HANDBOOK 2010-2011 - TCUneeley.tcu.edu/...2011_Neeley_Fellows_Handbook.pdf · Last Revised...

HANDBOOK2010-2011

FELLOWS PROGRAM

TABLE OF CONTENTS PREFACE PROGRAM OVERVIEW

Purpose and Philosophy Goals Statement of Values

PROGRAM MEMBERSHIP Initial Membership Maintaining Membership Student Agreements

PROGRAM CURRICULUM Objectives Coursework Study Abroad Senior Business Capstone Course Senior Honors Research Fit with the TCU Honors Program

PROFESSIONAL DEVELOPMENT Professional Development Competencies Transformational Development Portfolio Transformational Development Plan Advising and Coaching Mentoring Service-Learning Professional Organization Membership Leadership Development

PROGRAM ADMINISTRATION Program Timeline & Requirements Program Delivery Student Organization Communications Financial Aid Graduation Recognition

APPENDICES Faculty, Staff and Administration Directory Forms

Student Contract Release Forms NYC Travel Intent Form Study Abroad Intent Form & International Experience Scholarship Form

Professional Development Competencies and Activities Professional Development Requirements Check-Off Lists Sophomore Junior Senior Neeley Student Professional Organizations TCU Leadership Seminars Sample Transformational Development Plan Bibliography Contact Information

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Neeley Fellows Program Handbook Page 1

Last Revised 11/16/2010

PREFACE

The following handbook has been developed to present a general framework of the TCU Neeley Fellows Program. This handbook is a living document and changes are made to it as changes are made in the Program. The most current version of the handbook is available through eCollege and changes to it are communicated to students electronically.

PROGRAM OVERVIEW Purpose and Philosophy The mission of Texas Christian University is to educate individuals to think and act as ethical leaders and responsible citizens in the global community. Neeley Fellows is an undergraduate program of the Neeley School of Business that aims to educate and develop individuals of extraordinary potential with curricular and co-curricular experiential learning opportunities to effect change in the global business community. Neeley Fellows is a three-year program challenging top business students to stretch beyond their already competitive undergraduate coursework and providing opportunities to interact with top faculty and business executives both inside and outside of the classroom. The program promotes development of basic business skills as well as professional development in the areas of career management, communications and global, ethical leadership skills to equip individuals for success in today’s world.

The Neeley Fellows Experience: Experientially Enhanced Academics + Professional Development

The program offers academic and extra curricular opportunities designed for intellectually curious, self-motivated students who want to optimize their university experience. Program professors and staff assist each student to establish and reach their individual academic and career goals. The Neeley Fellows strive for excellence and are personally accountable for their intellectual growth. The Neeley Fellows Program offers the privilege of working within a circle of scholars who possess similar commitment toward excellence in the pursuit of knowledge accompanied by the highest degree of personal and professional integrity. Academically, students should anticipate exposure to intensive reading, focused writing, group activities, interactive learning, class speakers, field trips, service learning, a senior capstone class culminating with a live case in a major corporation, and a senior honors research project with a formal project presentation during Honors Week. Successful completion of twenty seven (27) hours of Neeley Fellows coursework and Fellows’ Professional Development Program will earn students special recognition during graduation ceremonies and TCU honors.



Goals The Neeley Fellows program is a challenging educational experience that encourages both scholarship and sustained academic activities at the highest level. The objective of this program is to help students achieve the following:

Familiarity of the Business World Beyond the Classroom Global Outlook and Experience Professional Self-awareness and Development Significant Contribution to Business and Society Key Association with Business Leaders and Neeley Alumni Lifelong Relationships with Neeley Fellows Colleagues

Statement of Values

The Neeley Fellows Program Statement of Values is meant to guide the actions of the program members. Students will demonstrate these values in their decision making, personal behaviors, and interactions. As Neeley Fellows of Texas Christian University, we commit ourselves to the pursuit of excellence and achievement in all endeavors with the highest degree of professionalism and integrity. We believe our responsibility within the Neeley Fellows Program is to:

Develop a culture committed to both professional and personal growth Promote teamwork in an active learning environment Foster personal relationships and mutual support, both today as students and in the

future as professionals

We believe our responsibility within Texas Christian University is to balance academics and campus involvement. We believe that our responsibility to the Professional Communities in which we work is to become ethical leaders with a global perspective and a commitment to enact positive change. We believe our responsibility within the Greater Community in which we live is to devote our time and talents to serving the community.



Initial Membership (Updated 5/21/2009) To become a Neeley Fellow, freshman students must:

A. Be enrolled at Texas Christian University as declared Business majors. B. Possess a minimum 3.25 (3.4 beginning with the class of 2013) TCU GPA at the end of

each semester of their freshman year. C. Complete at least 24 credits at the end of their freshman year. D. Actively demonstrate community service, leadership and academic achievement in high

school and college. E. Submit an application, with a compelling cover letter, descriptive resume and two letters

of recommendation by April 30th of the Spring semester of their freshman year. F. Conduct informational interviews with two current Neeley Fellows who are not members

of their sorority or fraternity before April 30th. G. Be selected by a committee appointed by the Senior Associate Dean for Undergraduate

Programs that admits top 30 students into the program. The Neeley Fellows Program seeks to provide equality of educational opportunity and does not discriminate against applicants based on race, national origin, religion, sex or sexual orientation. Program faculty and staff will provide accommodations for persons with disabilities. Maintaining Membership (Updated 5/21/2009) To maintain membership in the Neeley Fellows Program, a student must:

A. Remain in good standing with the university. B. Satisfy all the requirements necessary to be formally accepted into the Neeley School of

Business by the designated deadline. C. Enroll each semester as a full-time student and complete 24 credit hours of graded work

during Sophomore and Junior years. D. Conform to the TCU Code of Conduct - especially in the area of academic honesty. E. Conduct himself/herself in a professional, honorable and ethical way in all classes, at all

events, in all interactions with the university staff, and online while representing the Neeley School or TCU. Any activity that reflects negatively on the Fellows Program or the university may result in a disciplinary action which may include dismissal from the program.

F. Maintain a 3.25 (3.4 beginning with the class of 2013) cumulative GPA each semester. Members may drop below the minimum cumulative GPA for no more than one semester. Students with a cumulative GPA below 3.25 (3.4 beginning with the class of 2013) during more than one semester will be dismissed from the program.

G. Regularly attend and complete all offered Neeley Fellows courses (International Management is optional). Excessive absence will lead to dismissal from the program.

PROGRAM MEMBERSHIP



H. Participate in all required extracurricular activities each semester. Absences will be allowed only in case of university excuse or a family emergency. Appropriate arrangements will have to be made to make up the missed activity.

I. Fellows missing ANY of the required Professional Development activities or documentation during a portfolio review session will be put either on Warning or on Probation, depending on a number of missed activities. A Warning or Probation will require students to finish satisfying the semester’s Professional Development requirements in addition to the consecutive semester's Professional Development requirements by the time arranged with the Program Director, but no later than in the consecutive semester. Only two Warnings or one Professional Development Probationary Status will be allowed to a Neeley Fellow during the course of the program. Lack of progress on the Transformation Development Plan in any semester will lead to dismissal from the program.

J. Become a part of the Neeley Fellows Student Organization (NFSO), involved either in the governing body of the organization or in one of the committees and pay $50 annual dues to NFSO.

K. Meet with the Neeley Fellows Advisor at least once each semester to track progress in the program and develop individually-tailored professional development plans. Appointments should be scheduled during the time frame provided each semester.

