weber state university biennial report on assessment of

1Reportdue11/15/2019

WeberStateUniversityBiennialReportonAssessmentofStudentLearning

CoverPageDepartment/Program:DepartmentofProfessionalSalesAcademicYearofReport:2018/19(coveringSummer2017throughSpring2019)DateSubmitted:11-4-2019Reportauthor:BlakeNielsonContactInformation: Phone:801-626-7385 Email:[email protected]


A. Brief Introductory Statement: Please review the Introductory Statement and contact information for your department or academic program displayed on the assessment site: http://www.weber.edu/portfolio/departments.html - if this information is current, please place an ‘X’ below. No further information is needed.

_X__ Information is current; no changes required. Update if not current:


B. Mission Statement Please review the Mission Statement for your department or academic program displayed on the assessment site: http://www.weber.edu/portfolio/departments.html - if the mission statement is current, please place an ‘X’ below.; If the information is not current, please provide an update:

_X__ Information is current; no changes required.

Updateifnotcurrent:


C.StudentLearningOutcomesPlease review the Student Learning Outcomes for your academic program displayed on the assessment site: http://www.weber.edu/portfolio/departments.html. In particular, review in light of recent strategic reporting and indicate any needed updates. If the outcomes are current, mark below._X__ Information is current; no changes required. Update if not current:


D-1.Curriculum “A collection of courses is not a program. A curriculum has coherence, depth, and synthesis.” (Linda Suskie; presentation at NWCCU Assessment Fellowship, June 19, 2019) Please review the Curriculum Grid for your department or academic program displayed on the assessment site: http://www.weber.edu/portfolio/departments.html. Indicateinthecurriculumgridwheregraduatingstudentperformanceisassessedforeachprogramoutcome.Inthe‘additionalinformation’section,pleaseprovideinformationabouttheseassessments(e.g.,portfolios,presentations,projects,etc.)ThisinformationwillbesummarizedatthecollegeandinstitutionallevelforinclusioninourNWCCUreportingonstudentachievement.WehaveaddedaclasssinceourlastreportsoIamincludingourlatestcurriculumgrid.


CurriculumMapFormat

Core Courses in Department/Program

Department/Program Learning Outcomes

Basic

Sel

ling

Tech

niqu

es

Cont

ract

and

Sa

les

Neg

otia

tions

Custo

mer

Pr

ofili

ng

Sale

s Pro

posa

l W

ritin

g

Tea

m B

uild

ing

S

kills

Cus

tom

er

Ser

vice

Ski

lls

Bus

ines

s Mat

h

Ski

lls

Sup

ervi

sion

S

kills

Sup

ervi

sed

S

ales

E

xper

ienc

e

Sal

es

Pre

sent

atio

n S

kills

Int

erpe

rson

al

Rel

atio

nshi

p S

kills

Lega

l Co

mpl

ianc

e S

ales

Eth

ics

Pla

nnin

g,

Org

aniz

atio

nal

Ski

lls

Tec

hnol

ogy

S

kills

PS 1143 -Fundamental Selling Techniques M A A A A D D D PS 1303 - Sales Channels A D D A A A PS 1401 - Intro to Sales & Service Technology

A D A A

PS 2383 - Retail Merchandising and Buying

A D D A D A M A A D A

PS 2603 – Advanced Selling Techniques M A A D A A A D PS 3103 – Sales Personalities and Profiles A D M A A A A A PS 3203 – Customer Service Techniques A M A A PS 3250 – Business Communication D M M PS 3303 – Technology in Sales A A A A M PS 3363 – Contract and Sales Negotiations M M A D A A M A D A PS 3503 – Sales Planning & Forecasting M A M M A A A A A M M A M PS 3563- Sales Supervision Methods A A A A M A A A A PS 3702 – Developing Team Leadership Skills

