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A Letter From the Author:

This is one of the most challenging pieces I have done in my educational career and I often found myself stumped on how to incorporate this as a whole piece. As I found certain resources to use, it still wasn’t giving me the whole picture. I had all these little pieces in

A Business Table of Contents Major different locations that I had no idea what to do with. It was in my most puzzled of hours when I happened to have my interview with Gisella Bisanni, a previous professor of mine.

Note from the author… pages 3-4 Field Guide… pages 513

Overview and elements Visualizing Genres (6-7) Extra Elements (8-9) Research Resources (10-12) Top Ten List (13) Genre Investigation (14Interviews…pages 41-44 Proposal for change… pages 45-49 Work Cited…page 50

She started out with telling me the story of her becoming a

professor. She had no idea this is where she would end up. It was with

Where Will it Take You?

her experience and ups and downs throughout many jobs that led her

to what she is doing now, her passion of teaching. This is all because of her love for helping people. That got me thinking, I could use this portfolio to lay out and

(5)

visualize the journey of business majors. The business field has certain requirements that one must complete. However, each person creates his or her own journey. Whether it is the lessons they take from each course, or when they test these lessons in their occupational career.

40)


My goal in this portfolio is to share the journey of a business

2

major in hopes that people will be able to reflect on their own career path while reading. In order to support this story there was a large amount of research that needed to be done. Several online databases provided me with examples to strengthen my points, I found help from books that were specific to my major, and used previous experience thus far as well as the voices behind my interviews.

Writing is important to every and students must be well educated in writing in order succeed. The type of writing

My field guide served as more of a straightforward piece to

major

emphasize certain aspects of majoring in business and to provide more of a fun approach to ease into the more heavy pieces like the genre investigation and proposal for change. Overall, my goal was to share the journey of a business major in

required to produce goes

a manner that will appeal to people pursuing business or thinking about

hand with the major you

it. It is up to you how you build your journey!

to you are hand in

choose. In the business field,

writing

is very straightforward. When

you

choose to pursue business

that

comes along with saying goodbye to excess material

in your

writing and only using information to back up what

you are

saying (for example, main

points,

examples, and data analysis.)

Three

important elements in business that require writing

skills

include: resumes, syllabi, and

class


3 projects. This field guide is meant to provide knowledge of the business field, and this overall collection will support the importance of writing in the business field. What to expect to see: 1.

Visualizing Genres (an overview of a class project you will most likely encounter in the University of Denver’s business school.)

2.

Two Additional Elements (helpful items when thinking about pursuing business and getting a job.)

3.

Top Ten List (a list of what it takes to be a successful business person.)

4.

Research Resources (resources I found helpful in creating this field guide.)

Overview and Elements


Visual Beginning in 2012, students pursuing a business major at the University of Denver, were required to take a Gateway to Business Class. Every student enrolled in this course was given the following task: create an app for an Iphone along with a business plan, the functionality (technical part) of the app, and present the app to the class. From here, the professor would decide the top Iphone application and the group members who took part in creating it would present to angel investors who would potentially provide the start up of the application. If you decide to major in business, you will most likely encounter a class project such as this. The next page contains a visual of the overall process.


Spectrum:Step one: Come up with an idea!

Step two: Create a business plan!

A chosen major sets the basis for a person’s career. It is essentially the start of someone’s occupational journey. Now, this sounds intimidating, however in order to ease your mind a little keep this idea in the back of your head: there are so many routes a person can pursue in each major. Do you ever wonder what possibly a business major could pursue….besides owning a business perhaps?

Executive summary

Step three:

Team overview

NOW IS YOUR TIME TO FIND OUT…

Here is a list of possible careers for a person majoring in business! Use technology!

Product overview

Accountant

Administrative Assistant

Step four:

The mobile market

Business Education Teacher

The competition PRESENTATIONS! Still Interested? Comptroller

Contract Administrator ADDITIONAL ELEMENTS

Additional Elements Continued: Economist

Financial Analyst HOW TO ACE AN INTERVIEW Manager

Market Research


Interviews are your chances to show who you are beyond what you look like on paper (in other words what your resume says.) Therefore, it is extremely important to think of certain responses you could use in an interview in order to get that dream job you have always wanted.

Interviews become more challenging with age and of course different occupations.

As a business major, I have had experience with interviews myself. My first interview was when I interviewed for a job as a hostess. The manager briefly asked me about education, work experience, availability, and myself. Her main point was to make sure I was able to talk to customers, therefore, her questions were limited.

However, when I interviewed with college admissions faculty, it was a completely different story. I left the interview feeling very overwhelmed as the interviewees tended to present me with questions that were very similar but asked in different ways. 1. feeling George Walsh Woz.George@yahoo.com; This left me stumped andWozniak: I was not confident with the answers I provided. 612-669-5872. With this personal resource being my father, I feel very comfortable with getting information from him. No matter what your major is, you will have to complete an interview at some point in your life, which is why it is important to Lucky for me, my father was also a business major and uses business throughout his entire career be prepared. With my experience and research I would like to provide you with common interview questions I have path. Being an owner and starter of numerous companies throughout his lifetime I feel he is a great encountered and which were listed in a similar way in Forbes magazine’s top 50 most common interview questions. person, in addition to my interviewees, to keep me up to date on what it takes to run a business and the role writing plays in doing so. Having my father as a source is extremely beneficial not only because his experience in the business world but also my closeness with him. Due to the fact I feel so Stay prepared, keep these questions in your back pocket because you most likely will encounter them in every interview! comfortable talking with my father, I will be able to ask him more under the surface questions as well as any time I need a question answered, he will be there. Another benefit is that my father can also refer me to his colleagues he works with every day, giving me even more background and information on writing and its role in a business. The only limitation to using my father as a source is that he does serve as a very personal source. As far as data goes, he will not be able to give me personal examples or data due to the privacy of his companies. Also, I fear that when looking at the What are your strengths and weaknesses? sources, my readers may question that I used such a personal source due to the recognition of my Why are you interested in interviewing forthe thissame (company or organization)? father and I sharing last name. However, overall I believe this source is a more beneficial factor to my writing than a limitation. What can you offer that other people cannot? What is a difficult situation you have encountered and how did you overcome it?

2. "Why Is Good Writing So Important in the Business World?" Http://www.raylcommunications.com/BusWriteESL-SECTION_1.pdf. Web. 9 Apr. What was a 2013. time you had a disagreement with someone and how did you fix it? How would you deal with an angry customer?

This article explains why exactly writing is important in business. It also includes how certain people When have you experienced diversity? have limitations when writing due to lack of education and depending on what their first language is. Are you a leader? If Not so, explain a time youon were a leader. only does it focus writing, but good writing. For example, why grammatical errors are important to catch. It thoroughly explains that certain errors can change your meaning that comes across, therefore good writing is important. Attached in the article is also the writing formula for businesses. This is a good source for my paper because it is in agreement with my main points and I feel the writing formula will be a good example to use and I might also structure my paper within this formula and incorporate that into arguing my points. Not to mention, I can point out bad writing in order to show the readers how important it is for businesses to present good writing. It is a shorter article and there is less information on why writing is important for businesses and more on the writing formula. However, I feel there is plenty of information worth keeping this source.

