2020 Business Management Institute
"The Virtual Experience"

Welcome & Keynote

Course Description 

Faculty Members

Course Description

Strengths hold the power to unlock potential and facilitate personal and professional growth. Through recognizing and understanding how unique talents are power and edge, individuals can leverage these talents as strengths to consistently and productively build strength in themselves and others. By discovering individual strengths, individuals and teams discover productive ways to recognize and celebrate their talents and the talents of others, which in turn strengthens individual and team performance, as well as ultimately promotes organizational success. Join us to discover your strengths.

Learning Objectives

• Define talents versus strengths.
• Distinguish that themes are neutral and not labels.
• Recognize that all strengths have power and opportunity.
• Describe individual talents and productively apply them to build strengths in ourselves and others.
• Utilize the concept of “Name It, Claim It, Aim It”.
• Uncover unique ways to recognize and celebrate strengths.

Faculty Members

Course Description

Learning Objectives

• Form strategies and maintain trust-based campus partnerships
• Employ tips and tools for building and re-building trust
• Identify potential partners
• Foster a strong culture of collaboration where it is safe to share ideas and express opinions

Faculty Members

Course Description

Learning Objectives

• Analyze critically and reflect before you react
• Communicate a challenge/problem effectively
• Work cooperatively in teams
• Solve problems in a creative manner while in a risk-free and confidential environment

Faculty Members

Course Description

Learning Objectives

• Identify essential competencies and characteristics of effective CBO’s/leaders.
• Gain insights into your potential strengths and development opportunities through the completion of a self-assessment.
• Identify the five elements of a professional development plan.
• Apply leadership and CBO competencies to your Career Action Plan that commits to immediate and long-term growth.

Faculty Member

Course Description

Who has the real power in an organization? Hint: It’s not necessary the top boxes on an organizational chart. In this session, we’ll search for clues about who has influence, who has authority, and who has true power.  We will also discuss strategies for navigating the political behavior that occurs in most every organization.  

Learning Objective

• Assess the sources of power inside organizations
• Analyze the factors that influence the ability to get things done
• Identify political behaviors inside of organizations
• Apply political navigation skills to common workplace issues
• Differentiate between influence and authority

Faculty Member

Course Description

In this course you will gain an understanding of the different types of audits that are typically done at our campuses. You will learn how to prepare for and survive audits of your college, department, or unit.

There are risks in all aspects of the campus environment. Internal controls are the business practices, policies and procedures that help to minimize risk. This session will provide you with an understanding of risk and internal controls and how they impact our work on campus.

By attending this course, you will be able to identify business risks within your department, learn about the importance of internal controls in all of our campus jobs, be prepared for potential audits of your department, and learn the red flags of fraud.

Learning Objectives

• Differentiate between the types of audits that may occur on your campus
• Identify risks in the university environment
• Discuss the purpose and importance of internal controls
• Recognize the red flags of fraud

Faculty Member

Course Description

Learning Objectives

• Hone consulting skills with some designed case studies to prepare participants for the week-long efforts
• Define leadership styles and determine best practices for each of these preferences
• Describe your individual signature styles
• Unpack the art of leadership and followership and discuss aptitudes, skills and strategies for engagement

Faculty Member

Course Description

Change and challenge are the watch words in higher education. This presentation will explore challenges and opportunities higher education professionals are facing during turbulent times. Leaders are being challenged on every front to expand services and educational offerings within a diminishing resource pool. Jack Welch, former chairman and CEO of General Electric, stated, “Good business leaders create a vision, articulate the vision, passionately own the vision, and relentlessly drive it to completion.” Essential leadership attributes for challenging times must include trust, a growth mindset, broad-based participation and effective communication.

Learning Objectives

• Think and plan strategically
• Understand the importance of leadership and influence
• Keep the 3 forces of character in balance
• Lead from a growth vs. fixed mindset
• Communicate change effectively
• Develop and employ a “Personal/Professional Planning Matrix” to achieve your maximum potential

Faculty Member

Course Description

Your campus has invested in you and BMI as your professional development.  In light of our new day, post COVID 19, how will you cultivate your next steps? This interactive session lead by Diane Fennig, former Career Management Director, College Administrator, and now Search Consultant, will give you some strategies and tactics of how to get your career on track or how to re-invent yourself for your next career appointment. 

