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BUSN 1103-Prof Development for Co-op Professional Development for Business Co-op prepares students for their successful transition to the professional work environment, discusses skills needed for future career activities, and encourages the reflection of these activities and the impact on classroom learning. Students will have the opportunity to develop the skills needed to conduct a successful job search, perform effectively while on the job, and learn to reflect and build upon knowledge to become career- oriented, life-long, self-directed learners. COURSE OBJECTIVES: The foundation of Northeastern University’s educational philosophy is that classroom learning is enriched by complementary practical experience, and that your understanding of your practical work is enriched by your academic studies. Cooperative Education is the D’AmoreMcKim School of Business’ primary vehicle for providing you with this applied experience. The purpose of this class is to prepare you and assess your readiness for employment in a professional environment. It is expected that your conduct and quality of work will be at the same level that is expected in the professional work environment. This includes your participation in this class, other preparation activities, the quality of all written assignments, and conduct during group advising sessions and in employer presentations. Through participation in this course, you will have the opportunity to ● Apply mindful and self-directed learning in both academic and professional experiences ● Integrate knowledge and skills into new environments including transitioning from student to employee, managing expectations and becoming a highly successful employee ● Demonstrate effective interview strategies and techniques ● Gain an understanding of the expectations of job opportunities and engage in the job referral process ● Exhibit behaviors that indicate knowledge of co-op policies, procedures, and expectations ● Discuss professionalism and workplace issues regarding ethics, culture and appropriate behavior and protocols ● Demonstrate appropriate professional and ethical behavior in various settings: classroom, presentations, individual meetings and the workplace ● Develop career management tools to support your social media presence, networking skills and strategies to work in different workplace cultures and management style COOPERATIVE EDUCATION LEARNING GOALS Experiential education is a key component of a Northeastern University education. In the D’Amore-McKim School of Business, the primary vehicle for providing students with applied experience is through its Cooperative Education Program (Co-op). Co-op is built on the model of Preparation, Experience, and Reflection, with each experience building on the last and integrating the experience of the workplace together with the theory learned in the classroom. Through this model students participate in two or three six-month professional employment experiences. The learning goals of the Cooperative Education Program are to ● Learn to understand, identify, and clarify skills, interests, work values, and career choices. ● Master job search strategies through resume, interview, networking, classroom training, and practice. ● Expand knowledge concentration and industries of selected career tracks. ● Articulate and apply how classroom learning and workplace learning are integrated. ● Demonstrate the ability to work independently and as part of a team. ● Strengthen oral, written, and computer skills. ● Develop awareness of technology and innovation. ● Exhibit appropriate professional behaviors. ● Gain increased understanding and awareness of social and ethical business issues. ● Respect global and diverse work environments. ● Develop strategic thinking skills. ● Evaluate effective management practices and diverse business culture. MGMT 3302-Negotiating in Business Negotiation is a frequent activity in organizational life. It occurs every time that two or more people are in a situation where their goals and interests differ, at least in part. In addition to what we formally think of as negotiation (e.g., proposals, purchases, recruits, contracts, etc.), organizational members also are engaged in a continuous series of less formal negotiationswith bosses, subordinates, peers, group members, customers, clients, suppliers, etc. Many feel a bit unsure going into a negotiation. Some worry about the impact to relationships of asking for too much. Others are afraid of looking "weak" by giving concessions. So, we often aren't sure how to proceed. As a result, when we close the negotiation, we don't always feel great about the outcome. Often, we feel we have “left money on the table,” or that our relationship with the other party has been damaged. Additionally, we need to deal with the fears we have when we negotiate, including the fear that other person has all the power, the belief that bad things will happen if you put your own interests on the table, or the belief that walking away means the negotiation was a failure. Thus, we need tools, structures, and models to draw from. More than anything, we need practice, feedback, and reflection so that we can develop the negotiation skills that are so critical to success in organizational life (as well as personal life, too). Whether we realize it or not, we have been negotiating all our lives. As a result, most of us have some skills in negotiation, but limit ourselves to a narrow intuitive repertoire of familiar strategies, tactics, and general responses to