Business Administration Program
AY 2001-2002

Business Administration Program Mission Statement

It is the mission of the Business Administration Department to facilitate student learning in a learning-centered environment and to meet the needs of the business community by providing a relevant and current curriculum that embraces academic excellence, diversity, and innovation.  The Business Administration Department is committed to using appropriate instructional strategies, making effective use of instructional resources, and continuously assessing student academic achievement for the purpose of ongoing improvement.

It is the purpose of the Business Administration Department

• To prepare students for entry-level careers in business services, marketing, real estate, e-commerce, and small business management
• To provide skill upgrade training for those currently employed in business
• To offer support courses for other vocational programs
• To provide vocational courses for lifelong learning and
• To provide transfer courses for students articulating to 4-year colleges.

Intended Learning Outcomes

After completing the Business Administration Degree, a student will be able to:

1. Describe and identify the principles that are consistent with a private enterprise system
2. Describe the effect of law on business and identify the aspects of the law that comprise business law
3. Define business ethics and discuss its application within organizations
4. Discuss the basic elements of marketing
5. Demonstrate the selling process by delivering an effective sales presentation
6. Apply customer service standards to telephone, fax, and e-mail interactions

Learning Outcome Assessed AY 2001-2002

During the academic year 2001-2002, the following learning outcome was assessed:

Demonstrate the selling process by delivering an effective sales presentation

Assessment Tool Used

As a final classroom activity, every student enrolled in MAR 111, Principles of Sales, was required to make a complete sales presentation to a buyer (another student) and was assessed using a rubric.

The rubric was divided into 5 areas of assessment: Communication Skills, Product Knowledge, Questioning Techniques, Handling Objections, and Closing the Sale.  Within each of these 5 areas, there was a list of 6 relevant, specific behaviors that, if demonstrated, would indicate an exceptional and complete competence in that area.  Students who demonstrated 2 of the 6 behaviors were rated as "below average"; students who demonstrated 4 of the 6 behaviors were rated as "average"; and students who demonstrated more than 4 of the 6 behaviors were rated as "above average".

In addition, number weights were assigned to each of these components.  Each of the 5 areas of assessment carried a weight of 10 points.  The rating of "below average" carried a weight of 1; the rating of "average" carried a weight of 2; and the rating of "above average" carried a weight of 3.  The weight of the rating multiplied by the weight of the area of assessment provides an overall score.  A student could earn a maximum of 150 points through this activity.   These points were a significant part of the students' final grades.

The actual rubric is available for review.

During Spring Semester 2002, there was one section of MAR 111.  Fourteen students participated in the final sales presentation activity and were thus evaluated using the rubric assessment tool.  The benchmark that we established was that a student demonstrating 4 of the 6 behaviors qualified as a "C+" student, on the border between "average" and "good" and they were competent in that skill area.

The Results

We expected to learn if the students in MAR 111

1. Could demonstrate good communication skills
2. Could use knowledge of the product and the customer to their advantage
3. Could apply the steps of an effective sales presentation

We also expected to learn in which of these assessment areas (Communication Skills, product Knowledge, Questioning Techniques, Handling Objections, and Closing the Sale) we needed to re-evaluate and improve our instructional techniques and/or tools.

The data from the assessment rubric has been compiled by Institutional Research and shows the following:

Assessment Results
Courtesy of Institutional Research and Assessment Committee Advisor
This analysis was conducted on April 3, 2002
MAR 111: Principles of Sales
Sales Presentation Assessment
	Number  #
	Below Average	Average	Above Average	Total
Communication Skills	1	7	6	14
Product Knowledge	0	2	12	14
Questioning Techniques	3	10	1	14
Handling Objections	4	9	1	14
Closing the Sale	5	4	5	14
	Percentage %
	Below Average	Average	Above Average	Total
Communication Skills	7%	50%	43%	100%
Product Knowledge	0%	14%	86%	100%
Questioning Techniques	21%	71%	7%	100%
Handling Objections	29%	64%	7%	100%
Closing the Sale	36%	29%	36%	100%

Using the previously stated benchmarks, the data shows us the number and percentage of students who we would rate as having achieved competence in each of the five assessment areas.

The students demonstrated excellent communication skills.

The students used knowledge of the product and the customer to their advantage.

The majority of the students successfully applied the steps of a sales presentation.

The two weakest areas of achievement were Handling Objections and Closing the Sale.  Our intention is to give the students more practice with these techniques in classroom simulations.

The assessment tool has already been shared with the Business Administration and Management Advisory Committees.  It was implemented by an adjunct. 

Assessment Summary, Business Administration, page 4

Now that the results are here, the information will again be shared with both groups. 

Suggestions for improving the actual assessment tool include:

1. Circle/identify which skills the students demonstrated in each of the five assessment areas.
2. Indicate semester on the evaluation form.
3. Add a point range to indicate what levels are considered proficient.