L. Honor all commitments within the Neeley Fellows Program. Removal from the program will occur if the student does not complete all of the requirements of the program at the end of any year, falls below the 3.25 (3.4 beginning with the class of 2013) cumulative GPA for more than one semester or for conduct unbecoming a Fellow. Once removed from the program, the student may not rejoin the program at a later time. In case of dismissal from the program, a student can file an appeal with the Senior Associate Dean. All appeals must be made in writing within four days of receiving a formal letter of dismissal. A clear, well documented case/argument must be made for reconsideration of dismissal. The decision made by the Senior Associate Dean is final. Student Agreements By accepting admission into the Neeley Fellows Program, the student understands that he/she must meet a set of standards established to ensure the best possible experience for all students and agree to sign the following (see appendix):

A. Neeley Fellows Student Contract B. TCU Informed Consent and Assumption of Risk for all off-campus activities C. Photographic Release Form

PROGRAM CURRICULUM Objectives Neeley Fellows courses are not intended simply to be “harder” or to demand a greater amount of work than standard classes. The Fellows faculty designed the courses to maximize student initiative in learning more independently and to explore ideas utilizing more critical thinking



skills than might be practical in an ordinary classroom environment. Fellows’ courses encourage students to look beyond books, labs and class work and to learn in real-world business settings. The specific Neeley Fellows Program curriculum objectives include the following:

A. Development of Critical Thinking through Experiential Learning

Faculty presents a discipline-specific perspective that helps students to understand how experts in the field see the subject of their investigation. Students utilize critical thinking skills to integrate concepts, theories, and discussions with applied learning experiences in a context of a discipline-specific business problem.

B. Utilization of Comparative Analysis in Course Exposition A comparative perspective characterizes daily exposition of material in the Fellows’ courses, whether the comparison is of cultures, disciplines, theories, societies, historical periods, or methodologies.

C. Assignment of Challenging Readings Faculty use challenging, more extensive readings that often include primary business sources (data from empirical studies, interviews, journals rather than textbooks, etc.) in the teaching of Fellows courses and in the assignment of Fellows projects.

D. Employment of Variety of Instructional Methods The Fellows courses are offered in a smaller class size format, to a cohort of 30 students and offer significant amount of personal attention to the students outside of class. The courses exhibit a breadth of pedagogical methods including field trips, videos, the Internet, lectures, guest speakers, active-learning exercises, workshops, team projects, case analyses, discussions and cooperative-learning experiences.

E. Rigorous Course Outcome Assessment Faculty evaluate students by a variety of means. Faculty members de-emphasize multiple choice tests and utilize written assignments and exams. The evaluation of presentation and communication skills as well as experiential components of courses is utilized in each course, as appropriate. Peer evaluations are used in courses, where appropriate.

Coursework The Neeley Fellows Program provides a strong foundation in business and allows students to major in any discipline. Majority of the Neeley Fellows double major within the Neeley School. Some students choose to couple a traditional business major, such as marketing or finance, with a major in a discipline outside of business, such as political science, theatre, biology or Spanish, just to name a few. Other students select a major and a minor. The courses in the Neeley Fellows program focus mainly on satisfying Neeley School lower- and upper-division core requirements to ensure that the program creates no complications for the timely completion of graduation requirements in any major. Most of the courses carry honors designation and are taught by Neeley’s most highly regarded faculty. Classes are limited in enrollment to Neeley Fellows only. The following courses make up the curriculum of the Neeley Fellows:



Sophomore Year - Fall ACCT 20153 – Financial Accounting (honors) BUSI 20173 –Foundations of Business Sophomore Year – Spring ACCT 20163 – Managerial Accounting (honors) BUSI 20153 – Ethical Decision Making (honors) MARK 30153 – Marketing Management (honors) Junior Year – Fall MANA 30153 – Organizational Management (honors) FINA 30153 – Financial Management (honors) Junior Year – Spring/Summer BUSI 30223 – International Business Study Abroad (honors, optional) Senior Year – Fall and Spring MANA 40153 – Strategic Management (honors) XXXX 40003 – Senior Honors Research (year-long; honors)

Students may not take Neeley Fellows cohort courses on a Pass/No Credit basis. Study Abroad Neeley Fellows are strongly encouraged to study abroad. Students in the program have an opportunity to take a semester abroad during the Spring of their Junior year. Alternatively, they have an opportunity to travel internationally with the Fellows and study abroad as a part of the International Business course taken during the Spring semester of their Junior year and Summer mini term after the Junior year. The International Business course is an optional course, but strongly encouraged. All Neeley Fellows enrolling in International Business and participating in the study abroad experience need to have a valid passport and visas, as appropriate, for travel. All Fellows are expected to obtain passports by November 1st of their Junior year. In the past years, Neeley Fellows studied International Business in Santiago, Chile. To follow a team of Neeley Fellows through their experiences in Chile during the Summer of 2010, please visit http://dreamteaminchile.blogspot.com/2010/05/pack-pack-pack.html. Senior Business Capstone Course In the Fall of the Senior year, students enroll in Strategic Management – their capstone experience. As the course syllabus states, “Strategic Management takes the perspective of the chief executive or general manager. Most of prior courses focus on functional skills. Strategic management decisions cut across functional areas and deal with the synergistic effectiveness of the total organization. Students examine the challenges that firms are facing by applying the analytical techniques learned in accounting, finance, organization theory, marketing, economics, and related business disciplines. Students integrate the knowledge acquired in each of the different functional areas of business. Additionally, this course also takes an Entrepreneurial



approach to the study of strategy. Consequently, entrepreneurship theory and practice permeate the course. (MANA 40153 syllabus) During the Fall of 2010, senior Neeley Fellows will be working on a Live Case with Lockheed Martin, examining companies in the Defense Industry. The course will culminate with student presentations of their recommendations to Lockheed Martin executives at Lockheed Martin. Senior Honors Research Course During the Fall of the Senior year, Neeley Fellows enroll in a XXXX 40003 Senior Research Project course within one of their major fields of study. Students have an option of working in teams or individually, with team format being encouraged. Once project ideas are finalized in the Spring of their Junior year, students select a faculty advisor from among all Neeley faculties. A committee of three faculty members will be formed and they will guide the students through the research process. Neeley Fellows will have the Center for Professional Communications, the Writing Center, and the Business Librarian as additional resources to assist with the projects. Senior Honors Projects are presented during Honors Week and the research documents are submitted electronically to TCU library and the Honors College for their records. All Neeley Fellows are encouraged to have their research published in appropriate trade publications. The project course is a year long, rather than a semester. Students receive an ‘I’ at the end of the Fall semester and continue their applied business research, creative efforts and writing into the Spring. All documents have to be finished by May 1st. Fit with the TCU Honors College Entering freshmen who complete the Honors College lower- and upper-division requirements will graduate with an Honors College Diploma, as well as a BBA degree from the Neeley School of Business. Neeley Fellows in the TCU Honors College can satisfy most of the lower-division and all of the upper-division requirements of TCU Honors through the Fellows curriculum.

Business students enrolled in the Neeley Fellows Program and TCU Honors College, taking Fellows sections of any three of their sophomore year courses: Financial Accounting, Managerial Accounting, Business Ethics, and Marketing Management earn the nine hours of electives toward satisfying the lower-division requirements of the Honors College. To satisfy the freshman year requirements of the Honors College, students must take six hours of courses designated as Cultural Visions. This requirement can be satisfied in numerous ways. A semester of study abroad will satisfy it. Summer study abroad class counts as three of those hours. Any two courses listed in TCU Class Search with the Honors: Cultural Visions attribute can also satisfy this requirement. Neeley Fellows taking Fellows’ sections of Organizational Management, Strategic Management, and Senior Honors Research fulfill the Upper Division Requirements of the Honors College and will be honored upon graduation as an Andrews Honors Scholar graduating with Departmental Honors in Business.



The business Honors College students completing the Neeley Fellows Program are still bound by the GPA and other requirements of the Honors Program in order to graduate with the Honors College Diploma. Since the TCU Honors College offers extra benefits to the Neeley Fellows, such as early registration, additional distinction at graduation, residential facilities, subsidized study abroad programs, scholarships, just to name a few, all Neeley Fellows are encouraged to join TCU Honors College, if they have not already done so. To inquire about the admission process, please contact Dr. Peggy Watson at [email protected]. All Neeley Fellows in the Classes of 2012 ad 2013 are members of the honors College.