Research Resources


3. Lawson, Cheryline. "Why Is Writing Important to Businesses?" Ezine Articles. Web. The main statement that caught my eye in this article is “No one is exempt from writing.” This is a very true statement. If no one is exempt from writing, why would business people be? Although many people believe business owners do not need to know how to write, they do. This article will help me challenge that generalization in my writing. The article goes on to explain that even if a certain person is not physically writing a document, they most likely have some type of input. Also, it backs up that not only the business owners need to be able to excel in writing, but also all employers. For example, emails and resumes must use writing as well. This article will help me a lot in demonstrating why writing is so important for people majoring and pursuing in business. However, there is only a part of the article listed on my source so I am trying my hardest to find the rest. 4. Piotrowski, Maryann V. Effective Business Writing: A Guide for Those Who Write on the Job. New York: HarperPerennial, 1996. Print. This book has a list of examples of business documents, what can go wrong, and the appropriate style, format, and tone that should be used. For my paper, I will use these examples in order to argue my points. Although it isn’t a book on why writing is important it has several examples to prove my points on why writing is important. A problem I encountered with this source is that the examples are somewhat specific. I want to make sure to stick with businesses overall rather than a certain type in order to stay consistent throughout my paper. 5. O'Shaughnessy, Lynn. "But Can They Write?" New York Times 17 Apr. 2011: Print. I feel comfortable with this source because New York Times is a well-known source. The article has many powerful quotes I feel are critical for making my paper stronger. The main point is that it challenges business as a major and calls it an easy out for people in college. However, the article finishes with explaining why that isn’t true and it is mainly because of writing. The author backs it up with personal evidence and I believe it is a very strong article. The length is very short but I found enough information in what I read. 6. Ward, Terry. Major Decisions: A Guide to College Majors. Westford, MA: Wintergreen/Orchard House, 2006. Print. This book was extremely helpful to my field guide. Although there was a large amount of excess material, I was able to find critical points regarding my specific major. For example, in my additional elements regarding what occupations a business major can pursue, I found certain examples in this book.


7. Smith, Jacquelyn. "How To Ace The 50 Most Common Interview Questions." Forbes 01 Nov. 2013: All. Web. This article from Forbes magazine also helped me with one of my additional elements. Although I only chose a number of these common questions and twisted them in a way I have been asked before, they helped spark my memory on certain questions I have been asked in interviews. It also helped me put together that even though questions will be asked differently and certain interviews will have more questions than others, in the end they all are very similar. With Forbes being such a reputable source, I was very confident in using this article and will keep it in mind when preparing for interviews myself. The only problem I faced with this resource was that it did aim for jobs that require more experience (for example, questions such as Why did you have a gap in your career during this specific time?) I was aiming at using more general questions and that I have encountered thus far so I definitely had to do some eliminating.

Do you have what it takes to Yourself: Do You be successful Ask in this major? Have What it Takes? Is it the right field for you? Top 10 Characteristics of a Successful Business Person


A Genre Investigation Throughout the Business Cores… 1.

Knowledge of the

“Students then become independent learners who can take what they learn about writing into the future beyond a particular class rather than remaining dependent on teachers or peer evaluators (171). [Chris] Anson echoes this idea, saying that reflection helps a writer grow beyond simply succeeding in a particular writing project: “Once they begin thinking about writing productively, they stand a much better chance of developing expertise and working more success-fully in future writing situations.”(73).” (Giles 198)

business

2.

Creativity

3.

Reliability

4.

Self discipline

5.

Integrity

6.

Good decision making

7.

Visionary skills

8.

Strategic planning

9.

Motivation

10.

Confidence


As many people are familiar with the well-known stereotype regarding the idea that people in the business field are not expected to know how to write; the following investigation will prove you wrong. Writing is not just putting a pen to a piece of paper, or as technology improves, typing on a keyboard. However, it is a way of using words. How are you able to complete a business plan without the right word usage? Do you really believe an investor will take your pitch seriously if you are uneducated on word usage? Writing is extremely important in the business world and the genres, which I will explain below, visualize their importance. An interesting way to understand genres is using the metaphor of a game. In her piece titled “Anyone For Tennis?” Anne Freadman explains this specific metaphor when she states, “Now the playing of a game is a ceremony which involves a great deal more than the game itself. There are the preperations, the choice of partners, occasion and venue. There is the warm-up, the toss and, at the end, the declaration of the winner and closing down ritualsshowers, presentations, or the drink at the bar” (Freadman). The author suggests that a genre involves understanding the larger context. The rules must be known, however, they are not the only importance. Freadman creates a wonderful metaphor of genres being like games, they have rules and celebrations, but it is everything that is involved and how the roles are connected that matters. One couldn’t play the game without the rules or ability to play. An important aspect of genres is understanding the rhetorical situation. Rhetoric is the study of how people communicate. Therefore, the rhetorical situation is understanding the overall picture of this communication. In his piece The Rhetorical Situation, Lloyd Bitzer states “Prior to the creation and presentation of discourse, there are three constituents of any


rhetorical situation: the first is the exigence,; the second and third are elements of the complex, namely the audience to be constrained in decision and action, and the constraints which

influence the rhetor and can be brought to bear upon the audience� (Bitzer) Bitzer explains the rhetorical situation to have 3 parts: the exigence, audience, and constraints. The exigence is a certain problem that can be modified, therefore, it is the cause of the start of the rhetorical situation. It is what causes someone to start writing. The audience is to whom is being addressed. The people in the audience are the mediators of change, therefore, it is only those who are influenced by the exigence. Lastly, the contraints are the obstacles that must be overcome through writing. Like the rhetorical situation is used to influence a certain audience, genre’s main purpose is to fulfill a social action (a need that can be fulfilled.) When the need a genre fulfills changes, the genre itself changes as well, which is the reason is has certain antecedents (how genres change over time.) Genres surround us and it is important to understand their role in order to assess situations, and in this case ones chosen major. Without understanding its aspects and genres, business as a field and educational major would not have as many expectations (how to asses situations.) Three very important genres throughout the business curriculum are resumes, syllabi, and class projects. Although these specific genres may look very different, they can be more similar than what meets the eye. One of the first genres a student majoring in business will encounter should be categorized as a classroom genre. This genre is a syllabus. A syllabus main goal (social action) is to give students in a classroom a basis of understanding and preview of the course they are


enrolled in. It gives students the opportunity to be informed on how to behave in the classroom (what the classroom environment is.) In addition to creating this classroom environment, it gives students due dates and policies to follow in order to plan ahead.

It is a very structured type of writing, which is why people choose to use a syllabus, rather than a different type of genre. It is very easy for students to navigate through due to its headlines and specified sections. Professors are comfortable using this genre rather than trying something new because of its structure as well. With each section laid out, professors are confident they have included everything needed to make their class and environment a success. With this straightforward structure, come certain elements involved in the genre of a syllabus, especially in a business major. Each course syllabus in the Daniel’s College of Business provides students with a Daniel’s heading including the vision, values, mission, and goals. Following the Daniel’s heading is the course information and university guidelines explained. These three elements are almost identical in every Daniel’s College of Business course at the University of Denver. The next sections of a syllabus are elements that the professors can modify, however, although there is different content, the overall elements (sections) stay the same. Following the university guidelines is the required course information, learning outcomes, required materials, assignment submissions and late policy, grading structure, and the list of assignments, or schedule. Attached are two different examples of a syllabus in the business school:


Course Title: Gateway to Business

Quarter/Year: Fall 2012

Course Number, Section and CRN: BUS 1000-10, CRN 4330


Prerequisites: None

Meeting Place and Time: Tuesday/Thursday 12:00-1:50; Daniels room 305

Name of Professor: Dr. Robert Christie Mill

Office Hours: Tuesday/Thursday 2:00-4:00 and by appointment

Office Location: Joy Burns Center room 331

E-Mail Address: rmill@du.edu

Phone Number: 303-871-4275 All students need to follow these expectations: University of Denver Honor Code All students are expected to abide by the University of Denver Honor Code. These expectations include the application of academic integrity and honesty in your class participation and assignments. The Honor Code can be viewed in its entirety at this link: http://www.du.edu/ccs/honorcode.html All members of the University of Denver are expected to uphold the values of Integrity, Respect, and Responsibility. These values embody the standards of conduct for students, faculty, staff, and administrators as members of the University community. In order to foster an environment of ethical conduct in the University community, all community members are expected to take “constructive action,� that is, any effort to discuss or report any behavior contrary to the Honor Code with a neutral party. Failure to do so constitutes a violation of the DU Honor Code. Specifically, plagiarism and cheating constitute academic misconduct and can result in both a grade penalty imposed by the instructor and disciplinary action including suspension or expulsion. As part of their responsibility to uphold the Honor Code, instructors reserve the right to have papers submitted through SafeAssign to check for plagiarism against a database of papers submitted previously at DU, a national database of papers, and the Internet. Official Communications The standard method of communicating official information from the Daniels College of Business to its students is through email. Students are provided a DU account using the protocol of firstname.lastname@du.edu, but must set up a "preferred" off-campus email address. Emails sent to the DU account will be forwarded to the preferred email account. DU accounts do not store messages. More information is available at: http://www.du.edu/studentemail/. Students with Disabilities


A student who qualifies for academic accommodations because of a disability must submit a Faculty Letter to the instructor from the DU Disability Services Program (DSP) in a timely manner, so that the needs of the student can be addressed. Accommodations will not be provided retroactively, e.g., following an exam or after the due date of a project. DSP determines eligibility for accommodations based on documented disabilities. DSP is located in Ruffatto Hall, 1999 E. Evans Ave. (303-871-2278). http://www.du.edu/studentlife/disability/dsp/index.html Performance Assessment The Daniels College of Business may use assessment tools in this course and other courses for evaluation. Educational Assessment is defined as the systematic collection, interpretation, and use of information about student characteristics, educational environments, learning outcomes and client satisfaction to improve program effectiveness, student performance and professional success. Conflicts of Interest, including Gifts from Students The University of Denver requires all employees to avoid real or perceived conflicts of interest. Please refrain from offering me any gifts during the quarter.