conflict. However, today's workplace requires a wide variety of skills and creative techniques. For most, intuition is not enough; we need to broaden our repertoire. In this course we will cover the basic elements of negotiation. Readings, role playing exercises/simulations, and discussions will provide students the opportunity to develop their negotiation skills. Specifically, by the end of the course, you will have the opportunity to: ⚫ Understand what causes many of us to be less effective than we would like to be ⚫ ⚫ ⚫ ⚫ ⚫ ⚫ ⚫ ⚫ Develop skills in gaining better outcomes in your future negotiations Gain a better understanding of your tendencies and blind spots as a negotiator Understand the difference between integrative (win-win) and distributive (win-lose) negotiations and develop your skills at both Develop alternative strategies to being “too hard” or “too easy” as a negotiator; develop skills as a “principled negotiator” Gain experience in multi-party negotiations Gain experience in negotiating with a co-negotiator Understand the importance of planning for a negotiation and how to do it Understand the psychological dynamics of negotiation including, anchoring, framing, norm of reciprocity ENGW 3304-Advanced Writing in Bus Admin MKTG 2201-Introduction to Marketing Provides an overview of the role of marketing in business and society. Considers the planning, implementation, and evaluation of marketing efforts in consumer and business-to-business companies, in service and goods companies, and in for-profit and nonprofit organizations. Also examines contemporary issues in marketing that can affect organizational success. A term project is used to enable students to apply their learning about the fundamentals of marketing. FINA 2201-Financial Management Designed to develop the financial skills and logical thought processes necessary to understand and discuss financial policy decisions in a global economy. Specific objectives include developing an understanding of the time value of money; using financial statements in decision making; and understanding the nature of financial markets, the cost of capital, valuation of stocks and bonds, management of short-term assets, short-term and long-term financing, capital markets, and multinational financial management. Addresses the impact of legal, social, technological, and ethical considerations on efficient economic outcomes. Requires a financial calculator and provides an opportunity to develop computer spreadsheet skills. MISM 2391-Management Information System To effectively manage and compete in the global, hyper-connected, economy business leaders must have ready access to timely, properly represented, accurate, and relevant information. MISM 2301 addresses the central role of information management (IM) and information systems in enabling value delivery, performance evaluation, and strategic value identification within and across organizations. We explore a variety of enterprises around the world and how they employ IM and IT to automate, inform, collaborate, and innovate. Through readings, lectures, quizzes, case study analysis, analytically-oriented exams, and a course-ending capstone case, learners are provided the opportunity to gain an understanding of key information technology terms, and practice applying analytic frameworks for maximizing the return on investment for business information systems. Learning Objectives – students will be provided the opportunity to learn the below. Skills 1. To practice systems thinking by applying integrative frameworks to specify business needs and the information problems organizations must address to meet those needs. 2. To practice systems thinking, design thinking, and critical thinking by applying analytic frameworks to understand how the people, process, and technology elements of information systems interact to address information problems in organizations and produce organizational benefits. 3. To practice systems thinking and strategic thinking by classifying various types of business information systems and how they meet organizational needs by addressing information problems across the value chain. 4. To practice systems thinking, critical thinking, and strategic thinking by applying analytic frameworks to assess the strategic value of information systems. 5. To practice systems thinking, critical thinking, and strategic thinking by applying descriptive frameworks to specify and mitigate the risks of ethical and legal issues involved with information assurance (information quality and cybersecurity). Knowledge 1. To develop information literacy by understanding the various types of IT architectures and how each enables (or hinders) the activities of the enterprise. 2. To develop information literacy and planning knowledge by comparing and contrasting various options for IT project and portfolio management and how each aligns with different approaches of digital governance. 3. To understand the role of emerging information technologies in producing both strategic opportunities and strategic threats to organizations.
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Outline for the management question
❖ Introduction to the paper
❖ Synthesis of the six courses I studied for the professional growth
❖ Professional development of co-op
❖ Negotiating in business
❖ Advanced writing in business administration
❖ Introduction to marketing
❖ Financial management
❖ Management information system
❖ Co-op experience in the field as an intern
❖ The project regarding the Southwest Corridor Park and Conservancy
❖ Conclusion of the synthesis paper