Learning Objectives

• Review and reflect on your career path and set important mile markers for success.
• Consider alternatives in reinventing your career and career path.
• Examine personal and career goals and verify that they remain aligned with aspirations and desired results.
• Develop intentional networking strategies to build your profile as a colleague and thought leader.

Faculty Member

Course Description

Learning Objectives

• Identify the 4 quadrants of situational leadership
• Evaluate the development level (competence and commitment) of employees in order to determine an appropriate supervisory style
• Discuss factors that are important in effective decision-making and how they can be applied situationally
• Recognize how applying 5 leadership practices (modeling, inspiring, challenging, enabling, and encouraging) positively impacts the performance of employees

Facilitators

Group 1:  Renate Wigfall, MPA, CPA, Special Projects, California State University, Northridge (ret)

Course Description

Learning Objectives

• Demonstrate knowledge and perspective from colleagues’ case studies and conversations of the group
• Discover new methods of listening and sharing counsel and advice

Faculty Member

Course Description

Learning Objectives

• Assess the factors most likely to influence an audience’s receptivity to a new idea.
• Apply techniques designed to make your audience feel safe
• Build consensus by identifying mutual interests
• Use language to “own” the conversation
• Describe the power of third-party validation

Faculty Member

Jerry Farley, Ph.D., President, Washburn University

Course Description

Institutions, like individuals and for-profit entities, must manage their resources to achieve strategic priorities and deliver its mission.  This session is an introduction to the higher education business model and discusses how some institutions are responding to market challenges. The role of the operating budget, financial aid leveraging, capital planning, and the endowment are also presented. 

Learning Objectives

• Describe the basic higher education business model
• Identify major revenue and expense components for higher education institutions
• Recognize current market constraints
• Relate the business of higher education to the mission of the institution
• Examine the new financial operations reality

Faculty Member

Course Description

The economy is well into a transformation that requires new applications of skills, adaptation to emerging ways of doing business, and understanding the challenges posed to our educational segments. Learn details about the impacts of disruption, use of data (e.g., furlough and layoff reports/projections), a basic overview of the macro economy, and what skills are needed to plan forward. The larger connect of Entrepreneurship and Innovation, proposed by Peter Drucker, is the framework for understanding and conversation. Put your thinking caps on and join this valuable workshop.

Learning Objectives

• Identify major trends in the economy impacting colleges and the new normal
• Discuss trends, and need for critical and rapid changes in facilities, financial priorities, and curricular efforts with college leaders
• Describe data analytics, metrics, and methods to develop a compelling understanding that the educational system must be responsive and has the capacity to be the transformative driver in preparing/upskilling the workforce in California and beyond
• Review entrepreneurship and innovation as a contextual framework for the 2020’s

Faculty Member

Course Description

Learning Objectives

• Describe the kinds of people who challenge you most in professional settings
• Identify the characteristics of individuals most likely to harm team performance
• Apply accountability tools as a strategy for minimizing deviant organizational behavior
• Craft organizational agreements designed to encourage ethical behavior

Faculty Member

Course Description

Learning Objectives

• Explore data using data visualization techniques
• Identify principles for selecting key metrics
• Apply data findings for direction and strategy
• Design dashboards to track key metrics

Faculty Member

Sue Anderson MS, SPHR, Director, Staff Education & Development, University of California, San Diego (ret)

Course Description

Change in the workplace is a constant and the ability to be changeable is a desirable skill, yet too often individuals lack the strategies to be successful during times of transition.  Based on the work of William Bridges, this interactive workshop will provide participants with tools and techniques that increase the ability to manage transitions with less disruption and more confidence in both life and work.  Elements of resilience will also be discussed.    

Learning Objectives

• Differentiate between change and transition.
• Identify the three states of transition.
• Identify three strategies to minimize the disruption of a transition.
• Create an action plan to successfully move through the stages of transition based on a change you are currently experiencing.
• Identify behaviors that demonstrate resilience.

Faculty Member

Missy Jarnagin, Housing, Dining & Auxiliary Enterprises, Chief Financial Officer, University of California, Santa Barbara

Course Description 

With limited debt capacity and reduction in state funding across the nation, campuses are needing to become more and more creative with the capital growth needs on their campuses.  This course will explain what a Public Private Partnership (P3) is, the different types of P3 projects that have been utilized.  Additionally, an example of a P3 from CSU Channel Islands will be examined, the successes and the challenges that came from the P3.  