Emergency Procedures The College places great emphasis on the safety of its students. Please respect emergency instructions, including fire alarms. For more information, go to http://www.du.edu/emergency/whattodowhen/index.html . Required Course Information: Course Description, Overview or Outline: Practical glimpse into the global and competitive nature of business. From product ideation to product deployment, this course introduces students to business's role in society in promoting sustainability as the only successful business model for delivering value to customers and stakeholders of all kinds. Key business activities such as marketing, finance and accounting, working in teams, and product/service innovation and creativity are introduced. No prerequisites. Principal Content Elements (i.e., modules): 1. Business Value Proposition 2. Entrepreneurship 3. Forms of Business Ownership 4. Business Strategy 5. Big Data 6. Finance and Accounting 7. Marketing 8. Teams and Organizational Leadership 9. Triple Bottom Line and Sustainability 10. Global Business 11. Apps Market and App Prototyping Prerequisites: None Learning Outcomes: 1. Think critically about the role of business in promoting sustainability. 2. Understand the relationships between a business and its stakeholders. 3. Develop an appreciation for the competitive nature of global business. 4. Explore the concepts and techniques such as innovation, creativity, intrapreneurship, and entrepreneurship to build a sustainable business. 5. Think critically about business problems and opportunities. Required materials (textbooks, etc.): • • • •

Numerous online readings, freely available (see Blackboard) Microsoft Office or its equivalent Delivering Happiness. Tony Hsieh, ISBN 0446563048 Technology – You will need your technology in every class session. Please bring it along with the appropriate wired and wireless Internet connections and power supply. As well, students may be making numerous presentations in class. It is your responsibility to ensure that you know how to interface your technology with the presentation/podium technology in the classroom. It is also your responsibility to always have the appropriate connection (i.e., dongle) technology. Please see http://www.du.edu/uts/laptops/specsdcb.html for the Daniels College of business laptop requirements Buzztouch account and either xCode or Eclipse (you will be taught how to obtain/install these in class)

Beyond Grey Pinstripes: Technology innovation goes far beyond simply for the sake of “making more money.” Indeed, the ubiquity of inexpensive technologies for, among other things, accessing the Internet has dramatically changed our society.


This course includes learning in work/life balance, sustainability/triple bottom line, social responsibility, and community development.

Submission of Assignments: Unless otherwise noted in the syllabus or in class, you are to submit all assignments (homework, reflective writing, business plans, etc) electronically to me at rmill@du.edu. For each assignment, specific details will be provided regarding the due date/time. No assignment will be accepted after the stated due date/time, excepting for university excused absences. Also for each assignment, specific details will be provided regarding the file name. Please follow the file naming specifications exactly. No assignment will be accepted that does not follow the file naming specifications.

Writing Rigor: An important element of the class is your ability to design and craft documents that are structurally and grammatically correct. All documents that you submit will be graded according to a rigorous set of writing standards. Documents that are not well formed and/or have significant grammatical errors will not receive a passing grade, no matter how good the content. You are encouraged to take advantage of DU’s Writing Center (http://www.du.edu/writing/wrc.htm) to ensure that your documents are well formed and grammatically correct.

Technology Use in the Classroom: Technology use in the classroom is strictly limited to that for educational purposes. While in class, please do not use your technology for personal reasons such as texting, checking your email, cruising Facebook, and so on. If you choose to use your technology in the classroom for non-educational purposes, you will be dismissed from class for that day.

Grading Structure: ASSESSMENT TOOL

% WEIGHT

Who Are You? (WAY) Paper

5%

Midterm Exam: Tuesday October 9

25%

Final Exam: Tuesday November 20

25%

Phase #1 Business Plan Presentation/Paper

5%

Final Phase Business Plan Presentation/Paper

15%

App Prototype

5%

Delivering Happiness reflections (2 @ 5% each)

10%

Attendance/Homework/Breakout exercises

10%

Who Are You? (WAY) Paper


By the start of class time on September 18th, you are to submit an approximate 3-page paper describing yourself. Please submit this as a Word document with the following file naming convention: BUS1000 Fall 2012 Section 9 WAY firstname lastname. So, if I were to submit the assignment, I would use the file name of BUS1000 Fall 2012 Section 10 WAY Robert Mill. (Please follow this file naming convention exactly.) This paper will have four sections. In the first section, provide me a little background about yourself… where are you from, favorite stuff, career aspirations, etc… whatever you think will help me get to know you better. To complete the second section, take the Learning Styles quiz at http://homeworktips.about.com/od/homeworkhelp/a/learningstyle.htm. After taking that exam, write about the key take-aways you learned regarding your learning style orientation. To complete the third section, take the Left Brain/Right Brain Quiz at http://homeworktips.about.com/od/homeworkhelp/a/learningstyle.htm. After taking that exam, write about the key take-aways you learned regarding your brain orientation. To complete the fourth section, read about Howard Gardner’s multiple intelligences at http://www.businessballs.com/howardgardnermultipleintelligences.htm. Then, take the test using Excel by downloading the exam at that site (the link is free Multiple Intelligences test (based on Howard Gardner's model) - in MSExcel self-calculating format). After taking the exam, write about the key takeaways you learned regarding your multiple intelligences.

Midterm and Final Exams Please see the syllabus schedule for the dates of the midterm and final exams. (The final exam will be given according to the University schedule.) The midterm exam will cover all material presented in the weeks prior to the exam. The final exam is comprehensive. Question formats will vary greatly but will not include multiple choice, true/false, or fill-in-the-blank. Expect short- and long-answer formats. Both exams will be paper based.

Delivering Happiness Reflections We will be reading and discussing Delivering Happiness throughout the quarter, and especially on October 25th and November 15th. For those two days, you will have two reflections writing assignments regarding the book.

First reflective writing assignment - Read the preface, introduction, and all of Section 1 through page 90. In the early part of the book, you can see Tony surrounding himself with friends/colleagues as he starts down numerous entrepreneurial paths. Who were those people? How did he meet them? What lessons can you learn from his approaches to working with other people? Second reflective writing assignment - Read the remainder of the book, pages 90-end. Identify and describe 3 critical points at which Tony made some big decisions. Describe the big decisions.

Homework/Breakout Exercises Throughout the quarter, you will be required to perform a number of activities, as either breakout exercises in class or homework assignments for the next class. These will be unannounced. Therefore, missing class days could result in a negative impact on your overall grade.