PROFESSIONAL DEVELOPMENT Professional Development Competencies

It takes more than expertise in the major to make students effective in the workplace and able to effect change in their organizations. Employees must work well in teams, understand diversity, express themselves effectively, follow business etiquette, and conduct business ethically. Increasingly, corporations give hiring preference to students who already possess these skills and characteristics.

The Neeley Fellows Professional Development Program extends beyond the coursework and the classroom, assisting students in developing the skills needed to be successful in the job market as well as in their professions. Through self-discovery and self-development, students acquire professional skills and develop personally in a way that allows them to realize their full potential. The program will help the students recognize what strengths they have and what their potential is, so they can keep challenging themselves. The Fellows complete assessments, attend workshops, write reflective essays, take tours, attend events and develop a Transformational Development Portfolio. The Professional Development Program is designed to help the Neeley Fellows to develop effective skills in the following areas:

Career-Management Communications Global Ethical Leadership

For a detailed list of professional development competencies and activities, please see the Appendix.

Transformational Development Portfolio The Neeley Fellows document the professional competencies developed in their Transformational Development Portfolios. The purpose of the Transformational Development Portfolio is to:

o document the mastery of different competencies o demonstrate personal growth and achievements



o increase self-awareness and confidence o reflect and learn from own actions o become prepared for a competency-based business world

The portfolio contains the following documents:

o Current Neeley Fellows Directory Page o Professional Development Program Overview

and Professional Development Competencies/Activities Matrix o Professional Development Activities Documentation

– Year 1, Year 2, Year 3 o Transformational Development Plans (TDPs) – Year 1 and Year 2 o Evidence of Competency Development

In each competency area, evidence of skill development from classes, work, workshops, internships, study abroad experiences, other co-curricular activities in a double-spaced, page-long reflective essay discussing how a particular competency has been developed and is being practiced.

o Pictures Demonstrating the Competencies (optional) o Other Relevant Work Demonstrating your Competencies (optional)

Transformational Development Plan The Professional Development Program is built around the Reflected Best-Self theoretical framework (Roberts, et al., 2005) and Peter Drucker’s Managing Oneself (2005). Through self-assessment, students discover their strengths, values, interests, and abilities and write a reflective essay based on their profiles, assessing who they are today, who they want to be and what they want to accomplish. After completing the self-assessment process, with an assistance of an advisor, students develop an individual plan of professional development geared toward their future careers and based on their developmental needs. The Transformational Development Plan includes a set of individual learning goals focused on the student career’s required competencies. The Fellows work with an advisor over their Sophomore and Junior years to complete the necessary activities leading to the development of required competencies. For a sample of a completed Transformational Development Plan, please see the Appendix. Advising and Coaching One of the most important services offered to the Neeley Fellows is personalized advising and coaching through the Neeley Student Resource Center (NSRC), University Career Services and Center for Professional Communications. Students consult with their assigned NSRC Advisor and Coach at least once a semester to discuss major and career plans, and develop plans for professional development. The coaching relationship is likely to be more productive if the meetings occur more frequently. Through the University Career Services and the Center for Professional Communications, students receive professional coaching in the areas of Career Management and Communication Skills. Contact information for the key coaching and advising individuals follows.



Neeley Student Resource Center (NSRC) – DRH 130 Dean Lynn Cole, Advisor and Coach – (817) 257- 7522 Alcon Career Services – DRH 140 Jessica Cates, Associate Director, University Career Services – (817) 257 - 5572 Center for Professional Communications – TH 190 Kelly O’Brien, Director – (817) 257- 7430 Tracy Williams, Assistant Director – (817) 257- 7556 At the end of each semester, Neeley Fellows meet with the Program Director to discuss their progress in the program and to review their portfolio. Based on students’ progress in the program and satisfaction of Neeley Fellows Program requirements, their status in the program is determined. Mentoring During their Senior year, Fellows are encouraged to be mentored by corporate mentors in the area of their major. Neeley Fellows should find a corporate mentor in the field of their major through faculty in their major courses, professional organizations, Neeley Fellows Program or professional centers at the Neeley School. The mission of the Neeley Fellows Mentor Program is to foster an exchange of professional ideas and expertise among students and professionals. This program matches students with experienced professionals for guidance and support, while offering the mentor an opportunity to strengthen ties to the Neeley School of Business at TCU. The goal of this program is to offer students an opportunity to:

Gain exposure to the business community Practice networking skills and begin developing a network Learn and talk about specific career paths that interest the student Discuss what attributes and experiences companies are truly looking for in potential

candidates

The student and the mentor should meet a minimum of three times during each academic semester. The mentor might want to:

Invite a student to visit his/her workplace Introduce day-to-day work environment to the student Provide opportunities for job shadowing Give details about advancement opportunities, salaries (starting with entry level and

progressing to senior management), and attrition rates, etc. Expand the student's knowledge of own industry Introduce the student to a network of business associates Share stories of past successes and failures Assist the student in career selection and with job search techniques



Offer business etiquette insight and coaching Feedback on the student's resume and interview techniques Attend Mentoring Program Social with the mentee Suggest professional articles that may interest the student

Student participation in the Neeley Fellows Corporate Mentoring Program is defined as follows:

To initiate the scheduling of meetings with your Mentor and to formulate an agenda To practice building and developing networking skills To meet-with/contact the Mentor at least three times in a semester

o Set up an office visit at your mentor's place of work. Because mentors are very busy people, if you call for an appointment it may take repeated attempts to make contact. Continue calling until you have an appointment. Be persistent, but never be annoying or impolite. Make sure you keep scheduled appointments or call if you are unable to keep an appointment.

o Inform your mentor about what type of experiences you would like to be involved in and how much time you will be spending at the site.

o Remember that this is an opportunity for you to experience a real life work situation. It is important that you conduct yourself in a professional manner.

o Follow up visits with a letter of thanks. This could be done at the end of a semester if you will be visiting often.

To make a deliberate effort to fulfill your mentoring goals and work through any obstacles that may arise in the course of the next year

Make the most of the opportunity.

Please note that the point of the program is not to find a position, but to learn more about an industry, future career path, and to practice networking.

Service-Learning Neeley Fellows Statement of Cause: “We strive to serve our local and global communities in collaboration with non-profit organizations by applying business knowledge and leadership skills.” During the Junior year, Fellows participate in a service-learning project, making their contribution to society through work with non-profit organizations. The non-profit organizations selected for collaboration with the Neeley Fellows Program during 2008-2009 were Fort Worth South (http://www.fortworthsouth.org), Samaritan House (http://www.samaritanhouse.org), Red Cross (http://chisholmtrail.redcross.org) and United Way (http://www.unitedwaytarrant.org). Class of 2010 identified causes that they care about during 2009-2010 and selected to work with the following non-profits: Gladney Center for Adoption (http://adoptionsbygladney.com), The 1st Tee of Fort Worth (http://www.thefirstteefortworth.org), Make-a-Wish Foundation of North Texas (http://www.northtexaswish.org) and H.O.P.E. Farm (http://www.hopefarminc.org). The Class of 2012 will be completing their projects within the context of the largest service-learning



project ever – SLANT 45 (http://www.slant45.org), which is associated with the Superbowl XLV. Junior Fellows dedicate on average 15 hours each semester, outside of labs, to assist the non-profit agencies with business projects - from writing business plans, through marketing campaigns and event planning, to financial document development. Students learn to appreciate the limits of theory and become substantial organizational problem solvers. While they learn, they reflect on their activities and applicability of Organizational Management theory to practice. Through their work, Fellows are able to assist a nearby community, help change lives of people and increase commitment to give, advocate, and volunteer. Project Motivation:

1. Service Learning addresses the following Neeley Fellows Program goals: a. Familiarity of Business World Beyond the Classroom b. Significant Contributions to Society c. Professional Development in the areas of Interpersonal Communications and

Leadership Skills 2. Service learning provides students with a substantial, challenging project, through which

they can gain hands-on, real-world experience, in a professional setting through a process that will be rewarding to them as well as beneficial to the community.

3. Service learning educates students to the value of and art of collaboration among organizations in order to reach common goals.