• Understand Public Private Partnerships
• Understand why so many are looking at P3 projects instead of self-financing
• Identify Potential challenges of these partnerships

Course Description

Skilled evaluators should know WHAT to say and HOW to convey the feedback message to employees who are experiencing performance problems. This session will focus on the five communication elements of FRISK® and the importance of each feedback element in addressing below-standard employee performance.

• Effect positive change through clear, accurate and constructive communication support, refine and correct job performance and growth, prior to discipline.
• Simplify feedback by establishing a common institutional language.
• Promote employee accountability while recognizing individual characteristics and dignity through values-based communication techniques.
• Ensure legally sufficient documentation to support necessary discipline and defend against discrimination complaints, grievances and unfair labor practice charges.

Faculty Member

Katy Rees, Associate Vice President, Administration, California State University, San Marcus; Jennifer Williams, Co- Founder, The Culture People

Course Description

Strengths hold the power to unlock one’s potential and facilitate personal and professional growth. Through recognizing and understanding how unique talents create power and edge, individuals can leverage these talents as strengths to consistently and productively build strength in themselves and others. By building upon the first-year curriculum of discovering individual strengths, participants will learn about balconies and basements, further explore the four domains of strengths, and continue enhancing their ability to recognize, leverage, and celebrate their talents and the talents of others. Join us to learn how to leverage your talents as strengths.

Learning Objectives

• Review of terminology and concepts from Track 1
• Utilize individual talents and productively apply them to build strengths in ourselves and others
• Apply themes to showcase your best self
• Identify the domains of strengths and how to leverage those domains
• Describe unique ways to use strengths to positively contribute to your team(s)

Faculty Member

Course Description

Learning Objectives

• Discuss some of the more complex risk issues in higher education, and the strategies for managing those risks
• Analyze the unique risk factors associated with international travel by faculty and students
• Describe the issues which impact cyber security risk exposures, and the strategies employed to secure systems, manage breaches, and finance loss events
• Review the risk exposure associated with programs serving minors, and best practices for risk mitigation and youth protection
• Examine the potential impact of controversial campus speech issues, and current thinking to manage this difficult topic

Faculty Member

Course Description

Financial considerations are key to business continuity as well as disaster planning and emergency preparedness.

During this session, we’ll cover the financial considerations in emergency planning, such as human capital, facilities, property, operations, procedures, and management. We’ll provide strategies to help you incorporate these elements into your financial plan and familiarize you with resources that can help you better manage your institution.

Learning Objectives

• Describe federal financial preparedness guidance
• Identify the elements of a business continuity program
• Assess their institution’s financial preparedness for an emergency and the potential impact of an emergency on the organization

Faculty Member

Howard Lutwak, CIA, CFE, Internal Audit Director, California State University, Northridge

Course Description

Fraud occurs even in the college and university environment. In this course you will gain an understanding of the types of fraud that occur at colleges and universities. Many of our campuses have been victims of fraud from internal and external perpetrators. While the Internet and computers have made some aspects of our work easier, they have also opened up new methods, such as phishing, for fraudsters to exploit. You will be presented with several case studies of actual frauds and will learn what led to the fraud and how it could have been prevented.

Learning Objectives

• Identify various types of fraud
• Describe common fraud schemes in the university environment
• Spot behavior patterns that might indicate pressure to commit fraud
• Prevent fraud
• Take appropriate action if fraud is suspected

Faculty Member

Course Description

Learning Objectives

• Identify ten factors of organizational change that lead to conflict
• Identify three recent changes in your institution that led to conflict
• Describe the characteristics of the four quadrants of the Whole Brain Model
• Define your two primary work style preferences based on the Whole Brain model
• List 3 strengths and 3 weaknesses of your work style preferences
• Write a four-point plan to reduce organizational conflict related to change using the Whole Brain Model

Facilitators

Group 1:  Renate Wigfall, MPA, CPA, Special Projects, California State University, Northridge (ret)