The App Prototype and Business Plan


In this course, you will be building a functional prototype of an app and writing a supporting business plan for bringing the app to market. This is a major portion of the course, accounting for 25% of your grade. For this, you will work in teams of 4 or 5, no more and no less. You may select your own team. Your team will use Buzztouch to create a working prototype of your app. Your team will also construct a business plan to bring that app to market. On October 11th, your team will present phase #1 of your business plan. This will include a business plan document and a formal presentation to the class using PowerPoint or some other presentation tool. Details regarding the content of the business plan document and presentation will be discussed in class on September 25th. On November 6th, your team will make its final presentation, including the app and the business plan. Submissions for this include the app, the business plan document, and a formal presentation to the class. Details regarding these submissions will be discussed in class on October 25th. An important note regarding the app your team develops. The Daniels College of Business is recognized nationally and internationally for many things, with two among those being ethics and values. These two concepts drive everything we do. Therefore, your app idea must be consistent with the values, philosophy, and operating mantra of the College. So, you cannot propose an app that would not cast the college in good light in society and the community. Therefore, I reserve the right to refuse your app idea if it appears to be on the “shady� side (you know that I mean). So, please touch base with me just as soon as you hit upon an app idea. I’m happy to meet outside of class, provide feedback, direct you to resources, and vet your proposed app to ensure that is consistent with the values of the College.

Investor Panel Presentations If chosen, your team will have the option of presenting its app and business plan to a panel of angel investors. These investors will critique your idea, offer helpful suggestions, and may ultimately offer to fund your idea so that you can pursue it further, complete the app, and bring the app to market. The angel investor panel will also rank order the teams according to their apps and business plans and the College will recognize the best-of-the-best apps and business plans. Winning teams will receive scholarships monies. Your team will be notified on November 7th if it is chosen to present to the angel investor panel. To present to the panel, you must attend a 3hour session on either November 9th or November 10th. During this session, faculty will work with your group to refine the presentation in preparation for the investor panel. Not all team members have to present to the angel investor panel. Therefore, only those team members presenting to the angel investor panel are required to attend the 3-hour session on November 9th or November 10th. The scheduling of the 3-hour session will be made according to team member schedules.

The presentation to the angel investor panel will occur on Saturday November 17th from 6-9pm. This is during the final exam period for Fall quarter, so teams will need to review the final exam schedule carefully to determine who can present to the panel.

INTELLECTUAL PROPERTY This topic is worthy of a discussion. DU has no interest in the intellectual property nor the revenue stream related to your app. If you hit a million-dollar-homerun, the money is all yours. DU will, of course, brag about it, but the money and intellectual property belong to you. However, the app idea that you present in class is not protected.


Therefore, we all agree to adopt a professional position that we will not steal anyone else’s idea. If you agree to this position, you may stay in class. If you do not agree, you must drop the class. As well, you will need to consider intra-group issues surrounding such things as participation at team meetings, the delineation of responsibilities and tasks, and perhaps the percentage distribution of revenues from your app idea. To help with this, each group will develop a social contract. More on this in class.

EXTRA CREDIT The syllabus reflects a fair and accurate assessment of your skills in completing the class. Under no circumstances will you be given the option to complete extra credit to make up for missing assignments and/or to raise your grades.

CLASS SCHEDULE

Please carefully review all material posted to Blackboard by date. Blackboard contains more content and instruction than what is listed here. DATE 9-11

SESS# 1

9-13

2

9-18

3

TOPICS Introduction MAJOR TOPICS: • The Business Value Proposition • Stakeholders • Stakeholder Theory MATERIAL TO BE REVIEWED IN CLASS: • What Is Stakeholder Theory? – http://www.youtube.com/watch?v=bIRUaLcvPe8 • Stakeholder Definition http://www.businessdictionary.com/definition/stakeholder.ht ml MAJOR TOPICS: • Digital Business Plan Basics • The App Market • Who Are You? (WAY) Paper due by class time • App market resource/article must be posted to Blackboard under Discussions by class time MAJOR TOPICS: • Entrepreneurship • The App Market • Forms of Business Ownership PRIOR TO CLASS, PLEASE REVIEW THE FOLLOWING MATERIAL: • DreamWorks Is Believer in Every Employee’s Creativity, at http://www.usatoday.com/money/jobcenter/workplace/br


9-20

4

9-25

5

uzzese/story/2012-07-22/dreamworks-values-innovation-in-allworkers/56376470/1 • Forms of Business Ownership, Part 1, at http://www.youtube.com/watch?v=N-Lf6cy3MUA • Forms of Business Ownership, Part 2, at http://www.youtube.com/watch?v=0m_G9Rb1GFM MATERIAL TO BE REVIEWED IN CLASS: • The Machine that Makes Recycling a Game, at http://www.boston.com/business/articles/2012/05/20/the_m achine_that_makes_recycling_a_game/ • Jessica Jackley: Poverty, Money – and Love, at http://www.youtube.com/watch? v=Cqj0sgrNL10&feature=related • Crowd Funding Fuels Businesses, Charities, Creative Ventures, at http://www.usatoday.com/tech/news/story/2012-0529/crowd-funding-websites/55288516/1 • Pebble Technology Becomes Kickstarter Test Case, at http://online.wsj.com/article/SB1000142405270230444140457 7478732360629906.html • What Is Social Entrepreneurship? http://www.pbs.org/opb/thenewheroes/whatis/ MAJOR TOPICS: • Porter’s Five Forces Model • Environmental Scanning • Competitive Intelligence PRIOR TO CLASS PLEASE REVIEW THE FOLLOWING MATERIAL: • Porter’s Five Forces Model http://www.quickmba.com/strategy/porter.shtml • Environmental scanning – • https://notendur.hi.is/joner/eaps/scandd.htm • Competitive intelligence – • http://www.fuld.com/company/what-is-competitiveintelligence/ MAJOR TOPICS: • Porter’s Generic Strategies • Big Data PRIOR TO CLASS, PLEASE REVIEW THE FOLLOWING MATERIAL: • Porter’s Generic Strategies http://www.quickmba.com/strategy/generic.shtml • Grocers Get Personal with Coupon Deals http://www.denverpost.com/business/ci_21288206/grocersget-personal-coupon-deals • How Target Figured Out a Teen Was Pregnant Before her Father Did -


http://www.forbes.com/sites/kashmirhill/2012/02/16/howtarget-figured-out-a-teen-girl-was-pregnant-before-herfather-did/ MATERIAL TO BE REVIEWED IN CLASS: • The Age of Big Data http://www.nytimes.com/2012/02/12/sunday-review/bigdatas-impact-in-the-world.html?pagewanted=all • Google Flu Trends http://www.google.org/flutrends/about/how.html 9-27

6

10-2

7

10-4 10-9 10-11 10-16

8 9 10 11

MAJOR TOPICS: • Finance and Accounting • Break-Even Analysis PRIOR TO CLASS, PLEASE REVIEW THE FOLLOWING MATERIAL: • Khan Academy (www.khanacademy.org) o Economics of a Cupcake Factory o Cupcake Economics 2 o Cupcake Economics 3 o Introduction to Balance Sheets o More on Balance Sheets and Equity o Balance Sheet and Income Statement Relationship o Introduction to the Income Statement • QuickMBA (www.quickmba.com) o The Financial Statements (http://www.quickmba.com/accounting/fin/statements/) MAJOR TOPICS: • Finance and Accounting • Reading/Interpreting Financial Statements The Digital Business Plan Midterm Exam Phase #1 Presentations MAJOR TOPICS: Digital Marketing PRIOR TO CLASS, PLEASE REVIEW THE FOLLOWING MATERIAL: • The 7 P’s of Marketing http://www.entrepreneur.com/article/70824 • Introduction to Marketing - http://educationportal.com/academy/lesson/introduction-to-marketingdefinition-and-applications.html • Understanding the Consumer Decision-Making Process http://educationportal.com/academy/lesson/understanding-the-consumerdecision-making-process-a-marketing-must.html MATERIAL TO BE REVIEWED IN CLASS: • Will It Blend? - http://www.youtube.com/watch?