4. Service learning promotes social responsibility and develops a sense of stewardship among students through a partnership with a community agency.

Professional Organization Membership Each semester, Sophomore and Junior Fellows are required to be active members in good standing of a professional organization on campus. The organization needs to have a focus on either business or leadership. Neeley Fellows Professional Organization Membership requirements may be satisfied in a variety of ways:

1) By joining one of the business school student organizations and attending three meetings of that organization (Please see the Appendix for a complete listing of Neeley School of Business student organizations)

2) Through membership in one of the university leadership organizations/programs, such as: a. Frog Aides b. Chancellor’s Leadership Program c. Student Government Association (House of Representatives, Programming

Council, SGA office) d. CONNECTIONS mentor e. Leadership for Life

3) Through membership in one of the community leadership organizations, such as:

a. Student Foundation b. TCU Ambassadors c. Alpha Pi Omega Service Fraternity



4) By being an officer in one of the community service organizations, such as:

a. Frogs for the Future b. LEAPS c. FROG HOUSE d. LEADER Kids

5) Taking a leadership seminar through the TCU Leadership Center

6) By attending three Neeley Speaker Series events or three speaker events of different

Neeley student organizations

7) Through participation in NetImpact.org, a chapter of the national organization, open to Neeley Fellows while they plan and complete their service learning projects.

Leadership Development Each semester, Sophomore and Junior Fellows are required to develop leadership skills. Neeley Fellows Leadership Development requirements may be satisfied in a variety of ways:

1) Through membership in one of the university leadership organizations/programs, such as (circle one):

a. Frog Aides b. Chancellor’s Leadership Program c. Student Government Association (House of Representatives, Programming

Council, SGA office) d. Leadership for Life e. Student Foundation

2) By being an officer in one of the recognized student organizations on campus or having a

leadership role in one of the programs on campus, such as CONNECTIONS, Frog House, Frog Camp, LEADERKids, LEAPS

3) Taking a leadership seminar through the TCU Leadership Center:________________

4) By attending leadership-related events on campus - One event during the Fall of the

Sophomore year, and two events thereafter.

5) By attending one of the non-TCU leadership conferences sponsored by the TCU Leadership Center (WestPoint, LeaderShape, etc.)

6) By attending one of the non-credit Leadership Abroad Programs sponsored by the TCU Leadership Center:

7) By completing training for either a Resident Assistant (RA) or Office Student Assistant

(OSA)



Other approaches to satisfying this requirement will be considered on individual basis. Please contact program director to consult.

PROGRAM ADMINISTRATION Program Timeline & Requirements For detailed semester-by-semester requirements check-off lists, please see the Appendix. Program Delivery The Neeley School faculty and a variety of TCU units play an integral role in the delivery of the Neeley Fellows Program. The Neeley School faculty provide the academic portion of the program, while the professional development program is facilitated by workshops, events, classes, activities or opportunities available from the following groups on campus (in alphabetical order): ACC – Alcon Career Center of the University Career Services

CPC – Center for Professional Communications @Neeley HP – TCU Honors Program LC – TCU Leadership Center NGLP – BNSF Next Generation Leadership Program @ Neeley NSRC – Neeley Student Resource Center WC – TCU William L. Adams Writing Center

Student Organization In the Spring of 2007, 10 Neeley Fellows came together to form the Neeley Fellows Student Organization (NFSO) with the intention of “helping Neeley Fellows achieve their full potential in the Neeley Fellows Program by creating a vibrant community of committed students, faculty members, alumni, parents, corporate partners, and non-profit organizations, while accelerating Neeley School’s connection with the greater business community.” The organization’s goals are to:

1) represent and promote the students of the Neeley Fellows Program with the highest degree of personal integrity and professional ethics

2) develop relationships within the business community 3) help students become the best qualified for employment after graduation 4) create situations in which members of the organization can build lifetime camaraderie

through social interaction 5) serve as a liaison to faculty, administration, university officers, and other student

organizations The purpose of student governance in the Neeley Fellows Program is to give the Fellows an opportunity to lead activities, initiate events, provide a student direction for the program as well as provide the student body with a vehicle to address concerns regarding the program. According to the constitution, the Neeley Fellows Student Organization officers are elected by their peers



each year at the end of the Fall semester. Each NFSO Vice President has a committee dedicated to his/her area of focus. Each Neeley Fellow is expected to become an active member in one of the NFSO committees. The 2009 NFSO Executive Board consists of the following individuals:

Pictured bottom left: Kate Jolliffe ’12 (VP of Business Outreach), Sara Deatherage ’12 (VP of Community Service), Bailey Lang ’11 (Secretary), Scott Miller ’12 (Liaison); Middle Row left: Justin Paxton ’12 (VP of Programming), Gregg Vickers ’12 (VP of Membership); John Metzinger ’11 (Treasurer); David Bower ’11 (Executive VP) Top left: Peter Severson ’12 (VP of Public Relations), Jake Rehtmeyer ’11 (President); Jeff Parent ’12 (VP of Technology), TJ Shepherd ’11 (VP of Alumni)

The NFSO activities in a typical year include: a peer mentoring program orientation session for the new Fellows corporate visits to local businesses social events, including two dinner parties and a Family Week event Neeley Week speaker event Neeley basketball tournament participation t-shirt design production of promotional materials about Neeley Fellows and NFSO delivery of marketing presentations to employers about the program maintenance of an interactive website at Orgsync.com with useful business contacts elections

Communications Neeley Fellows Faculty and Staff communicate program announcements to the students via email. It is important that students check their email frequently. Many of the program announcements and all the reminders are typically included in an emailed Neeley Fellows Bulletin -- a joint publication of the Neeley Fellows Program office and a Neeley Fellow student, selected as an editor-in-chief. Students submit their documents to the program office via eCollege. The log-in instructions for eCollege follow.

Students need to report issues with eCollege to the TCU eLearning staff. Once an issue has been reviewed, the eLearning staff will troubleshoot and resolve the issue. If the eLearning staff



cannot resolve the reported issue, they will forward the issue to the eCollege helpdesk.You will be able to contact eLearning staff on weekends by writing to [email protected]. For immediate assistance on weekends, please dial 817-227-0516. The email address for the pager is [email protected]. The eLearning staff will check email various times on the weekends, no less than a minimum of 4 times each day. ECollege Help online can be found at http://www.elearning.tcu.edu/resources.

Financial Aid TCU’s Neeley Fellows Program is not a scholarship program. Neeley Fellows do not receive additional stipends apart from those already distributed through other university departments and a comprehensive financial aid program at TCU. Neeley Fellows is a developmental program where participating students receive benefits of additional experiences that aim to develop them professionally. Examples of such experiences include subsidized travel opportunities, workshops, and professional coaching. Majority of the fees for such experiences are paid directly by the Neeley Fellows Program on behalf of the students. Graduation Recognition Students who successfully complete all three years of the Neeley Fellows Program – both the required coursework and all the extra-curricular events – will receive a Neeley Fellows Medallion at graduation. They will wear the medallion at all graduation exercises. Additionally, a Neeley Fellows event at the end of the Spring semester will recognize those students who have attained the program medallion.