Management

Student's Name
Department, University
Course Name/Number
Professor's Name
Assignment Due Date

Synthesis of the courses
Introduction
As a student, I am faced with the mentality of question answers. It is a unique approach
to assessment that has opened my understanding of all the courses I have studied throughout
my studies. This assessment allows me to internalize everything I learned to bring them to the
practical field. This paper contains six-course units I looked at that are of great help in my
entire career, as seen through the participation in the non-profit organization's management,
the Southwest Corridor Park and Conservancy. The groups I have been in as a member has had
a significant contribution to the entire journey.
The pod had members that were free to share their expertise and experiences in all
aspects needed. Working with our client as a pod gave me an overview of how my skills will
enhance the knowledge and skills will help me perform even better in the future. As a
successful student of Northeastern University, I am pleased to have this as an outline of my
entire studies in the institution. I will be discussing how the specific courses have contributed
to my expertise now and in future life. I will further discuss my involvement with the client
and as a pod member in this paper. I have encountered many learning experiences since
admission to this moment that contributes significantly to my interaction with the client and
the pod, which I will also discuss. Synthesis of the taught courses is as discussed below.
Professional Development for co-op (BUSN 1103)
This course has been a pillar and the basis for the transition from the student to the
professional environment. It equips skills to carry out future activities for the career. This
course also helps reflect on the actions to be practiced in the profession and ensure that
classroom learning has had a significant impact on the students. Skills acquired from this course
will help the students to be able to carry out job searches successfully. The respective students

that studied the class will perform the assigned jobs effectively. They will learn, reflect, and be
oriented to life-long careers by building on the knowledge acquired and self-driven learners.
It is a practical experience that has many objectives, one of which enriches my academic
studies. It enabled me to be mindful in my studies and also during my transition, the pod
participation. When we were designing the website for the Southwest Corridor Park and
Conservancy, I was able to integrate the skills and knowledge acquired from this course and
successfully help in the branding of the non-profit organization. By asking questions and
seeking clarifications from those involved with the conservancy, like John Biske, helped put
the techniques and strategies in interviewing into practice. Southwest Corridor Park and
Conservancy was a real deal in identifying such opportunities as branding. I was able to
understand the processes necessary for referrals for the option from the organization.
Right from the introduction, I was already aware of what, as a co-op member, need to
behave. I understood the policies, the procedures that should follow, and what to expect, such
as sharing knowledge and skills from different individuals who are professionals in various
fields. I am glad that I participated in the Skills for Tomorrow Case Study, which gave me a
better understanding of the professional development for co-op. The case of Harrisburg
location, was constantly ranked last, had issues at the workplace professionalism regarding the
culture of the SFT, the ethics of the organization, and how those working in the organization
carried themselves around. In addition, faced protocol issues. The knowledge to identify and
discuss such matters came from this course. Other than a workplace, I can ensure
professionalism and behave ethically in all aspects of my life.
The opportunity to study this course gave me an upper hand in understanding how the
presence of social media can be used as a tool in the management of an organization. The idea
of branding through the website for the Southwest Corridor Park and Conservancy was a

significant success due to the skills and knowledge from this course. When the pod members
suggested various strategies to develop ideas for branding, we had to use networking skills,
learning from this course. Developing strategies is a key objective, which was a contributing
factor manifested in the presentations and the frequent meetings with the other members.
Experimental education learning has specific goals. The D' Amore-Mckim School of
Business at North-eastern University offers students be equipped with applied experience. As
the course requires, preparedness, experience, and a strong reflection are the essential models
I build the knowledge I got from class, in theory, to make an experience out of it. By getting
the opportunity to participate in the professional experiences, primarily through pod when we
took over the branding of the Southwest Corridor Park and Conservancy and the SFT case
study, I understood this course's goals. The destinations are understanding, identifying, and
clarifying skills, interests, work values present, and career choices. Sharing information with
different professionals with vast experience in various fields gives a better understanding of
the theory lessons I took on the course.
At this point, I am well aware of the strategies I should use to search for jobs in all
angles like networking, among others. Practical involvement in the field in actual employment
with professionals increased my knowledge in the line in which my career is based. I am
flexible in the manner in which I apply the classroom knowledge in my place of work. Being
assigned a task in the pod as part of those presenting was a relief as it gave me a chance to
show how I can work independently and be part of the team. In the survey the pod conducted
to develop the prototype presentation, there was a need to be aware of technology and the
related innovations. It helped me assess the competitors deeper to identify the gap our client
would fill to make it a success. I became an excellent speaker. The presentation through
PowerPoint is an excellent assessment of my written and computer skills. Everyone loved it.