10-18

12

10-23

13

10-25 10-30

14 15

v=u6t92m1gwTY • Will It Blend? - http://www.youtube.com/watch? v=lAl28d6tbko Will It Blend? - http://www.youtube.com/watch? v=l69Vi5IDc0g&NR=1 MAJOR TOPICS: Digital Marketing PRIOR TO CLASS, PLEASE REVIEW THE FOLLOWING MATERIAL: Social media ROI https://info.hearsaysocial.com/Social_ROI_Report_PR.html Product Marketing Versus Brand Marketing http://www.rocketwatcher.com/blog/2010/04/productmarketing-vs-brand-marketing.html How To Make a Social Media Marketing Plan for Your Business http://www.onewomanmarketing.com/social-mediamarketing-plan • Gamification - http://gamification.org/wiki/Gamification MATERIAL TO BE REVIEWED IN CLASS: • Top apps by category http://www.insidemobileapps.com/2012/05/16/new-figuresby-category-how-many-downloads-does-it-take-to-reachthe-top-of-the-ios-charts/ • GrabStats - http://www.grabstats.com/statmain.aspx? StatID=498 • Consumer reviews - http://columnfivemedia.com/workitems/flowtown-infographic-in-peer-review-we-trustconsumer-reviews-vs-other-ad-tactics/ Top apps of all time - http://www.macstories.net/news/applereveals-new-all-time-top-apps-following-25-billion-downloads/ MAJOR TOPICS: • Teams and Organizational Leadership PRIOR TO CLASS, PLEASE REVIEW THE FOLLOWING MATERIAL: Management in Organizations: Top, Middle, and Low-Level Managers, at http://educationportal.com/academy/lesson/management-in-organizationstop-middle-low-level-managers.html The Five Dysfunctions of a Team http://flpbs.fmhi.usf.edu/pdfs/Five%20Dysfunctions%20of%20a %20Team.pdf Delivering Happiness Discussion #1 MAJOR TOPICS: TBL and Sustainability PRIOR TO CLASS, PLEASE REVIEW THE FOLLOWING: http://www.ibrc.indiana.edu/ibr/2011/spring/article2.html


http://www.businessethics.ca/3bl/whats-wrong-3bl.html

11-1 11-6 11-8 11-13 11-15 11-20

16 17 18 19 20 12:001:50

20 under 20 Final Project Presentations Final Project Presentations Global Business Delivering Happiness Discussion #2 FINAL EXAM

OTHER IMPORTANT DATES: November 9th – presentation rehearsals for all teams chosen to present to the angel investor panel; times TBD November 17th 6-9pm – presentations to angel investor panel

Course Title: Data Management and Analysis Quarter/Year: Spring 2013 Course Number, Section and CRN: INFO 1010, Section 2, CRN 4226


Prerequisites: None Meeting Place and Time: Tuesday and Thursday 8:00 AM – 9:50 AM, Daniels 140 Name of Professor: Gisella Bassani Office Hours: By Appointment Only Office Location: DCB 585 E-Mail Address: Gisella.Bassani@du.edu (by far the best way to get ahold of me) Phone Number: 303-871-2204 (does not have Voice Mail) or 303-871-3695 (general number for messages – but e-mail is much better)


All students need to follow these expectations: University of Denver Honor Code

All students are expected to abide by the University of Denver Honor Code. These expectations include the application of academic integrity and honesty in your class participation and assignments. The Honor Code can be viewed in its entirety at this link: http://www.du.edu/studentlife/studentconduct/index.html All members of the University of Denver are expected to uphold the values of Integrity, Respect, and Responsibility. These values embody the standards of conduct for students, faculty, staff, and administrators as members of the University community. In order to foster an environment of ethical conduct in the University community, all community members are expected to take “constructive action,� that is, any effort to discuss or report any behavior contrary to the Honor Code with a neutral party. Failure to do so constitutes a violation of the DU Honor Code. Specifically, plagiarism and cheating constitute academic misconduct and can result in both a grade penalty imposed by the instructor and disciplinary action including suspension or expulsion. As part of their responsibility to uphold the Honor Code, instructors reserve the right to have papers submitted through SafeAssign to check for plagiarism against a database of papers submitted previously at DU, a national database of papers, and the Internet. Official Communications

The standard method of communicating official information from the Daniels College of Business to its students is through email. Students are provided a DU account using the protocol of firstname.lastname@du.edu, but must set up a "preferred" off-campus email address. Emails sent to the DU account will be forwarded to the preferred email account. DU accounts do not store messages. More information is available at: http://www.du.edu/studentemail/. Students with Disabilities

A student who qualifies for academic accommodations because of a disability must submit a Faculty Letter to the instructor from the DU Disability Services Program (DSP) in a timely manner, so that the needs of the student can be addressed. Accommodations will not be provided retroactively, e.g., following an exam or after the due date of a project. DSP determines eligibility for accommodations based on documented disabilities. DSP is located in Ruffatto Hall, 1999 E. Evans Ave. (303-871-2278). http://www.du.edu/studentlife/disability/dsp/index.html Performance Assessment

The Daniels College of Business may use assessment tools in this course and other courses for evaluation. Educational Assessment is defined as the systematic collection, interpretation, and use of information about student characteristics, educational environments, learning outcomes and client satisfaction to improve program effectiveness, student performance and professional success. Conflicts of Interest, including Gifts from Students

The University of Denver requires all employees to avoid real or perceived conflicts of interest. Emergency Procedures

The College places great emphasis on the safety of its students. Please respect emergency instructions, including fire alarms. For more information, go to http://www.du.edu/emergency/whattodowhen/index.html .

Required Course Information: Course Description, Overview or Outline:

The amount of data businesses are able to maintain and process is growing exponentially, and the ability to manage that data successfully can give a business a tremendous competitive advantage. This course introduces the student to the business data landscape, as well as basic data management and analysis skills through spreadsheet and database applications. Student projects will focus on data collection, data cleansing and mining, statistical and graphical analysis, basic modeling, and written presentation skills. Principal Content Elements (i.e., modules):

1. The business data environment.


2. Spreadsheet data management and analysis.

3. Databases and business management information systems. Prerequisites:

None Learning Outcomes:

1. Develop the ability to obtain, generate, and manage a database with the purpose of supporting a business decision. (This will primarily be done in a spreadsheet environment.) 2. Apply visual and descriptive data analysis techniques to the decision-making process. 3. Understand how businesses use traditional and emerging technologies to manage data, including considering the issues of ethics, security, and privacy. 4. Develop the presentation techniques that allow data analysis to be transformed into business intelligence for decision makers. 5. Begin to develop the critical thinking and problem-solving skills necessary to produce a business decision or recommendation from a data set. Daniels Areas of Interdisciplinary Strength

In addition to the description of the specific content of this course, all courses in the Daniels College of Business integrate a range of topics that are embedded in our values about learning and contributing to the welfare of the various communities that we all serve. For these reasons, you may see one or more of the following topics discussed in this course: social, environmental, and ethical issues, public policy, corporate governance, community development, leadership, diversity/gender/culture, negotiations, social entrepreneurship, corporate social responsibility, sustainability/triple bottom line, globalization, innovation, and work/life balance. Outputs (papers, projects, cases, etc.):

There is a single project required in this class. It will be turned in as several parts over the course of the quarter. The project is individual work, but working with other students is allowed (each student must have unique data and the projects are turned in individually). Late work will be accepted with a 5 point penalty per day. Required materials (textbooks, etc.):

Textbook: The Coursepack, University of Denver, Daniels College of Business, Business Information and Analytics, INFO1010/INFO1020/INFO2020, Anderson, Sweeney, and Williams, is required for all students for the course sequence. The coursepack includes extracts from Modern Business Statistics, by Anderson, Sweeney, Williams; Quantitative Methods for Business, by Anderson, et. al.; and Problem-Solving Cases in Microsoft Access and Excel, by Monk, Brady, and Cook. Course resources are available through the website login.cengagebrain.com which requires the access code that comes with your textbook. Data files for homework problems may be accessed through this site. You may also download supplementary statistics software through that site. Microsoft Excel (Version 2010 currently, not the 2011 version for a mac) will be used throughout the core Analytics program. It is the students’ responsibility to ensure that their laptops are equipped with the prescribed (or equivalent) software to complete the course requirements. The Microsoft Excel Data Analysis add-in and the Excel Solver add-in (required for INFO 2020 only) are the minimum statistical analysis capabilities required for the course sequence. MS Access will be required for two lessons of INFO1010. The Excel supplemental software that comes with the Text, in particular StatTools, may be used as well. Additional statistics packages, to include