Dr. Callaghan, Sandra Associate Professor of Accountancy Ph.D., Michigan State University ACCT 20153 – Financial Accounting, SO YEAR DRH 367 (817) 257-7191 [email protected]

Cates, Jessica Associate Director, Alcon Career Services MS, University of Central Arkansas DRH 140 (817) 257- 5572 [email protected]

Cole, Lynn Assistant Dean of Student Life Neeley Student Resource Center MS Ed., Baylor University DRH 130 (817) 257-7522 [email protected]

Cure, Cassie Administrative Program Specialist Neeley Fellows Program & International Programs B.A., Lycoming College DRH 232 (817) 257-6920 [email protected]

Dr. Erekson, Homer John V. Roach Chair in Business Dean - Neeley School of Business Ph.D., University of North Carolina, Chapel Hill DRH 300 (817) 257-7526 [email protected]

APPENDICES

FACULTY, STAFF AND ADMINISTRATION



Dr. Grau, Stacy Assistant Director, Neeley Fellows Program Associate Professor of Professional Practice in Marketing Ph.D., Louisiana State University DRH 258 (817) 257-6540 [email protected]

Dr. Jones, Beata Director, Neeley Fellows Program Associate Professor of Professional Practice in Business Information Systems Ph.D., City University of New York DRH 253 (817) 257-6948 [email protected]

Lewis, Randy Instructor of Management MBA, Texas Christian University MANA 30153- Organizational Management, JR YEAR DRH 257 (817) 257-6078 [email protected]

Dr. Mihov, Vassil Associate Professor of Finance Ph.D., Purdue University FINA 30153- Financial Management, JR YEAR TH 384 (817) 257-7147 [email protected]

Dr. Moncrief, Bill Bedford Professor of International Business Senior Associate Dean Ph.D., Louisiana State University MARK 30153- Marketing Management, SO YEAR TH 305 (817) 257-6185 [email protected]



Dr. Moore, Curt Assistant Professor of Management Ph.D., Texas Tech University MANA 40153 – Strategic Management, SR YEAR TH 211A (817) 257-7578 [email protected]

Nuss, Patrick Instructor of Management MBA, Northwestern University BUSI 20173 – Foundations in Business – SO YEAR TH 293 (817) 257-6543 [email protected]

O’Brien, Kelly Director Center for Professional Communications MS, Texas Christian University TH 191 (817) 257- 7430 [email protected]

Dr. Shipp, Shannon Associate Professor of Marketing Ph.D., University of Minnesota BUSI 20153- Ethical Decisions Making, SO YEAR DRH 371 (817) 257-7617 [email protected]

Dr. Sherwood, Steven Director, William M. Adams Writing Center Ph.D., Texas Christian University Rickel Center 244 (817) 257-7221 [email protected]



Dr. Watson, Peggy Dean John V. Roach Honors College Ph.D., Tulane University Sadler Hall 208 (817) 257-6489 [email protected]

Dr. Wempe, Bill Associate Professor of Accountancy Ph.D., Texas A & M University ACCT 20163 – Managerial Accounting – SO YEAR DRH 368 (817) 257-7614 [email protected]

Dr. White, Chris Associate Professor Ph.D., Texas A & M University BUSI 30223- International Business, JR YEAR DRH 357 (817) 257-6922 [email protected]

Williams, Tracy Assistant Director Center for Professional Communications M.S., Texas Christian University TH 181 (817) 257-7556 [email protected]



In order to be admitted into and maintain membership in the Neeley Fellows Program, I agree to do the following:

F. Remain in good standing with the university. G. Satisfy all the requirements necessary to be formally accepted into the Neeley School of

Business by the designated deadline. H. Enroll each semester as a full-time student and complete 24 credit hours of graded work during

Sophomore and Junior years. I. Conform to the TCU Code of Conduct - especially in the area of academic honesty. J. Conduct myself in a professional, honorable and ethical way in all classes, at all events, in all

interactions with the university staff, and online while representing the Neeley School or TCU. Any activity that reflects negatively on the Fellows Program or the university may result in a disciplinary action which may include dismissal from the program.

F. Maintain a 3.4 cumulative GPA each semester. Members may drop below the minimum cumulative GPA for no more than one semester. Students with a cumulative GPA below 3.4 during more than one semester will be dismissed from the program.

G. Regularly attend and complete all offered Neeley Fellows courses (International Management is optional, but highly recommended). Excessive absence will lead to dismissal from the program.

H. Participate in all required extracurricular activities each semester, as stated on page 2 of the Student Contract. Absences will be allowed only in case of university excuse or a family emergency. Appropriate arrangements will have to be made to make up the missed activity. Work is not a university excuse for missing Neeley Fellows Program activities.

I. Fellows missing ANY of the required Professional Development activities or documentation during a portfolio review session will be put either on Warning or on Probation, depending on a number of missed activities. A Warning or Probation will require students to finish satisfying the semester’s Professional Development requirements in addition to the consecutive semester's Professional Development requirements by the time arranged with the Program Director, but no later than in the consecutive semester. Only two Warnings or one Professional Development Probationary Status will be allowed to a Neeley Fellow during the course of the program. Lack of progress on the Transformation Development Plan in any semester will lead to dismissal from the program.

J. Become a part of the Neeley Fellows Student Organization (NFSO), involved either in the governing body of the organization or in one of the committees and pay $50 annual dues to NFSO.

K. Meet with the Neeley Fellows Advisor at least once each semester to track progress in the program and develop individually-tailored professional development plans. Appointments should be scheduled during the time frame provided each semester.

L. Honor all commitments within the Neeley Fellows Program. Removal from the program will occur if the student does not complete all of the requirements of the program at the end of any year, falls below the 3.4 cumulative GPA for more than one semester or for conduct unbecoming a Fellow. Once removed from the program, the student may not rejoin the program at a later time. In case of dismissal from the program, a student can file an appeal with the Senior Associate Dean. All appeals must be made in writing within four days of receiving a formal letter of dismissal. A clear, well documented argument must be made for reconsideration of dismissal. The decision made by the Senior Associate Dean is final.

STUDENT CONTRACT - CLASS OF 2013



Neeley Fellows Program - Overview of Activities

THE NEELEY FELLOWS – CURRICULUM Neeley Fellows complete experientially enhanced courses that carry Honors designation and are taught by exceptional faculty in a smaller class format.

Sophomore Year Foundations of Business (not Honors) Financial Accounting Managerial Accounting Business Ethics Marketing Management

Junior Year Financial Management Organization Management International Business Study Abroad (includes Summer minimester travel, recommended)

Senior Year Strategic Management Senior Honors Research (year-long, 3 credits)

THE NEELEY FELLOWS - CO-CURRICULAR ACTIVITIES The co-curricular activities will vary from year-to-year, but will be an integral part of the Neeley Fellows Program. The following is a list of extracurricular programs that will enhance the student’s knowledge of business, increase self-awareness & camaraderie among the program participants.

A. Opening Event (Every Fall – all three years) B. Orientation Retreat (Fall of the Sophomore year) C. NY Trip to Wall Street (Spring Break – Sophomore year, recommended, costs involved) D. Professional Development Program (Every semester - all three years) E. Career Management Certification (Sophomore and Junior years) F. Transformational Development Portfolio (Every semester - all three years) G. Neeley Fellows Student Organization (Every semester – all three years, costs involved) H. Lunches with the Dean and an Executive (Every semester - all three years) I. Speakers and Business Tours (Every semester - all three years) J. Service-Learning Project (Junior year) K. International Trip (1st week of Summer after the Junior year – recommended, costs involved) L. Internship (Summer after Junior year- recommended) M. Corporate Mentoring (Senior year – recommended) N. Graduation Ceremony (Spring of the Senior Year)

PROFESSIONAL DEVELOPMENT PROGRAM The Professional Development Program is built around the Reflective Best-Self theoretical framework (Roberts, et al, 2005) and Peter Drucker’s Managing Oneself (2005). Through self-assessment, students discover their strengths, values, interests, abilities and write a Reflective Essay based on their profiles, assessing who they are today, who they want to be and what they want to accomplish. They meet with an advisor to identify gaps that serve as a foundation for developing a Transformational Development Plan. The plan will include a set of individual learning goals focused on some of the required career competencies. The competencies developed will be documented in the students’ Transformational Development Portfolios.



“Translating Knowledge into Action”

NAME:____________________________________________________________________

DATE OF BIRTH*:__________________________________________________________

SIGNATURE:_______________________________________________________________

DATE:_____________________________________________________________________

Please read the contract, complete this page and return it by Friday, June 11th, 2010 to:

Neeley Fellows Program Box 298530

Fort Worth, TX 76129

or fax to (817) 257-7227

Attention: Cassie Cure

Or email a scanned image to [email protected]

*We will need your date of birth to create an ecollege account and to travel to NY Stock Exchange



TEXAS CHRISTIAN UNIVERSITY

INFORMED CONSENT AND ASSUMPTION OF RISK Texas Christian University is a non-profit educational institution. References to Texas Christian University include “TCU”, its trustees, officers, officials, employees, volunteers, students, agents, and assigns.