A A A M A A A A A

PS 3803 – Sales Proposals A A A M A A A A A A A A PS 3903 – Sales Presentation Strategies M A A A A M M M M PS 4203 – Ethical Sales and Service M A M A M M M PS 4610 – Senior Project I M M M M M M M M M M M M M M PS 4620 – Senior Project II M M M M M M M M M M M M M M PS 4993 – Sales Career Seminar M M M M M M M M M M M M M M M=MasteryA=AdequateAchievementD=Developing


D-2.HighImpactEducationalExperiencesintheCurriculumInresponsetotherecentUSHErequirementthatallstudentshaveatleast1HIEEinthefirst30credithoursand1HIEEinthemajororminorweareaskingprogramstomapHIEEstocurriculumusingatraditionalcurriculumgrid.Thishelpsdemonstratehowandwherethesegoalsareaccomplished.

Courses

Department/ProgramuseofHighImpactEducationalExperiences

MakeaSales

Presentation

Consultw

ith

Industry

Competein

Sales

Competitions

Participatein

SpeakerSeries

PS 1143 -Fundamental Selling Techniques X X XPS 1303 - Sales Channels X XPS 1401 - Intro to Sales & Service Technology X XPS 2383 - Retail Merchandising and Buying X XPS 2603 – Advanced Selling Techniques X X XPS 3103 – Sales Personalities and Profiles X XPS 3203 – Customer Service Techniques X X XPS 3250 – Business Communication X XPS 3303 – Technology in Sales X XPS 3363 – Contract and Sales Negotiations X X X XPS 3503 – Sales Planning & Forecasting X X XPS 3563- Sales Supervision Methods X XPS 3702 – Developing Team Leadership Skills X XPS 3803 – Sales Proposals X XPS 3903 – Sales Presentation Strategies X X XPS 4203 – Ethical Sales and Service X XPS 4610 – Senior Project I X X XPS 4620 – Senior Project II X X XPS 4993 – Sales Career Seminar X X X


E.AssessmentPlanPlease update the Assessment Plan for your department displayed on the assessment site: http://www.weber.edu/portfolio/departments.html. Keep in mind that reporting will be done biennially instead of annually; that should be reflected in your assessment plan. Please ensure that Gen Ed courses are assessed/reported at least twice during a standard program review cycle. A complete plan will include a list of courses from which data will be gathered and the schedule, as well as an overview of the assessment strategy the department is using (for example, portfolios, or a combination of Chi assessment data and student survey information, or industry certification exams, etc.), and plans for continuous improvement. Assessmentplan:Wearereviewingthecoursesonafouryearrotatingcycle.The1000levelcourseswerereviewedin2016-2017,the2000levelcourseswerereviewedin2017-2018,the3000levelcourseswerereviewedin2018-2019andthe4000levelcoursesaregoingtobereviewed2019-2020.Thisrotationwilltakeplaceeveryfourcalendaryearssowewillstartoverwith1000levelcoursesin2020-2021.

Year 1 Year 2 Year 3 Year 4 PS 1143 PS 2383 PS 3103 PS 4203 PS 1303 PS 2603 PS 3203 PS 4610 PS 1401 PS 3250 PS 4620

PS 3303 PS 4993 PS 3363 PS 3503 PS 3563 PS 3702 PS 3803 PS 3903


F. Report of assessment results for the most previous academic year: Therearevarietiesofwaysinwhichdepartmentscanchoosetoshowevidenceoflearning.Thisisoneexample.Thecriticalpiecestoincludeare1)learningoutcomebeingassessed,2)method(s)ofmeasurementused,3)thresholdfor‘acceptable–thatis,thetargetperformance,4)actualresultsoftheassessment,5)interpretation/reflectiononfindings6)thecourseofactiontobetakenbasedupontheinterpretation,and7)howthatactionwillbeevaluated.

A. EvidenceofLearning:CourseswithintheMajor(thisisasamplepageforpurposeofillustrationonly;ablanktemplatecanbefoundonthenextpage)

Note:Artifactsaregatheredandkeptwithinthedepartmentwhileassessingthefollowingclassesandmeasureablelearningoutcomes.