MegaStat, Minitab, or StatPlus are at the discretion of the student. Any graphing calculator, to include those with built-in statistical functions, may be used at instructor discretion. Microsoft Certified Application Specialist (MCAS) Certification:

Microsoft Excel certification (along with Word and PowerPoint certification) is required to pass the DCB1 checkpoint in your BSBA/BSAcc degree. These certifications have been proven to: provide a basic set of Office software skills that students know so advanced classes can know what to expect from students, improve the marketability of students, and provide validated skills for students to help them get internships. You are required to have Office 2010 and practice for these exams. Bring your laptops with Office to the assigned labs. Attendance at the labs is highly recommended and will be recorded. Students with disabilities who need accommodations should contact the DSP as soon as possible. Accommodation is provided via a third party, so additional time is required to arrange for any necessary accommodations. Attendance policy:

Students are expected to attend class. Attendance will not be taken, but there will be things that are only gone over in class and if you miss class, you will miss those things. There can be unannounced, graded activities in class. Class preparation and participation:

It is expected that students will come prepared for class. This could mean doing outside readings, activities, or homework before class starts. Classroom participation is factored into the final grade. Examinations: schedule and policy:

There will be 3 examinations in this class. The will all be in class. Some will be closed book, closed notes. Some will be open note, open book, computer, and Excel required. The schedule below details the exams. Grading structure:

Requirement

Points

Exam 1 (No references)

200

Exam 2 (Open references and laptop)

200

Homework

100

Course Project (Individual work)

250

Final Exam (Open references and laptop)

250

Total

1000

Grading scale: A: 93-100%; A-: 90-92.9%; B+: 87-89.9%, B: 83-86.9%; B-: 80-82.9%; etc.


Class Schedule - Requirements, Assignments, Due Dates:

Class Schedule—INFO 1010

Week

Date

Topics

1

Tue Mar 26 Thu Mar 28

Course Introduction and Data Business Organization and Framework

2

Tue Apr 2 Thu Apr 4

Readings

Assignments

Research

Homework 1

Management Information Systems I Technology’s Impact on Business

Research Web Articles

Homework 2

Tue Apr 9 Thu Apr 11

Enablers and Imperatives “New” Technologies

Web Articles Web Articles

Tue Apr 16 Thu Apr 18

EXAM 1 Sources of Data /Ethics, Privacy, and Security

Web Articles Websites

Tue Apr 23

Data and Statistics Data Presentation I

Chapter 1 Chapter 2

Tue Apr 30 Thu May 2

Data Presentation II Descriptive Statistics I

Chapter 2 Chapter 3

7

Tue May 7 Thu May 9

Descriptive Statistics II Descriptive Statistics III

Chapter 3 Chapter 3

8

Tue May 14 Thu May 16

EXAM 2 Management Information Systems II

9

Tue May 21 Thu May 23

Database I Database II

10

Tue May 28 Thu May 30

Introduction to Business Analytics Review

Tue Jun 4 8:00 - 9:50

FINAL EXAM DCB 140

3

4

5

Project Phase I

Thu Apr 25 6

Project Phase II

Web Articles

Project Phase III

Tutorial A Tutorial B

DB Tutorial A DB Tutorial B Project Phase IV

NOTES 1. Reading Assignments and Homework are posted on Blackboard. Homework will be collected electronically for lessons 2, 3, 18, and 19. Electronic homework assignments must be submitted BEFORE class on the date due.


The Project is posted on Blackboard. Project assignments are due electronically before class on the due date Due Dates (before class on dates noted): Homework 1 March 28 2.

Homework 2

April 2

Project Phase I

April 11

Project Phase II

May 9

Project Phase III

May 16

Project Phase IV

May 28

DB Tutorial A

May 21

DB Tutorial B

May 23

Other reading quizzes will be due as discussed in class

As you can see, although certain content has been changed to fit the course, they follow the same layout and use the same elements. Since a syllabus follows such a strict structure, there are expectations that have formulated around this genre type. Certain expectations include the Daniel’s College of Business heading, a structured layout, consistency, and to be received on the first day of a course. Since it is used as a heading for every syllabus in the Daniel’s College of Business, students expect to see it. When taking courses that are not in the business school, I noticed a difference in the syllabi right away. Students also expect to see structure in a syllabus, seeing as that is one of its main components. Students also expect consistency from teachers. A syllabus is provided as a set of rules to refer back to throughout the course, therefore, if the professor changes the syllabus, students will lose this sense of direction. Like I mentioned, a syllabus is a set of guidelines for the course, therefore students expect to receive it on the first day of class, and in fact most students expect to go over the document the first day as well.


Despite these certain expectations and common structure, students and professors occasionally have the ability to break this genre. Professors can cause harm to the genre by changing information in the syllabus or being lenient on the syllabus. If a professor is to modify

a syllabus in the middle of a course that usually means changing a due date, something on the schedule. Although certain students may be happy with a later due date, most likely not every student is aware of this change. For example, students could have missed class that day or they continue to refer to the old syllabus due to habit. If teachers are lenient on certain aspects of their syllabus it creates that basis for the entire whole of the genre. For example, if a professor allows late submissions, perhaps a student will think they can be absent from class as well. Therefore, if professors plan on enforcing certain guidelines in the syllabus they must stress everything listed or students will tend to lack on following the syllabus. The main focus of a syllabus is organization, therefore, if it becomes disorganized, the classroom and students will become disorganized as well. In addition to professors, students can also tamper with this genre. They can do so by not following the syllabus and not reading the entire document. If students do not follow the syllabus, they will not have any expectations for the classroom. Therefore, they most likely will turn assignments in late, not show up to class on time or at all, and be seen as disrespectful. In addition, if students to not read the entire syllabus they will miss numerous elements. This then causes a student to try to change the professor’s minds due to the fact they did not see something in the syllabus. However, if this is the case, it goes along with causing professors to be lenient on the syllabus.


A syllabus, like many genres in the business field, follows a specific format. A very similar design to a syllabus, which I will address later in this investigation, is a resume. Each contains certain sections which is why people choose these genres; they are easy to follow. The next genres a business major will encounter are student-produced genres. Throughout a business major, students are faced with sets of projects to achieve. These

projects put out to test their knowledge of a subject and their ability to not only know what something is but how to apply it. Student produced projects are extremely important because they better equip people for “the real world.� This idea that practice makes perfect is clearly exemplified in student projects. Two examples of class projects in the business curriculum demonstrate their ability to produce the same social action, while being very different projects. The first project a business student encounters in in a course called Gateway to Business. This course provides students with a task to complete while they are in a sense creating their own business. Students first create an idea for an Iphone application. Once their idea is formulated, they create a business plan. After students have created the overall business plan, or proposal, they must present their information to the class and their professor. Using this communication, students must convince their audience that their application will be the most successful. If they are chosen as the top application from their professor, the students will then be given the opportunity to pitch to angel investors in hopes of getting their app funded. Another example of a class project business majors will encounter is in a Data Management and Analysis course. The students are prompted to pick 50 countries from a


worldwide database and a list of 10 variables for these countries over 30 years to expand on. They present this information using a data spreadsheet in excel, therefore, they are required to know how to navigate excel. In addition to working excel, students are choosing these countries and elements from a large database, therefore, some are more beneficial than others. They must experiment with these different variables in order to encounter the best possible option.

Although the Iphone app project aims towards preparing students for creating a concept and the second project teaches students how to analyze data, they both demonstrate in a hands on way how to do certain tasks a person in a business career will need to accomplish. Therefore, even though the projects can be completely different, overall they fulfill the same social action. With technology flourishing, class projects are becoming more advanced. For example, when my parents were in school, computers were not commonly used. Now, a computer is a requirement. Not to mention, every class project requires the use of a computer. Neither of the project examples I listed could be completed without this advancement in technology. People do not tend to break this genre, however, going along with the technology side of things, it limits certain people to this experience. For example, someone who does not have the means of getting the type of device to complete such things as this, will not be educated on how to complete these core business tasks.