• I (print your name)_______________________________________ understand I am to participate in the ___________________________________________________ (henceforth referred to as the Program).

• I fully understand and appreciate the dangers, hazards and risks inherent in participating in the Program, in the transportation to and from the Program, and in any independent research or activities I undertake as an adjunct to the Program.

• I agree that participating in any activity is an acceptance of some risk of injury and/or loss or damage of property. I agree that my safety is primarily dependent upon my taking proper care of myself. I understand that is my responsibility to know what I will need for the Program and to provide what I will need. I agree to make sure that I know how to safely participate in any activities, and I agree to observe any rules and practices, which may be employed to minimize the risk of injury. I agree to stop and seek assistance if I do not believe I can safely continue any activity. I will not wear or use or do any thing that would pose a hazard to myself, or others, including using or ingesting any substance which could pose a hazard to myself or others. I agree that if I do not act in accordance with this agreement, I may not be permitted to continue to participate in the Program.

In consideration of my participation in this Program, I agree as follows: SPECIFIC HAZARDS OF TRAVEL OR PROGRAM: Despite precautions, accidents and injuries can occur. I understand that traveling, doing fieldwork or being in a large city may be potentially dangerous, and that I may be injured and/or lose or damage personal property as a result of participation in the Program. Therefore, I ASSUME ALL RISKS RELATED TO THE ACTIVITIES including, but not limited to:

• Death, injury or illness from accidents of any nature whatsoever, including, but not limited to, bodily injury of any nature, whether severe or not, which may occur as a result of participating in an activity or contact with physical surroundings or other persons; arising from travel by car, bus or any other means; death injury or illness including food poisoning arising from the provision of food or beverage by restaurants or other service providers.

• Theft, loss or damage of my personal property while in transit or participating in the Program.

• Natural disaster or other disturbances, and alteration or cancellation of the Program due to such causes.

• Most trips to hospitals, schools and community service centers require travel through or parking in high crime areas. Please review the attached safety guidelines.

• Listed below are specific dangers endemic in this Program’s area of travel or endemic to the Program.

INSTITUTIONAL ARRANGEMENTS: I understand that TCU is not an agent of, and has no responsibility for, any third party which may provide any services including food, lodging, travel, or other goods or services associated with the Program. I understand that TCU may provide these services only as a convenience to participants and that accordingly, TCU accepts no responsibility, in whole or in part, for delays, loss, damage or injury to persons or property whatsoever, caused to me or others prior to departure, while traveling or while staying in designated lodging. I further understand that TCU is not responsible for matters that are beyond its control. I acknowledge that TCU reserves the right to cancel the trip without penalty or to make any modifications to the itinerary and/or academic program as deemed necessary by TCU.

RELEASE FORMS



INDEPENDENT ACTIVITY: I understand that TCU is not responsible for any loss or damage I may suffer when I am traveling independently or I am otherwise separated or absent from any TCU activity. In addition, I understand that any travel that I do independently on my own before or after the TCU sponsored Program is entirely at my own expense and risk. HEALTH AND SAFETY: I have been advised to consult with a medical doctor with regard to my personal medical needs. I state that there are no health-related reasons or problems that preclude or restrict my participation in this Program. I have obtained the required immunizations, if any. I recognize that TCU is not obligated to attend to any of my medical or medication needs, and I assume all risk and responsibility. I agree to pay all expenses relating thereto. TCU RULES, REGULATIONS AND POLICIES: I agree to obey and comply at all times with all of the rules, regulations, codes and policies of TCU while participating in the Program. I agree to notify my professor immediately of any injury or loss. TRAVEL CHANGES: If I become separated from the Program group, fail to meet a departure airplane, bus, or train, or become sick or injured, I will, to a reasonable extent, and at my own expense seek out, contact, and reach the Program group at its next available destination. SIGNATURE: I indicate that by my signature below that I have read the terms and conditions of participation and agree to abide by them. I have carefully read this Informed Consent and Assumption of Risk Form and acknowledge that I understand it. My signature below indicates that I have read and freely signed this agreement, which take effect as a sealed instrument.

IMPORTANT – READ ENTIRE AGREEMENT BEFORE SIGNING.

______________________________________ ____________________________________ Signature of Program Participant Date ______________________________________ ____________________________________ Signature of Parent or Legal Guardian Date (If student is a minor)

:\09300\0019\AP1675.WPD



Safety Guidelines Suggestions for Your Safety Off-Campus…

Walking to and from your car…

• Have entry/ignition keys in hand before starting for your car so you’re not trying

to find them while you walk to the car or standing at the car door. • Stay alert when crossing the parking lot and watch for suspicious persons. • If you have a cell phone, have it within easy reach • Even if your car was locked when you left it, check the interior prior to entry for

uninvited guests. • If a stranger approaches you, continue walking to your car, politely decline

requests for money or information. Don’t stop walking toward your car. • If asked for help, offer to call the police or suggest they return to the business.

DO NOT offer assistance yourself or allow a stranger to use your cell phone. • If a situation seems suspicious, look for someone to help you or dial 9-1-1.

While driving…

• Follow established roadways. Use familiar streets, not back roads or “shortcuts”.

• Make sure all doors are locked while driving. • Put purses and/or other valuables out of sight, if possible, or cover item(s) with

a towel. • Stay alert at stop signs and traffic lights. If a stranger approaches your car at a

traffic light, drive away. • Don’t leave your car’s engine running while you’re out of or away from the car. • If your car breaks down or you have a flat, call for assistance from within your

(locked) car and remain inside until help arrives. • Don’t travel to remote areas by yourself. • Be sure you have plenty of gas before you start a trip. • Plan your route. Get driving directions from the Internet if necessary.

If you should become involved in an accident:

• At night, drive (if possible) to a lighted area. • If the occupants of the other car make you uncomfortable, call the police

from within your (locked) car and remain inside until the police arrive. • Jot down the description and license number of the other car while you

wait for the police.



TCU PHOTOGRAPHIC RELEASE FORM PERMISSION TO USE IMAGE For the time period from ___________________________until _________________________________ I, ________________________________, give Texas Christian University, its employees, designees, agents, independent contractors, legal representatives, successors and assigns, and all persons or departments for whom or through whom it is acting, the absolute right and unrestricted permission to take, use and/or publish photographic images or pictures of me, whether still, single, multiple, or moving, or in which I may be included in whole or in part, in color or otherwise, made while I am a student at Texas Christian University through any form of media (print, digital, electronic or otherwise) at its campus or elsewhere, for art, advertising, recruitment, fund raising, publicity, archival or any other lawful purpose. I waive any right that I may have to inspect and approve the finished product that may be used or the use to which it may be applied now and/or in the future, whether that use is known to me or unknown, and I waive any right to royalties or other compensation arising from or related to the use of the image or product. I release and agree to hold harmless Texas Christian University, its board of trustees, officers, employees, faculty, agents, nominees, departments, and/or others for whom or by whom Texas Christian University is acting, of and from any liability by virtue of the taking of the pictures, in any processing tending towards the completion of the finished product, and/or any use whatsoever of such pictures or products, whether intentional or otherwise. I certify that I am at least 18 years of age (or if under 18 years of age, that I am joined herein by my parent or legal guardian) and that this release is signed voluntarily, under no duress, and without expectation of compensation in any form (now or in the future). _____________________________________ Name (please print) _____________________________________ Signature _____________________________________ Date _____________________________________ Signature of parent or legal guardian if under 18 years of age Updated 8/10/2007



SPRING BREAK IN NEW YORK CITY

Sunday, March 13, 2011 through Wednesday, March 16, 2011

Student Cost: $400 + Airfare + Some Meals

(3 nights of accommodations, 2 dinners, all breakfasts plus local transportation costs are covered by the Neeley Fellows Program)

Students must submit this form to Cassie Cure (DRH 232) no later than September 30, 2010. Please make the check to “Texas Christian University” or fill out a TCU credit card slip.