Course:PS3103,SalesPersonalitiesandProfiles

MeasurableLearningOutcome:

ThresholdforEvidenceofStudentLearning

MethodofMeasurement*

FindingsLinkedtoLearningOutcomes

InterpretationofFindings

ActionPlan/UseofResults

LearningOutcome:IdentifytheDISCpersonalityprofileofacustomerandmakeadjustmentsinthesellingprocesstomeettheirpersonalityforabettersalesoutcome.

Inasalessituation,(roleplayandreal)studentswillrecognizethepersonalitystyleofacustomerandmakeappropriatestepstomovethesalesprocesstothepreferredwayofthecustomer.Scoresarebasedonarubric.Studentswillachievemasteryat90%orhigher.

Measure1:Thestudentwillwriteaproposedplanofactionbeforetheyconductthesale.Aftertheirinteractionwiththecustomer,theywillwriteapostsalescallassessment.Theywillevaluatetheiruseofpersonalityprofilinginsellingandifitmadeadifference.

Measure1:Studentswerebelow90%mastery.Theaveragescorewas84%onthefirstassignment.

Measure1:Morepracticeisneededforsomestudents.

Worktoward95%ofstudentsbeingproficientinidentifyingpersonalitystylesbytheendofthesemester.Masterycanbeachievedbyshowingexamplesofrealsalespeopleadjustingtothedifferentpersonalitystylesthroughvideoandin-classpractice.

Measure2:Thestudentcompletesaninclasssalesscenariowithaphysicalcustomer,whoisassignedapersonalitytype,andwhomtheydonotknow.ThestudentwillsellaproductorserviceandusingtheirknowledgeofDISCpersonalityprofiling,makeadjustmentsforthatcustomer.

Measure2:Studentsexceededthegoalof90%.Theyidentifiedthecorrectpersonalityofthecustomer93%ofthetime.Masteryofidentifyingthepersonalitystyleofthecustomerresultsinafavorableoutcomeinthesale.

Measure2:Thisoutcomewasachieved.


Course:PS3303MeasurableLearningOutcome:






LearningOutcome:SalesForceProficiency(Technology)

StudentswillbeablesetupaSalesForceaccount,accessSalesForcefeaturesandtools,andbeabletogeneratesalesreportsinSalesForceforuseinareal-worldworkenvironment.

Measure1:Studentswilltakea“before”surveyaskingthemquestionsabouttheirknowledgeandcomfortlevelwithSalesForce.

Measure1:67-90%ofstudentshadlittletonoknowledgeofSalesForceanditsfundamentalsbeforethecourse.Seeattachedspreadsheetforbreakdown.

Measure1:StudentshavelittletonoexperiencewithSalesForceenteringthisSalesTechnologycourse(eventhoughitisthe#1mostusedsalessoftwareintheworkplace).

Masteryshouldbeachievedat90%ratebystudentsbytheendofthesemester.Thiswasaccomplished.However,twocategories(mobileuseand3rdpartyapps)haveroomforadditionalteachingimprovement.InthisclasswewillcontinuetomeasureproficiencylevelsofSalesForceknowledgeatthebeginningandendofthesemesterwhileimprovingteachingmethodsforthecourse(especiallyinthetwoareasnoted).Measure2:

Studentswilltakean“after”survey,withthesamequestions,toseeiftheirknowledgeandcomfortlevelwithSalesForcehasimproved.

Measure2:0-17%ofstudentshadlittletonoknowledgeofSalesForceanditsfundamentalsafterthecourse.Seeattachedspreadsheetforbreakdown.

Measure2:Achievesingledigit(9%)orless“lackofknowledge”scoreswithSalesForceintheaftersurvey.


Course:PS3503







BusinessMathSkills

Studentswillbeabletoscoreonaverageover80%onthetwoexams.ThefirstexamismucheasierwithbusinessMathanditishopefultheywillachievethescoreonbothastheygainmoreknowledge.

Measure1:Exam1

Measure1:89%classaverage

Measure1:Doinggreatwiththesesimplemathconcepts.