These projects are well connected with a syllabus, another common genre I noted. Since the project requirements are listed in the syllabus, there is a specific set of guidelines to follow. Therefore, the audience expects these guidelines to be followed. In addition to the audience, students also expect to be prompted with these specific rules to follow. Lastly, as a student journeys through their business major, they will be introduced to professional genres. A very popular professional genre is a resume. Resumes, in the professional sense, are the first building blocks to one’s career. The purpose of this document is to give a summary of a person’s accomplishments in order to gain an interview for a specific job. Resumes are used to prove someone is qualified for a job.

Instead of a sharing a long story, it is set up much like a syllabus. It is broken up into sections and uses mostly bullet points to list accomplishments. This is the reason people choose this genre to fulfill the hiring of employees- it is a fast, easy way to narrow down employees to interview. There are many different elements to a resume including its organization and specificity. A resume is categorized into four sections: a contact section, education, experience, and achievements and honors. Each section is very precise and should be closely paid attention to. Almost all resumes are made for a specific job type. They are altered as people switch their career path. Although everyone using a resume is using it for the purpose of getting a job, depending on the type of job, his or her resume should be modified over time. Attached are


• •

two examples of resumes that support the idea of modification when changing jobs. The first is an example of someone’s starting resume and the second is an example of someone with more than 15 years of experience. As you will be able to notice, the second is a lot more specific.

Amanda Student123 College Street, State College, PA 12345
5
5
5
-5
5
5
-5
5
5
 e: amandastudent@school.edu

______________________________________ EDUCATION: Bachelor of Arts, Advertising Degree anticipated May 2012State University, Philadelphia, PennsylvaniaCurrent GPA 3.5
3 EXPERIENCE: Summer Intern, June 2011 to August 2011 ABC Communications, New York, New York Partnered with design intern to create and execute two sell sheets, one print ad, and one postcard Created and presented collaborative intern campaign to entire agency and founders of organization Awarded best campaign of competing teams Wrote radio script submitted with campaign proposal and assisted in other writing assignments Shift Supervisor / Trained Barista, September 2009 to present Coffee Shop, State College, PA

Trained new employees, opened and closed store, handled total sales, built satisfied customer relationships Server, Hostess, Expeditor, Busser, May 2008 to September 2008 Generic Restaurant, Washington, D.C.

• •

Created customer base and close relationships with patrons of restaurant Provided prompt service while taking orders, serving food and closing the check AWARDS AND ACHIEVEMENTS

• •

Dean's List - Fall 2010, Spring 2010 Awarded best advertising campaign proposal for A Foundation, ABC Communications, Summer 2011 Awarded best advertising campaign proposal for Health & Wellness Committee, State University, Spring 2010


Winston Smithfield 14 Biltmore Place ♦Phoenix, AZ 85442 ♦602-777-6221♦wsmithfield@att.com Global Technology Marketing and Sales ~ Telecommunications ~ Partnership Development A highly experienced Operations Executive who has demonstrated the ability to lead diverse teams of professionals to new levels of success in a variety of highly competitive industries, cutting-edge markets, and fast-paced environments. Strong technical and business qualifications with an impressive track record of more than 15 years of hands-on experience in strategic planning, business unit development, project and product management, and system engineering strategies. Proven ability to successfully analyze an organization's critical business requirements, identify deficiencies and potential opportunities, and develop innovative and cost-effective solutions for enhancing competitiveness, increasing revenues, and improving customer service offerings. · Domestic and Global Sales · Key Client Retention · Brand Awareness· Business Development · Relationship Management · Project Management· Fortune 500 Accounts · Product Development · Training and Teambuilding

Recent Accomplishments Traders International • Successfully oversaw the start-up and development of this wireless company from $0 to $70 million in revenue with 700 employees. • Spearheaded the successful acquisition of a $60 million Philips R & D unit resulting in improved capacity for developing innovative wireless products. • Developed an on-going future business plan and secured $40 million in both institutional and strategic financing during difficult economic conditions. • Established critical partnerships with high level industry leaders such as Philips, INTEL, ST, Marvel, Openwave, Conexant, Microsoft, Flextronics, and Elcoteq. Oppenhemimer • Spearheaded the 40% annual growth of this telecommunications product supplier serving a wide variety of clients. • Enhanced the public image and recognition of the firm's name within the business community through new business development, community outreach, and aggressive networking. • As manager of the product marketing team, successfully oversaw the entire marketing program


implementation for a $50 million product line.

Professional Experience Traders International, Wallace, California

2000 - Present Senior Vice President and Chief Operating Officer • Responsible for starting and growing this producer of wireless terminals from the ground up resulting in $70 million in revenue and 700 employees. • Oversee the strategic management and operational oversight of the company's Global Business Development and

Operations in order to provide streamlined operations, reduced operating costs, and greater profitability.

• Interface with partners and large clients to develop and maintain organizational strategies, operational efficiencies, and

proposals for increasing technical efficiency and improving profitability.

Interim Chief Financial Officer, (1/2000 to 10/2002) • Acted as Interim CFO for approximately 18 months during the rapid growth and financing period for the company. • Secured all funding for company operational start-up including $10 million in funding and a recent additional $30 million in

funding.

• Set-up all financial relationships, systems, and processes necessary for US Generally Accepted Accounting Principles

(GAAP) compliance.

Oppenhemimer, Derrey, New Hampshire

1995 - 2000 International Sales & Marketing Manager (1996-2000) • Directed marketing strategies, business development plans, promotional activities, product development projects, and MARCOM generation procedures for seven component companies in the Far East. • Oversaw the management of the company's regional sales team, resulting in 40% increased sales and $27 million in annual revenue in 2000. • Initiated a new Chinese joint venture sales structure in Asia in tandem with the existing sales channels. • As Product Marketing Manager from 1995 to 1996, oversaw all aspects of a new product line introduction valued at $50 million including product line management, new product introduction, pricing strategies, and advertising.

Education Master of Business Administration, (1996)WALDRUP SCHOOL OF BUSINESS, Hartford, Connecticut


Bachelor of Electrical Engineering, (1988)UNIVERSITY OF NEW HAMPSHIRE, Rye, New Hampshire A genre is a form with characteristics and expectations. Therefore, many aspects stem from these certain genres. In order to understand genres and their make up, one must understand rhetorical situation and the large role it has in writing. There are countless genres in a business major, I have provided you with three different categories: a syllabus, class project, and resume. These genres will be encountered in the business field and it is important to understand the overall genre picture in order to know what to expect and how to act regarding these element

The University of Denver at Your Fingertips:

Interviews

From Professor Gisella Basanni and Upperclassman Timothy Wozniak


Professor Gisella Basanni: Business Analytics Department Her story: •

Originally from Italy

Graduated with a degree from Oberlin College

She then moved to Denver where she graduated from the University of Denver’s Daniel’s College of Business.

Had numerous occupations in Business Intelligence

Always was good with numbers and wanted to pursue that, however, her main goal was to help people. How could she do both? o This is when she decided teaching was the best occupation for her and she hasn’t looked back. o Gives her the opportunity to use her knowledge of business intelligence while helping people.

Main points in her interview: •

Gisella stressed that being a woman in the business field is a daily challenge. She went on to explain that she often felt taken advantage of or not taken seriously. Gisella is a great argument against the idea that men are harder workers than


women. Although it took her more to prove her work ethic, she found people to become very impressed with her talent. •

She also added that she is a very honest person, in fact she cant be anything but honest. However, she found this as a struggle in certain situations. For example, throughout meetings, instead of keeping her mouth closed and leaving certain ideas out of the conversation, she would say exactly what was on her mind. Certain bosses she encountered disagreed with this amount of honesty and tried to teach her that certain elements need to be left unsaid.

When I asked her about writing in the business field she immediately talked about the importance of correcting spelling errors. She began to explain that if a resume is received and it has spelling errors, it will immediately be thrown in the trash.

One of Gisella’s main arguments during our interview was her appreciation of business ethics. She shared her positive opinion of the University of Denver mainly because of their strong ethics program. Gisella provided examples of certain incidences where she was asked to do unethical activities while working for certain companies. In fact, her disagreement with these unethical requests caused her to lose jobs and eventually lead her to a teaching career.

Tim Wozniak, University of Denver and Daniel’s College of Business Student.