Negotiating in Business (MGMT 3302)
It was one of the best classes I ever attended. It is more of the day to day life. It is all
about negotiation. Before then, I would not be satisfied with the results, or sometimes I would
think I went overboard in the talks. However, this class allowed me to brace myself with
knowledge and skills to negotiate effectively. I am glad to have been achieved the goals of the
course for the good of my career. I was able to understand what caused me to be less effective
in negotiations. I then studied hard to develop skills that made me gain better outcomes in all
my talks and the future. This class made me understand my tendencies as a negotiator and any
blind spots I may have.
During zoom meeting with pod members on the prototype, the responses from people
around the park did not look good. John Biske reminded us how and why we should involve
more volunteers. His encouragement made me reflect on this class. I was able to integrate the
interactive and distributive negotiation to ensure that the branding of Southwest Corridor Park
and Conservancy succeeded. I can proudly say, I am a principled negotiator. During my time
in school, I enjoyed this class, especially the lesson about multi-party negotiation.
Understanding the three stages strengthened my negotiation skills. I got skills in negotiating
with other co-negotiators, just like the case of competitors of the clients we were branding for.
Understanding how important it is to plan for negotiation and the way forward was also
emphasized by John Biske, one of the pod members. Entirely, professionally, it has shaped my
psychological understanding of domains in the negotiations, which has made me the best
negotiator.
Advanced Writing in Business Administration (ENGW 3304)
The entire course was about dealing with challenges in writing done through the various
writing assignments given. The best trick I used, and I am proud of, is the language I chose,

which enabled me to be effective in my studies. The practice was vital action for the best
outcome. I did a lot of training in formatting various written pieces. I managed to shape my
skills on how to give constructive feedback. I finally found a community in which I belong, a
discourse community. This community mentored me in searching for topics to write about.
Also, guided me on how to choose professional topics and write meaningful papers about them.
The skills in writing are among the lessons that will forever be relevant in my entire
career. Advanced writing in business administration was not an exciting class to attend. It is
boring to go home every evening to begin typing on a new paper. However, it has been a pillar
and very helpful for the project I am consulting on. This course has given me skills in writing
to work on an employee's manual by editing and updating it constantly. The essays I wrote, the
mistakes in all areas made and corrected, have contributed to the pod as far as the Southwest
Corridor Park and Conservancy project is concerned.
This analysis is an outstanding testimony for the skills and knowledge acquired from
the Advanced writing as a course. It is a lot of work binding the six courses together and
integrating them with the pod, projects, the case studies, and my entire transition between
student and professionalism.
Introduction to Marketing (MKTG 2201)
It is a class that links society and the business world. It carries the most weight in the
business profession. These were the classes that I would never imagine missing. They cannot
be taught anywhere else. It was an exciting class that taught on planning, implementing, and
evaluating the efforts we put in marketing in all aspects like consumer and companies of
business to business entities, services, and the company goods and those that are for-profit
organizations and non-profit ones. The projects of Southwest Corridor Park Conservancy is
such a non-profit organization that I am involved in through the pod.