Course Description

Learning Objectives

• Demonstrate knowledge and perspective from colleagues’ case studies and conversations of the group
• Discover new methods of listening and sharing counsel and advice

Faculty Members

Course Descriptions

Learning Objectives

• Identify the content and process of good strategic planning
• Describe best practice examples of strategy and tips for success
• Share first-hand experiences of strategy in your organization

Faculty Member

Carina Celesia Moore, SPHR, MA, SPHR, Director, Talent Management & Development, University of California, Davis (ret)

Course Description

Learning Objectives 

• Explore the benefits of informational interviewing
• Identify people to interview in the near future
• Review the key components to successfully prepare for, conduct, and follow-up on informational interviews
• Practice mock informational interviews in the role of the information seeker and the role of the interviewer

Faculty Member

Course Description

Learning Objectives

• Identify ten factors of organizational change that lead to conflict
• Identify three recent changes in your institution that led to conflict
• Describe the characteristics of the four quadrants of the Whole Brain Model
• Define your two primary work style preferences based on the Whole Brain model
• List 3 strengths and 3 weaknesses of your work style preferences
• Write a four-point plan to reduce organizational conflict related to change using the Whole Brain Model

Facilitators

Group 1:  Renate Wigfall, MPA, CPA, Special Projects, California State University, Northridge (ret)

Course Description

Learning Objectives

• Demonstrate knowledge and perspective from colleagues’ case studies and conversations of the group
• Discover new methods of listening and sharing counsel and advice

Faculty Members

Course Description

Learning Objectives

• Discuss the purpose and steps of Scenario Planning
• Interpret examples of Scenario Planning in private industry as well as higher education
• Share personal and institutional planning experiences, especially given COVID-19

Faculty Member

Course Description 

Learning Objectives 

• Demonstrate how to prepare a budget.
• Identify the participants and process used to operationalize a budget.
• Recognize the many things to identify and address as the budget is operationalized.
• Recite alternative ways to comprehensively address salaries and budget reductions.

Faculty Member

Course Description

Learning Objectives

• Establish professional expectations for your work team
• Identify the performance issues that challenge managers most
• Apply a 4-step process for delivering difficult feedback
• Differentiate between appreciation, coaching, and evaluation
• Conduct meaningful performance conversations

Faculty Member

Course Description

Learning Objectives

• Explore Design Thinking fundamental concepts
• Brainstorm examples of “human-centered designs”
• Participate in discussions/exercises that highlight Design Thinking tools (e.g., empathy interviews, brainstorming, rapid prototyping)
• Apply Design Thinking to engage a variety of higher education customers

Faculty Members 

Course Description 

Learning Objectives 

• Discuss the purpose and steps of Scenario Planning
• Interpret examples of Scenario Planning in private industry as well as higher education
• Share personal and institutional planning experiences, especially given COVID-19

Faculty Member

Course Description 

Learning Objectives 

• Review the origins and development of project management
• Identify the competencies necessary for good project management
• Describe why some projects are successful and why some projects fail
• Discuss the various project tools and techniques available
• Explain the interdependency of project constraints

Faculty Member

Course Description 

Learning Objectives 

• Define various levels of accountability (personal, shared and organization)
• Identify the components of the QBQ – Questions Behind the Question
• Recognize components of the “victim loop” and learn how to operate in the “accountability loop”
• Describe the types of questions to ask in order to resolve problems, increase accountability and enhance effectiveness

Faculty Member

Course Description

Learning Objectives

• Discuss Capital Budgeting and what it includes.
• Idenitfy the fundamental concepts, methods and criteria to Capital Budgeting.
• Describe the Facility Condition Assessments and the role they play in Capital Budgeting.
• Relate the connection between the annual operating budget and capital budgets
• Examine Debt Service Coverage Ratio

Faculty Member

Course Description

Learning Objectives

• Discuss common institutional risks in higher education
• Employ strategies for identifying and analyzing risk exposures
• Describe the components of an enterprise risk management (ERM) structure
• Differentiate between types of risk – operational, strategic, financial, reputational
• Describe insurance and contractual risk transfer strategies

Faculty Member

Course Description

Learning Objectives

• Examine data and related analysis and implications
• Describe information and knowledge about the larger (macro) and nuanced (micro) economy, including details impacting decisions made at the college and university level
• Discuss changes and current plans reflecting grit, versatility, and changes (e.g., staffing, capital improvements, local structural changes)