Continuetochallengestudentswiththiscourse.Itisoneofournewercoursesandisonethatisessentialforsalesanalysis.Note:Theartifactscollectedareforanearlyassignmentandlateassignment.Theearlyassignmentshowsbasicmathskillsandthelateassignmentshowsdeeperunderstandingofhardermathconcepts.

Measure2:Exam2

Measure2:83%classaverage

Measure2:Eventhoughthisislessthanthefirstexamitisgreat.Thisismuchhardermaterialsuchasqueuingtheory,NPVandlinearprograming.


Course:PS3563MeasurableLearningOutcome:






LearningOutcome:DiscoverVitalAspectsofSupervision

Studentswillbeabletolearnleadershipandsupervisionmethodsnecessarytobeeffective,oncetheircareerpathenablesthemtomovefromasalespersontoasalesmanager

Measure1:Studentswilltakeanexambeforewestudytheinformationinthetextbook

Measure1:Studentswerelessthan35%.Theaveragescorewas33.6%.

Measure1:Needtoimproveandteachstudentsthroughoutthesemestertogetthemtogreaterthanan80%rate.

Masteryshouldbeachievedat80%ratebystudentsbytheendofthesemester.Thiswasaccomplished.Inthisclasswewillcontinuetodoexamsatthebeginningandendofthesemesterwhileadvancingteachingmethodstoincreasetheoverallmasteryrateforthecourse.

Measure2:Studentswilltakethesameexamagainafterwehavecompletedourstudies

Measure2:Studentsweregreaterthan80%.Theaveragescorewas81.8%.



Course:PS3702DevelopingTeamLeadershipSkills







LearningOutcome:TeamBuildingSkillsMasteryofallsevenofthesevenaxiomsofeffectiveleadership.

Studentswillbeabletounderstandandmastercriticalaxiomsfromteambuildingandleadershiptheories,specificallyinconflictmanagement,stagesofgroupdevelopment,andothertheoreticalapproachestoleadership.Studentsshouldacquireamasteryscore.(4.00)

Measure1:StudentswilldoaTeamDevelopmentandLeadershippre-evaluationatthebeginningofthecourse.

Measure1:Students’scoreswerelessthanaverageonthepre-evaluation.Theaveragescorewas2.88

Measure1:Needtoimprovestudentscognitiveunderstandingofteamdevelopmentandleadershiptheories,toamasterylevel.(4.00)

Masteryshouldbeachievedbyaminimum4.00scoreattheendofthecourse.Thiswasachieved.Inthiscoursewewillcontinuetogiveoutthepre-evaluationatthebeginningofthecourse,andthepost-evaluationattheendofthecourse,whileworkingonimplementingideasforimprovedteachingmethods.

Measure2:StudentswilldoaTeamDevelopmentandLeadershippost-evaluationattheendofthecourse.

Measure2:Students’scoresweregreaterthanaverageonthepost-evaluation.Theaveragescorewas4.29



Course:PS3803







SalesProposalWritingStudentswillwriteaproposalforbothanewproductorserviceaswellasrespondingtoaRFP.Studentsshouldscoreover80%onbothassignments.

Studentswillbeabletoeffectivelywriteafullproposalincludingfinancialanalysis.

Measure1:Studentswillwriteaproposalforanewproductorservice.

Measure1:Studentsaveragedover80%

Measure1:Assignmentisbeingeffective.

Keepupthegoodwork.Thiswasdonebyoneofouradjunctswhoisdoingagreatjob.

Measure2:StudentswillwriteaproposalthatspecificallyrespondstoaRFP.

Measure2:Studentsaveragedover80%.

Measure2:Assignmentisbeingeffective.


Course:PS3903Spring2019







Learningoutcome:Measurethestudent'sconfidenceingivingapersuasivepresentation.