The zoom meetings we carry out are to exercise planning, Implementation, and
evaluation on how this project will succeed. I use the skills from this class to help the project
advance in marketing strategies, especially when we are dealing with branding based on
website development. By understanding the contemporary issues in the marketing of this
project, which for this case, is internet influence and social media, the pod was able to come
up with the final implementation plan for the project. I am glad that I am part of the project,
for it enables me to apply my learning from this class to the fundamentals of marketing.
Financial Management (FINA 2201)
This course aims to understand policy decisions related to finances in the economy
globally. The course equips me with financial skills and logical thoughts to appreciate the
process and achieve the goals. Individually, as much as it seemed a challenging class, I was
determined to understand every objective of this class. The lesson about the time value of
money was so involving but helpful. I can make financial statements to help in decision making
as well as being able to understand how the financial market is. Cost of capital is crucial in my
line of career together with stocks and bonds' valuation.
As I relate with the project, there were aspects to consider, like the assets and financing.
Guided by John Biske, I was able to articulate the skills from this class to the projects in terms
of the project's impacts in various ethical, social, legal, and technological considerations.
Technological was the central aspect of them all, which, from the final Implementation of the
project, we are confident that its impact will be felt positively. I am good at financial
calculations of which, by using my skills, I can develop computerized spreadsheets for the
project and my entire profession.

Management Information System (MISM 2391)
I wanted to be a competitive business leader globally. Admission into Northeastern University
made it possible by offering this course. The information management (IM) that this course
address has effectively placed me in the line where global business leaders are. Attending this
class gave me a chance to explore various enterprises worldwide and how the enterprises use
IT and IM in the system. Evaluation after every topic of this course was a stepping stone to my
success. It was full of activities that made it very interesting. Such activities as reading,
attending lectures, responding to quizzes, and analyzing case studies was the most remarkable
practical part of it. There were also analytically oriented exams and a capstone case that was
part of ending the course. The group of five that I participated in were privileged to handle SFT
as a case study that equipped us with an understanding of the essential terms of IT and practice
applying the analytic framework to minimize investment's return for the sake of Business
information systems.
I could not afford to miss these classes because the objectives for the course were linked and
were enjoyable to understand. Goals were specific as skills and knowledge. The skills I gained
from this course are practicing systems thinking through applying frameworks of integration
to particular needs of the business and the problems of information needed to be addressed by
the organization so as the requirements are fully met. There are many other ways I learned that
could be adopted to ensure systems thinking. Among them is classifying different types of
business information systems and finding a way to address the problems to meet the needs of
the organization. It helped when I interviewed people living around the park and those that
frequently visit the park. It allowed our pod to effectively execute branding by website
development through the implementation plan the pod decided on.

I understood the value of information systems by applying analytic frameworks that enabled
me to assess the situation. Descriptive frameworks came to my rescue, which is a skill I learned
from this class. It helped specify and solve the risks that involved the park. The website
development for the project is of high quality, and there is an assurance of cyber security.
The second category that I gained from this course is knowledge I plan to use throughout my
entire profession in the future. With interaction with pod members like John Biske, who is
conversant with the architecture of IT, he was able to break everything down for us to
understand and improve on to enable the project's success. The survey of the project I carried
out by looking into competing organizations was the knowledge from the management
information system. By comparing various ways the competitors used for branding, we found
a gap that the project would benefit from. The knowledge we build on the entire social media
and how frequently we visit the competitor's parks to ensure the project our pod was handling
is assured of digital governance.
As a pod member suggested, though the park might find majority volunteers, there was a need
to interview all individuals of all races, cultures, gender, and other concerned parties. The
information, therefore, helped in our final implementation plan as it contained strategic
opportunities that gave the people meaning to have a high number of tourists to the park. The
project also addressed the threats that the organization might face and the ways to mitigate
them. This class was the best and very articulate.
Co-op Experience
Serving as an intern is the best way to fully articulate the knowledge and skills learned from
class to the field. I had lots of experiences as a business management intern as a production
manager in a start-up company. The company produced solar turbines in San Diego. Every step
I took in the company was a learning experience for me. Everything seemed a whole lot

different from what I figured from class. I was involved in the discussion and analysis of the
business strategies of the company.
My task as a production manager was to organize production schedules, resource
requirements, and project assessment, negotiate for the company, estimate, and agree on the
budget together with timescales with the concerned parties like the clients and the respective
respective respective managers. I made sure that well-met regulations related to health. There
are many tasks that I had to do since it is a start-up company.
There was some time that needed me to carry tasks out of my line of duty. With my flexibility
and ability to learn fast, I joine...


Anonymous
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