Faculty Members 

Course Description 

Learning Objectives 

• Discuss the importance of resource allocation to strategy
• Identify different tools of resource allocation in an organization – especially the creation of supporting initiatives and appropriate budgets
• Examine fully vetted strategic plans that are aligned to priorities

Faculty Member

Course Description

Learning Objectives

• Strategically prioritize problems
• Gather pertinent facts
• Avoid the landmines
• Obtain objective input
• Employ the 5 steps of the problem-solving process

Faculty Member

Course Description

Learning Objectives

• Review International Coach Federation (ICF) Core Competencies
• Compare and contrast coaching, advising, counseling, mentoring and training
• Practice using “powerful questions” to create coaching conversations people want
• Write responses to self-reflection questions that lead to your action plan for having creating coaching conversations at work

Faculty Members 

Course Description 

Learning Objectives 

• Understand how to approach the business of strategy in crisis
• Learn to bring focus to uncertainty
• Use methods of scenario planning
• Discover new approaches to deal with tight resources
• Gain insights on being a leader in change management

Faculty Members

Welcome Remarks – Ruth Johnston, Ph.D., Vice Chancellor & COVID-19 Officer, New Mexico State University and WACUBO 2020-2021 President
Keynote – Wellness & Connectivity in the Virtual World - Speaker to be announced

Faculty Member

Course Description

Learning Objectives

• Review and reflect on personal career path and set important personal mile markers for success.
• Define and select Accountability Partners/Mentors.
• Create a time-frame for action items related to career development.
• Write a letter to self as a reminder of the BMI Lessons.

Faculty Member

Course Description

Colleges and universities are facing many challenges and opportunities that must be addressed in the immediate future.  Higher Education’s business model is broken while the cost of attending college continues to outpace the cost of living.  Student debt is astronomically high and unacceptable. Changing demographics of students are negatively impacting many colleges and universities financially.

An evaluation of an organization’s readiness is essential for individuals to understand, accept and master change. The workplace continues to change as multi-generations with different perspectives and expertise enter the work force. Professionals must be prepared to appreciate and communicate as needed on varying generational levels. Analytics and technology enhance the work process but must be employed carefully.

Learning Objectives

• Recognize current challenges facing higher education
• Evaluate your institution’s readiness for challenging times
• Identify needs and develop a plan for leveraging change
• Gain invaluable insight into the culture of your organization
• Appreciate and communicate the benefits of a higher education

Faculty Member

Course Description

Colleges and universities are facing many challenges and opportunities that must be addressed in the immediate future.  Higher Education’s business model is broken while the cost of attending college continues to outpace the cost of living.  Student debt is astronomically high and unacceptable. Changing demographics of students are negatively impacting many colleges and universities financially.

An evaluation of an organization’s readiness is essential for individuals to understand, accept and master change. The workplace continues to change as multi-generations with different perspectives and expertise enter the work force. Professionals must be prepared to appreciate and communicate as needed on varying generational levels. Analytics and technology enhance the work process but must be employed carefully.

Learning Objectives

• Recognize current challenges facing higher education
• Evaluate your institution’s readiness for challenging times
• Identify needs and develop a plan for leveraging change
• Gain invaluable insight into the culture of your organization
• Appreciate and communicate the benefits of a higher education

Faculty Members 

Course Description 

This session will engage the participants in the topic of how to lead and manage change, especially the impact on people and on you as the leader.

Learning Objectives 

• Examine the change cycle and what happens in it
• Identify conditions and success factors of leading effective change
• Demonstrate coaching skills during change

Faculty Member

Course Description

Learning Objectives

• Identify and understand the primary risk exposures in higher education.
• Describe the basic lines of insurance coverage and how they apply to higher education risk exposures.
• Recognize key insurance terms and potentially problematic language.
• Provide essential guidance to colleagues on the core principles of insurance and sound risk management.

Faculty Member

Course Description

Learning Objectives

• Identify core concepts of higher education organization;
• Deploy perspective on campus disputes and processes
• Operate in business-related position on a campus with insight into operations and approaches from other units on campus, specifically faculty
• Possess tools to contribute meaningfully to campus conversations