For sample student airfare to NYC please visit www.studentuniverse.com (Students must arrive in NYC by 12 noon; Program begins at 2 p.m. on Sunday and ends at 3 p.m. on Wednesday)

NAME:____________________________________________________________________ DATE:__________________ SIGNATURE:_________________________________

NEW YORK CITY TRAVEL INTENT FORM – SPRING 2011



STUDY ABROAD INTENT FORM - SPRING 2011

BUSI 30223 – International Business Study Abroad

Spring 2011 + travel to Santiago, Chile during May mini-term

(Travel dates: Departing DFW Sunday, 5/8/2011, Arriving DFW Monday, 5/16/2011)

Cost: $400 + airfare + some meals

(6 nights of accommodations with breakfasts, coffee breaks, approx. 2 lunches and 3 dinners plus local transportation costs and sightseeing are covered by the Neeley Fellows

Program)

Students must submit this form to Cassie Cure (DRH 232) no later than November 1, 2010. Please make the check to “Texas Christian University” or fill out a TCU credit card slip. If you are in need of financial assistance, please consider applying for International Experience Scholarship through the Neeley Fellows Programs Office in DRH 232 (see application on the next page.) NAME:____________________________________________________________________ DATE:__________________ SIGNATURE:_________________________________



International Experience Scholarships – Neeley Fellows The Scott and Alison Ward Endowed Student Fund for International Business Programs provides the Neeley School the opportunity to make available a limited number of scholarships to support undergraduate student participation in the International Programs. Scholarship amount: Awards may vary according to need. All scholarship funds will apply toward the program fees. Scholarship funds will not apply to tuition. Selection: The Neeley School International Programs Scholarship Committee will select recipients based on the following:

financial need career statement academic goals (what you hope to gain from an international study abroad program)

Application

Your name: _______________________________ Student ID Number __________________ Major(s): _____________________________________________________ Have you participated in any other study abroad program? Yes_____ No _____ What program(s)?______________________________________________ Country of Citizenship: _______________________________________ Financial Need: Please explain briefly your financial situation (approximately 250 words) – parents’ place of employment and titles, scholarships you are receiving, and any other pertinent information. Career and Academic Goals: Please attach a brief statement (approximately 250 words) of how the International Experience Elective fits with your career goals and how this experience fits with your academic goals. Return the application and attached statement no later than November 1, 2010 to: Dr. Beata Jones Dan Rogers Hall 232 Email: [email protected]



COMPETENCY SOPHOMORE JUNIOR SENIOR

CAREER MANAGEMENT Self-knowledge

StrengthQuest (B & CPC)

CareerLeader (B & CPC & ACC)

MBTI (ACC & CPC) Coaching (NSRC;

ACC)

Coaching (NSRC; ACC)

360 Peer Feedback SDI (O & CPC)

Coaching (NSRC; ACC)

Written Communications/ Documentation

Resume (B & CPC) Cover Letters

(B & CPC) Thank You Notes

(B & CPC) Letter of Resignation (B & CPC)

Resume (CPC) Cover Letters

(CPC)

Resume (CPC) Cover Letters

(CPC)

Search resources FrogJob Workshop (ACC)

Resume Posting (ACC)

Neeley Internship Workshops (ACC WS)

FrogJob Workshop (ACC)

Resume Posting Neeley Internship

Workshops (ACC WS)

FrogJob Workshop (ACC)

Resume Posting

Interviewing

Elevator speech (B) Interviewing skills

(B & CPC) Mock Interviews

(B & ACC & CPC) Career Expo (ACC) Etiquette Dinner (B)

Stress Interview (CPC)

Mock Interviews (UCS)

CareerExpo (ACC)

Mock Interviews (UCS)

CareerExpo (ACC)

Networking

NFSO Sophomore Retreat Professional

Association Membership

Corporate Visits Family Week Targeted Networking

Events (UCS) Lunches with Deans Networking Lunches

(B) Neeley Speaker Series Tandy Executive

Breakfasts Career Chats Alumni events

NFSO Informational

Interviewing Professional

Association Membership

Corporate Visits Family Week Targeted Networking

Events (UCS) Lunches with Deans Networking Lunches Neeley Speaker Series Tandy Executive

Breakfasts Alumni events

NFSO Graduation Dinner Corporate Mentors Senior Conference

(ACC) Corporate Visits Family Week Targeted

Networking Events (UCS)

Professional Association Membership

Lunches with Deans Networking Lunches Neeley Speaker

Series Tandy Executive

PROFESSIONAL DEVELOPMENT COMPETENCIES AND ACTIVITIES



Breakfasts Alumni Events

Relevant Work Experiences

Internship (ACC) Service-Learning Project

Internship (ACC)

Strategy Research (S)

Senior Project Research (R)

Financial Aspects and Survival Tips

Pay Negotiations (WS) Graduate Schools

(WS)

Getting F/T Jobs (NGLP WS)

Time Management Planning for Academic Success – Managing Your Time (CAS WS)

Senior Conference (ACC)

Stress Management Managing Anxiety (CAS WS)


BASIC COMMUNICATION SKILLS

Oral Communication Speech Habits Assessment (CPC)

Listening Styles Profile & Debrief (O; CPC)

Communicating Clearly (O; CPC)

Communicating Confidently – Being Assertive (CPC WS)

Written Communication

Writing Analysis and Feedback (B, E & WC)

Electronic Communication at work (B & CPC)

Reflection Paper -Analysis and Feedback (O & WC)

Strategy Research Report - Analysis and Feedback (S & WC)

Senior Research Project – Analysis and Feedback (R & WC)

Presentation Skills Coaching (B, M & CPC)

Effective Team Presentations (B & CPC)

Coaching (O & CPC) Presentation Style

Assessment (CPC)

Coaching (S, R & CPC)



INTERPERSONAL AND GROUP COMMUNICATION SKILLS

Networking Breaking the Ice-

Social Skills (B & CPC WS)

Teamwork In Foundations of Business (B)

In Marketing Management (M)

In Ethical Business Decision Making (E)

In Organizational Management (O)

In International Business (C)

High Performing Teams & Communication Strategies for Managing Difficult Team Members (O &CPC WS)

Feedforward (CPC WS)

Stages of Team Development (CPC WS)

In Strategic Management (S)

In Senior Research Project (R)

Critical Communication Incident (CPC)

Influencing without authority (CPC WS)

Negotiations Team Negotiations – How Much Can You Win? (O; CPC WS)


Conflict Resolution Resolving Conflicts at Work (O & CPC WS)

Time Management Conducting Successful Meetings (CPC WS)

GLOBAL ETHICAL LEADERSHIP

Citizenship

Community Action (LC class)

NFSO Little Service- Learning

Project

NFSO Little

Creativity DeBono Six Hats (M & CPC WS)

Creativity in Leadership (LC class)

Critical Thinking In Financial Accounting (A)

In Managerial Accounting (AA)

In Marketing Management (M)

In Organizational Management (O)

In Financial Management (F)

In Strategic Management (S)

In Senior Research Project (R)

Ethical Perspective Ethical Business Decision Making (E)

Global Perspective New York City Trip TCU Study Abroad

Programs International Week

(ISO)

International Business Class and Study in Chile(C)

TCU Study Abroad Programs

International Week (ISO)

Global Leadership (LC class)



Diversity Perspective Diversity Activities (B)

Intercultural Event Intercultural

Leadership (LC)

Leadership Leadership Development:

TCU Leadership Institute Dinner (LC)

Leading From Within (LC)

Leadership Role in an Organization

Leadership Seminars (LC)

Service-Learning Project

Leadership Development:

Leading from Within (LC)




Leading from Within (LC)




LEGEND:

Required; Optional – Recommended; Optional – Available; WS - workshop

CLASSES TCU UNIT OFFERING THE ACTIVITY A – Financial Accounting AA – Managerial Accounting B – Foundations in Business C – International Business Class E – Business Ethics F – Financial Management M – Marketing Management O – Organizational Management R – Senior Research S – Strategic Management