ShowImprovementinstudentconfidentlevelsbyevaluatingtherawdataMean.ThestudentswilluseaninnovativeonlinesalestoolcallPitchVantage.Students’scoreswillbeevaluatedusingapreandpost-self-survey.Thefollowingpresentationskillsareevaluatedintheonlinelearningtool.PitchPaceAvoidingFillerWordsPauseEyecontactSpeaknaturally

Measure1:Studentswilltakeapre-surveytomeasuretomeasurethefollowing.PitchPaceAvoidingFillerWordsPauseEyecontactSpeaknaturally

Measure1:Belowistheresultsofthepre-survey,usingrawdata.Pitch3.15Pace3.30AvoidingFillerWords2.94Pause3.20Eyecontact3.37Speaknaturally3.31

Measure1:Atthebeginningoftheclass,studentshadlowconfidenceingivingapersuasivepresentation.

ThefindingsinthePitchVantageonlinetoolindicatedthatthemorepracticewiththePitchVantagetoolthehigherthescoreofstudent’ssuccess.Therefore,inthisclassmodulesneedtobeaddedformorepracticetimeusingtheinnovativeonlinetoolPitchvantage.ContinueusingthisinteractivetoolwillhelpstudentsachieveaMasterlevelingivingapersuasivepresentation.Measure2:

Studentswilltakeapost-surveytomeasurethefollowing.PitchPaceAvoidingFillerWordsPauseEyecontactSpeaknaturally

Measure2:TheMeanscoreimprovedbythefollowing,usingrawdata.Pitch3.82Pace3.92AvoidingFillerWords3.65Pause3.87Eyecontact4.00Speaknaturally3.96

Measure2:Thestudentsdidincreasetheirconfidencelevelinpresentingapersuasivepresentation,whichwasthedesiredoutcome.


AppendixAMostdepartmentsorprogramsreceiveanumberofrecommendationsfromtheirFive/Seven-YearProgramReviewprocesses.Thispageprovidesameansofupdatingprogresstowardstherecommendationsthedepartment/programisactingupon.DateofProgramReview:2017 Recommendation ProgressDescriptionRecommendation1 Curriculum Wehaveencouragedallfaculty

memberstoupdatecurriculumandwhereneededmakeitforrigorous.Wehavealsoaddedanewclasstohelpthisgoal(PS3250).

Recommendation2 Faculty Weareexperiencingaturnoverinfacultyduetoretirement.WehaveaddedBrockAdamsandNicoleFlinkandfeeltheywillbeagreatadditiontothedepartment.

Recommendation3 FacilitiesandEquipment Weareonholdwithupdatingourfacilitiesbecausewearemostlikelymovingtoadifferentbuildinginthenextthreeyears.Wearemakingduewithwhatwehave.


AppendixBPleaseprovidethefollowinginformationaboutthefull-timeandadjunctfacultycontractedbyyourdepartmentduringthelastacademicyear(summerthroughspring).GatheringthisinformationeachyearwillhelpwiththeheadcountreportingthatmustbedoneforthefinalFiveYearProgramReviewdocumentthatissharedwiththeStateBoardofRegents.

Faculty Headcount 2017-18 2018-19 With Doctoral Degrees (Including MFA and other terminal degrees, as specified by the institution)

5 4

Full-time Tenured 2 1 Full-time Non-Tenured (includes tenure-track) 2 2 Part-time and adjunct 1 1 With Master’s Degrees 12 12 Full-time Tenured 4 4 Full-time Non-Tenured 2 2 Part-time and adjunct 6 6 With Bachelor’s Degrees 1 2 Full-time Tenured 0 0 Full-time Non-tenured 0 1 Part-time and adjunct 1 1 Other Full-time Tenured Full-time Non-tenured Part-time Total Headcount Faculty 18 18 Full-time Tenured 6 5 Full-time Non-tenured 4 5 Part-time 8 8


Pleaserespondtothefollowingquestions.

