants can learn from terrific faculty and each other, while sampling all that LA has to offer. regional economy, and happy to connect our s to a network of graduates who support our students in their search for careers. We treasure diversity with students from different backgrounds and professions. Our program is truly a window to the world where participants can learn from terrific faculty and each other, while sampling all that LA has to offer. California State University, Los Angeles College of Business and Economics Dr. James A. Goodrich Year Institution was Founded: 1947 Program Started: 1952 Total Enrollment (all platforms offered): 110 Platforms Offered Full Time Part Time Evening Areas of Emphasis Offered Accounting Business Economics Computer Information Systems Finance Health Care Management International Business Management Marketing Length of Programs: 18 months Program Accreditations: AACSB, WASC US News, Best Business Programs; Best Schools for Hispanics; Best Regional Universities, Washington Monthly, Social Mobility, Research and Service; Diverse, Top 100 Degree Producers, Accounting Total Cost of $25,000 (Tuition and Fees) Required Testing A GMAT score of 500 or higher GRE test score of 300 or higher Admission is competitive and based on an overall assessment of professional background and experience. Fall 2014 application starts on October 1st, 2013 June 2nd, 2014 Also check gradprog Jane Ratan (323)

8 54 an advertising supplement to the LOS ANGELES BUSINESS JOURNAL MAY 19, 2014 Woodbury university Woodbury University Founded in 1884, Woodbury University has been empowering students to do extraordinary things for 130 years. One of the key success factors of the most successful programs like Woodbury s is the personal mentorship that our students experience by faculty members who are also accomplished business people. Woodbury s program is designed to prepare future leaders by cultivating their authentic voice that is guided by a strong moral compass as well as cultivate their distinctive talents. Our motto is transform the world by transforming yourself. We transform students into educated professionals and socially responsible citizens by integrating transdisciplinarity, design thinking, entrepreneurship and civic engagement into our program. Woodbury s students represent the cultural diversity of Southern California and personify the American dream of education and hard work. With an average class size of fifteen, Woodbury students learn from a combination of full-time and part-time faculty. This mix of highly credentialed, academically trained professors with extensive business experience is led by the Dean of Woodbury s School of Business, Andre van Niekerk, who is a specialist in international and luxury brand marketing. Dr. van Niekerk s long history of work as a strategy consultant for Mercedes-Benz and academic research demonstrates how Woodbury provides its students with the best of both worlds. In July of 2012, Dr. Luis Ma. R. Calingo became the 13th President of Woodbury University and has improved Woodbury s academic excellence by creating new external partnerships, implementing effective internal processes, and updating all programs and services. Dr. Calingo brings to Woodbury 17 years of volunteer service as a Malcolm Baldrige Quality Award Examiner, where he has evaluated the strategic planning, operations, human resources, finances, and marketing of best-in-class organizations around the country. Woodbury University is newly accredited member of AACSB International - the Association to Advance Collegiate Schools of Business. WU is also accredited by the Accreditation Council for Business Schools and Programs (ACBSP) and the Western Association of Schools and Colleges (WASC) since Woodbury students attend classes on a 22-acre residential campus nestled at the foot of the Verdugo Mountains on the border of Burbank and the City of Los Angeles. Woodbury University has educated more than 75,000 alumni. Three-quarters of our graduates have resided in Southern California and Woodbury alumni can be found in all 50 states and in 49 countries. Notable alumni have founded and built businesses, led national publications, held public office, led non-profit organizations and much more. Woodbury University Dr. Andre van Niekerk (Dean of the School of Business) Year Institution was Founded 1884 Program was Started 1968 Total Enrollment (all platforms offered) 108 Platforms Offered Full Time, Part Time, Evening and Weekend Areas of Emphasis Offered General Length of Programs months Program Campus Options Burbank, CA Program Accreditations AASCB, WASC, ACBSP Overall University by U.S. News Best Colleges #48 Regional Universities (West) #15 Best Colleges for Veterans highest percentage of international students (17 percent) among its Western regional peers Other program rankings: Animation Career Review ranks WU s Animation program #13 in the west coast and #40 nationally and WU s Game Design program #10 in the west coast. Woodbury s School of Architecture is highly ranked regionally and nationally by various organizations. Total Cost of $1,027/unit $3,081 per course $36,972 (36 unit program) $55,458 (54 unit program) Note: Financial aid and merit based scholarships are available. Required Testing GMAT and/or GRE May 21, 2014 June 28, 2014 July 1st Fall Semester November 1st - Spring Semester April 1st Summer Semester gradadmissions@woodbury.edu (818) Motivation is the Key to Success in Executive Education By MATTHEW WELLER Basic principles of motivation exist that are applicable to learning in any education situation. 