With Tim being my brother, I was very comfortable interviewing him. He took the list of questions right out of my hand and started answering them all at once. Therefore, it was a quick but very informative interview. Since he is much further along in his educational career


than I am, it was great to hear feedback of his experience within the University of Denver’s business school. His main point was that as your college years progress, you will mostly be dealing with research writing. The courses become more interactive and you actually act more as if you are in a business career rather than learning the fundamentals (facts and figures) of business.

Attached is an interview transcript of Tim Wozniak: What types of writing do you do most often for classes in your major? My major was management so most of the writing I did was analytical based on research because it was geared towards marketing, management and financial plans, and the overall business plan. What do you think your professors look when they evaluate your writing? I think professors look for organization, transition and quality content relevant to the objective. Who do you imagine as your audience when you do these types of writing, and how would you characterize that audience? Most often, the audience is either an industry expert or a potential investor, so they are very educated and unforgiving. They expect you to be on top of your game. What advice about writing would you give freshman considering becoming Business majors? What do you wish you’d known going in? I would tell freshmen becoming business majors to use the resources around them such as the writing center, professors and peers in groups, etc. Collaboration in business is key. I could have taken more advantage of these resources. Where do you go to get help on your writing? In my early years, I didn't really seek any help but as time went on, I really tapped into my professors and peers. How much do you know about the types of writing you’ll be expected to do as a professional?


Overall, I think the Daniels School of Business did a great job preparing me for future jobs. I think the only area that could be covered more could be related to writing emails.

What kinds of research do you have to do as a business major? What did you find most challenging? Most of the research I had to do as a Management major was related to business plans, so it was a lot of industry and market specific research. The most challenging part is having access to affordable resources to find the information and just finding it in general. In what ways do you see technology changing the kinds of writing you’ll be expected to do as a business professional? Technology hasn't really affected the writing I am expected to do, so the classes I have taken are not really relevant to any changes. How would you characterize what makes “good” writing in a business major? I characterize good writing for management majors as pure, clear and concise. Very much to the point. What do your professors do in order to help you become a better writer? What kinds of feedback do they give you? For business majors, the professor’s feedback is very valuable in terms of length and not just filling space. I think this is crucial as you get into the working world because there is no time for nonsense. Are you allowed to revise and resubmit your writing in all/most/many/some/none of your major classes? In some of my major classes that had projects over the course of the quarter, I was able to revise these and review them with the professors but in other cases, such as case studies, I was not able to revise them.

Investigating Further: Proposal For Change


The University of Denver’s business school is ranked 3rd in the nation regarding business ethics in a list provided by Bloomberg Business Week. In addition to their top ranking, the University of Denver even has a specific institute designated to ethics. The purpose of the ethics program is to “help individual executives, officers, and directors give expression to their personal values in the management of their enterprises, while recognizing that the behavior of organizations is not simply a reflection of the values of its leaders, nor even the sum of the ethical standards of all the people who make up the enterprise” (Enterprise Ethics). In order to keep their reputation regarding ethics and more importantly better equip students for the business profession, the University needs to emphasize ethics earlier on. The University may have a high ranking in ethics, however, if they are to correct this issue, they will most likely rank higher. Likewise, if they do not pay attention to this issue, they could experience a downfall in their rank. However, there is hope! Prospective students must be more informed on how strong the ethics program really is and current students must voice their opinions on wanting ethics taught earlier on. An incoming student can be directly admitted into the business school, however, most University of Denver students apply to the school their sophomore year. It isn’t until their second year of a business major until they are introduced to a course solely regarding ethics.

In an npr interview Why do Whistle-Blowers Become Whistle-Blowers, ethical leadership is represented in a very interesting way. In the interview, David Mayer, a researcher at the


University of Michigan, shares his findings after testing the theory of certain ethical leadership stereotypes. Mayer states, “What we've neglected is understanding better the role of people who are not in formal positions of power - our peers. If we don't get consistent support from our coworkers, we're much less likely to act” (npr). What Mayer is saying is that although many people believe it is up to the managers and heads of companies to do the right thing and set an example for their workers, what is even more important is the action of your peers. Think about it, you are with your coworkers the entire time you are working. Therefore, the actions of your coworkers are more influential because you spend more time with them. With that being said, that is part of the reason ethics are so important to learn. Everyone must be well educated on ethics in order to make an impact, not just managers, presidents, or owners. In order to better the University of Denver’s business ethics and keep their rank truthful, they should put a higher emphasis on ethics from the beginning, starting with prospective students. When students visit the University, they are brought past the Daniel’s College of Business. As the tour guide sweeps past the building, they hardly mention the ethics program. When students are visiting, they are either trying to figure out their field of study or finding the best program for their already decided major. This is why it is important they are well educated on the program. For the students that do not know what their major is, visiting schools and exploring different fields is all part of the process of deciding. Therefore, it is important they are aware of the ethics the University has to offer because this could help them make their decision. For students who are interested in pursuing a business career, knowing


about the ethics could also help them make their decision to attend the University in order to receive a higher education in business ethics. Parents are a huge financial benefactor when it comes to their student’s college decision. Therefore, knowing about the University of Denver’s highly ranked ethics program could be a reason for parents to pay for expensive education. In order to better inform prospective students on the ethics program at the University of Denver, specific measures must be taken. As students tour the school and get a feel for their potential major and their fit on the campus in general, they too should be informed on ethics. Although it is briefly mentioned while walking past Daniel’s College of Business, the tour guide should take a moment to expand on the program and a video regarding the ethics program should be shown as well. In addition to prospective students, freshman should also encounter ethics courses right when they declare their business major. As a freshman at the University of Denver, I was given the opportunity to major in Business. The first class I took regarding my major was called Gateway to Business. Although it was one of the most educational courses I have ever taken, I was hardly introduced to ethics. There are many individuals and groups this change in freshman business classes could benefit including parents, faculty, and professionals. Parents, again being the number one financial resource for most students, will be happy to know their children are being taught a strong amount of ethics. Instead of faculty having to teach everything about a business and business ethics, the courses will be separate. That way, the professors are able to expand on


certain concepts rather than squeeze everything together in what is already a rushed quarter system. Last but not least, professionals in the field will be grateful to encounter the students

graduating from the University of Denver. Professionals in this field would be happy to see a group of individuals setting a positive example for business and ethics. Since both of these measures will help the University of Denver preserve its reputation regarding ethics in their worldwide known business school, professionals will also be very happy to hire these individuals leaving the university. In order to work towards solving this problem, students must make the first step. Students can share their opinions with professors. If enough professors are cued in on the problem, they will pass it on to someone who has the authority to make a difference. An additional route for students could be hanging posters around the school. Some students may not even realize they are not being taught ethics until they encounter a real ethics course later on. Therefore, sharing the problem and hearing the opinions of students is most important to solve this problem. It is then these opinions and people talking that is what gets it passed on to the people who can actually make this change a reality. It is very important to keep the University of Denver’s business school on the world radar, especially with it being one of their most popular features. In order to do so, the University must work to preserve its business ethics. The solutions I have provided are achievable because the main people who are affected are the students. Students outnumber the rest of the stakeholders, therefore if enough students share their concern, additional people will too start to understand and spread the word. It is a small change, but a large outcome. My point is


that whatever Denver is doing regarding business ethics is working, however, they will start to lose this reputation if they do not keep it up and keep people informed on the matter. This is the most applicable solution because it involves everyone who is affected by the delayed introduction of the ethics courses. Although students could go straight to the board of the

University of Denver and try to change the school’s stress on ethics early on, without enough information and people to back them up, their story will not concern authority. Certain measures must be taken, and it starts with preserving what has already been built. Although some people might argue this is not a concern for the University of Denver due to their high ranking on ethics and the thought that people already have their majors chosen, it is important to be proactive about something so critical to the University. The University of Denver may have a high ranking in ethics, however, if they are to introduce ethics earlier on, they will most likely rank higher. Therefore, fellow University of Denver students, it is up to you to make the first step. With only beneficial factors, it is a win-win situation. Preserve the ethics of this University and make a positive change for your future!


Work Cited

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