1) FirstyearstudentsuccessiscriticaltoWSU’sretentionandgraduationefforts.Weareinterestedinfindingouthowdepartments

supporttheirfirst-yearstudents.Doyouhavemechanismsandprocessesinplacetoidentify,meetwith,andsupportfirst-yearstudents?Pleaseprovideabriefnarrativefocusingonyourprogram’ssupportofnewstudents:

a. Anyfirst-yearstudentstakingcoursesinyourprogram(s).Werarelyhavefirstyearstudentsinourcourses.Wedohavethree1000levelcourses;however,mostdon’ttaketheseclass’suntilatleasttheirsophomoreyear.Withthatbeingsaidwestronglysupportnewstudents.Theymeetwiththedepartmentadviserrightawayandweareveryselectiveofwhoteachestheseentrylevelcourses.Facultyreachouttostudentswhentheymissclassand/orassignmentstohelpthemontheirway.

b. Studentsdeclaredinyourprogram(s),whetherornottheyaretakingcoursesinyourprogram(s)ThesameasaboveinA.Wehavethemmeetwiththeadvisereverysemesterandwearecommittedasafacultytobenicetoourstudents.Itdoesn’tseemlikealot,butwedohaveoneofthehighestretentionratesoncampus.

2) Akeycomponentofsoundassessmentpracticeistheprocessof‘closingtheloop’–thatis,followinguponchangesimplementedasaresponsetoyourassessmentfindings,todeterminetheimpactofthosechanges/innovations.Itisalsoanaspectofassessmentonwhichweneedtoimprove,assuggestedinourNWCCUmid-cyclereport.Pleasedescribetheprocessesyourprogramhasinplaceto‘closetheloop’.Weareclosingtheloopbydoingthethingsthatarerecommendedthrougharereviewprocesses.Wefollowthestrategicplanwehaveinplaceandmakechangeswhennecessary.


GlossaryStudent Learning Outcomes/Measurable Learning Outcomes The terms ‘learning outcome’, ‘learning objective’, ‘learning competency’, and ‘learning goal’ are often used interchangeably. Broadly, these terms reference what we want students to be able to do AFTER they pass a course or graduate from a program. For this document, we will use the word ‘outcomes’. Good learning outcomes are specific (but not too specific), are observable, and are clear. Good learning outcomes focus on skills: knowledge and understanding; transferrable skills; habits of mind; career skills; attitudes and values.

- Should be developed using action words (if you can see it, you can assess it). - Use compound statements judiciously. - Use complex statements judiciously.

Curriculum Grid A chart identifying the key learning outcomes addressed in each of the curriculum’s key elements or learning experiences (Suskie, 2019). A good curriculum:

- Gives students ample, diverse opportunities to achieve core learning outcomes. - Has appropriate, progressive rigor. - Concludes with an integrative, synthesizing capstone experience. - Is focused and simple. - Uses research-informed strategies to help students learn and succeed. - Is consistent across venues and modalities. - Is greater than the sum of its parts.

TargetPerformance(previouslyreferredtoas‘Threshold’)Thelevelofperformanceatwhichstudentsaredoingwellenoughtosucceedinlaterstudies(e.g.,nextcourseinsequenceornextlevelofcourse)orcareer.ActualPerformanceHowstudentsperformedonthespecificassessment.Anaveragescoreislessmeaningfulthanadistributionofscores(forexample,72%ofstudentsmetorexceededthetargetperformance,5%ofstudentsfailedtheassessment).ClosingtheLoopTheprocessoffollowinguponchangesmadetocurriculum,pedagogy,materials,etc.,todetermineifthechangeshadthedesiredimpact.


ContinuousImprovementAnideawithrootsinmanufacturing,thatpromotestheongoingefforttoimprove.Continuousimprovementusesdataandevidencetoimprovestudentlearninganddrivestudentsuccess.DirectevidenceEvidencebaseduponactualstudentwork;performanceonatest,apresentation,oraresearchpaper,forexample.Directevidenceistangible,visible,andmeasurable.IndirectevidenceEvidencethatservesasaproxyforstudentlearning.Mayincludestudentopinion/perceptionoflearning,coursegrades,measuresofsatisfaction,participation.Workswellasacomplementtodirectevidence.HIEE–HighImpactEducationalExperiencesPromotestudentlearningthroughcurricularandco-curricularactivitiesthatareintentionallydesignedtofosteractiveandintegrativestudentengagementbyutilizingmultipleimpactstrategies.

weber state university biennial report on assessment of

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