1. The environment can be used to focus the student s attention on what needs to be learned. Teachers who create warm and accepting yet business-like atmospheres will promote persistent effort and favorable attitudes toward learning. This strategy will be successful in children and in adults. Interesting visual aids, such as booklets, posters, or practice equipment, motivate learners by capturing their attention and curiosity. 2. Incentives motivate learning. Incentives include privileges and receiving praise from the instructor. The instructor determines an incentive that is likely to motivate an individual at a particular time. In a general learning situation, self-motivation without rewards will not succeed. Students must find satisfaction in learning based on the understanding that the goals are useful to them or, less commonly, based on the pure enjoyment of exploring new things. 3. Internal motivation is longer lasting and more self-directive than is external motivation, which must be repeatedly reinforced by praise or concrete rewards. Some individuals -- particularly children of certain ages and some adults -- have little capacity for internal motivation and must be guided and reinforced constantly. The use of incentives is based on the principle that learning occurs more effectively when the student experiences feelings of satisfaction. Caution should be exercised in using external rewards when they are not absolutely necessary. Their use may be followed by a decline in internal motivation. 4. Learning is most effective when an individual is ready to learn, that is, when one wants to know something. Sometimes the student s readiness to learn comes with time, and the instructor s role is to encourage its development. If a desired change in behavior is urgent, the instructor may need to supervised directly to ensure that the desired behavior occurs. If a student is not ready to learn, he or she may not be reliable in following instructions and therefore must be supervised and have the instructions repeated again and again. 5. Motivation is enhanced by the way in which the instructional material is organized. In general, the best organized material makes the information meaningful to the individual. One method of organization includes relating new tasks to those already known. Other ways to relay meaning are to determine whether the persons being taught understand the final outcome desired and instruct them to compare and contrast ideas. None of the techniques will produce sustained motivation unless the goals are realistic for the learner. The basic learning principle involved is that success is more predictably motivating than is failure. Ordinarily, people will choose activities of intermediate uncertainty rather than those that are difficult (little likelihood of success) or easy (high probability of success). For goals of high value there is less tendency to choose more difficult conditions. Having learners assist in defining goals increases the probability that they will understand them and want to reach them. However, students sometimes have unrealistic notions about what they can accomplish. Possibly they do not understand the precision with which a skill must be carried out or have the depth of knowledge to master some material. To identify realistic goals, instructors must be skilled in assessing a student s readiness or a student s progress toward goals. 1. Because learning requires changed in beliefs and behavior, it normally produces a mild level of anxiety. This is useful in motivating the individual. However, severe anxiety is incapacitating. A high degree of stress is inherent in some educational situations. If anxiety is severe, the individual s perception of what is going on around him or her is limited. Instructors must be able to identify anxiety and understand its effect on learning. They also have a responsibility to avoid causing severe anxiety in learners by setting ambiguous of unrealistically high goals for them. 2. It is important to help each student set goals and to provide informative feedback regarding progress toward the goals. Setting a goal demonstrates an intention to achieve and activates learning from one day to the next. It also directs the student s activities toward the goal and offers an opportunity to experience success. 3. Both affiliation and approval are strong motivators. People seek others with whom to compare their abilities, opinions, and emotions. Affiliation can also result in direct anxiety reduction by the social acceptance and the mere presence of others. However, these motivators can also lead to conformity, competition, and other behaviors that may seem as negative. 4. Many behaviors result from a combination of motives. It is recognized that no grand theory of motivation exists. However, motivation is so necessary for learning that strategies should be planned to organize a continuous and interactive motivational dynamic for maximum effectiveness. The general principles of motivation are interrelated. A single teaching action can use many of them simultaneously. Finally, it should be said that an enormous gap exists between knowing that learning must be motivated and identifying the specific motivational components of any particular act. Instructors must focus on learning patterns of motivation for an individual or group, with the realization that errors will be common.