ACC– Alcon Career Center (DRH 140) CAS – Center for Academic Services (Sadler Hall) CPC – Center for Professional Communications (TH 190) LC – TCU Leadership Center (Student Center) NFSO – Neeley Fellows Student Organization NGLP – Next Generation Leadership Program (DRH 232) NSRC – Neeley Student Resource Center (DRH 130) WC – Writing Center (Reed 412)



FALL 2010 NEELEY FELLOWS PROFESSIONAL DEVELOPMENT

SOPHOMORE CHECK-OFF LIST

PROFESSIONAL DEVELOPMENT REQUIREMENTS CHECK-OFF LISTS

Global Ethical Leadership Development One of the Following: Membership in Frog Aids, SGA, CLP, Student Foundation; RA training; OSA training; Officer Role

in a Student Organization or a Student Program such as CONNECTIONS, Frog House, Frog Camp, LEADERKids, LEAPS; Leadership Seminar through the TCU Leadership Center, Leadership Conference Attendance (e.g., National Conference on Ethics in America at West Point), Leadership Abroad Program; Leadership for Life Program; or one Leadership Event, e.g., Leading from Within, one of the SDS Leadership Training Modules, Neeley Speaker on leadership

Diversity Activities Attended in Foundations Class (10/22)

NFSO Participation (Orientation 9/20; Neeley Week – 10/25; Peer Advising 11/8; + events TBD) and dues paid

Service Learning Project Planning (9/27, 11/1, 11/29, and 12/6)

Communication Skills Development Interviewing Skills Classes in Foundations Class (9/17-9/22)

Social Skills Workshop in Foundations Class (10/4)

Creating Performing Teams Workshop in Foundations Class (9/10)

Mock Interview in CPC and DVD Posted in the Portfolio (10/25-11/12)

Effective Team Presentations Workshop in Foundations Class (10/27)

Letter of Resignation-Foundations’ Revised version posted to portfolio (Nov.)

CPC Presentation Coaching for Foundations Class (Nov./Dec.)

Business Writing Analyzed in Writing Center for Foundations Class

Career Management Development StrengthQuest Test & Debriefing in Foundations Class (8/27); Results posted to binder portfolio

CareerLeader Test & Debriefing in Foundations Class (9/2 & 9/11); Results posted to binder portfolio

MBTI Orientation (9/13), Group Debriefing (10/12); MBTI results posted to binder portfolio

Frog Jobs Workshop (9/13)

Career Coaching with Jessica Cates at Alcon Career Services (8/31-9/17)

Advising and Coaching Session with Dean Lynn Cole in NSRC (9/20-10/1)

Transformational Development Plan: Page 1 Completed, in the Portfolio and uploaded into eCollege Shell Dropbox by 11/29

CareerExpo (9/22) (could be attended in Spring)

Internship Presentations (10/4)

Frog Jobs Profile created and Resume Uploaded (by 9/15)

Sophomore Retreat (10/12)

Resume- Revised version from Foundations Class posted to binder portfolio (Sept.)

Cover Letter- Revised version from Foundations Class posted to binder portfolio (Sept.)

Typed Elevator Speech from Foundations Class posted in binder Portfolio (Sept.)

Thank You Letter- Revised version from Foundations Class posted to binder portfolio (Oct.)

Etiquette Dinner Attended in Foundations Class (10/18)

3+ Networking Events from the following: UCS Targeted Networking Event ( e.g., Financial Services networking night- 9/2; Wall Street Day - 9/9; Marketing and Communications networking night- 10/7; Technology networking night – 10/21; Supply Chain networking night – 11/4 ); Bob Bolen Lunch (9/30, 10/21, 11/16), Lorna Donatone, COO of Sodexho(9/15); Neeley Speaker Series (e.g., 9/28, 10/6, 11/10 – choose one), Alumni Tailgate (10/23); NFSO Family Week Event at Blue Mesa - 9/17;Tandy Executive Speaker Series (10/6; 11/17); Deans’ Lunch (10/27, 11/10- choose no more than one); Corporate Visits: DFW Airport, FritoLay

One of Neeley Internship Workshops (9/15, 5-6:30 p.m.; Kelly Center; 10/6, 5-6 p.m., 10/19, 5-6 p.m., 10/20, 5-6:30 p.m., Kelly Center; 11/3, 5-6:30 p.m., Kelly Center)

Professional Organization Membership:_______________________________________



SPRING 2011 NEELEY FELLOWS PROFESSIONAL DEVELOPMENT

SOPHOMORE CHECK-OFF LIST Global Ethical Leadership Development

One of the Following: Membership in Frog Aids, SGA, CLP, Student Foundation; RA training; OSA training; Officer Role in a Student Organization or a Student Program such as CONNECTIONS, Frog House, Frog Camp, LEADERKids, LEAPS; Leadership Seminar through the TCU Leadership Center, Leadership Conference Attendance (e.g., National Conference on Ethics in America at West Point), Leadership Abroad Program; Leadership for Life Program; or TWO Leadership Events, e.g., Leading from Within, one of the SDS Leadership Training Modules, Neeley Speaker on leadership

NYC Trip to Wall Street and Madison Avenue (3/13-3/16)

DeBono Six Hats Workshop in Marketing Class

Neeley Fellows Student Organization Participation

Service Learning Project Planning Meetings (TBD)Communication Skills Development

Pre-Admissions Interview Simulations @ CPC – TBD (recommended; required of students who scored below 80 on the Mock Interview in the Fall)

CPC Coaching for Marketing Class (April)

Business Writing Analyzed in Writing Center for Ethics Class (April)Career Management Skills Development

Update resume in FrogJobs (by1/24) Career Coaching with Jessica Cates at Alcon Career Services (TBD)

Advising and Coaching Session with Dean Lynn Cole in NSRC (TBD)

Transformational Development Plan: Page 1& 2 Completed by TH 4/21-entire document uploaded into eCollege Shell Dropbox -hard copy of the entire document in the binder

UCS Employer Mock Interview Day- (TBD) (recommended)

CareerExpo (W 2/16) (could have been attended in the Fall)

3+ Networking Events from the following: Executive Speaker Series (1/26, 3/31); Accounting Careers; Marketing Careers; Entrepreneurial Management Careers; Roadmap to Careers in Marketing (2/25); Investment Strategies Conference (3/3); Roadmap to Careers in Financial Services (3/4), Dean’s lunch (W 3/23; W 3/30- choose no more than one); Government/Non-Profit Career Fair; Big4 Accounting Field Trip; Neeley Speaker Series (choose one); Tandy UCS Targeted Networking Event; Employer Information Session on Campus

Professional Organization Membership: __________________________________________ Internship (recommended)

Other Spring Professional Development Orientation (M 1/10)

Neeley School Admission Interview Day (SA 2/19)

Spring Portfolio Review (TH 4/28) Program Feedback, Summer Survey (by portfolio review)

Other Welcome Reception (8/23)

Fall Program Orientation (8/30)

Turn in NYC Travel Intent Form to DRH 232 (9/30) (optional)

Preparing for Portfolio Review (11/15)

Fall Portfolio Review (TH 12/9)

NOTE: ACTIVITIES IN CELLS HIGHLIGHTED IN GREY OCCUR IN CLASSES/LABS



FALL 2010 JUNIOR PROFESSIONAL DEVELOPMENT REQUIREMENTS

Global Ethical Leadership Development

One of the Following: Membership in Frog Aids, SGA, CLP, Student Foundation; RA training; OSA training; Officer Role in a Student Organization or a Student Program such as CONNECTIONS, Frog House, Frog Camp, LEADERKids, LEAPS; Leadership Seminar through the TCU Leadership Center, Leadership Conference Attendance (e.g., National Conference on Ethics in America at West Point), Leadership Abroad Program; Leadership for Life Program; or TWO Leadership Events, e.g., Leading from Within, one of the SDS Leadership Training Modules, Neeley Speaker on leadership

Neeley Fellows Student Organization Participation including 9/20 orientation; 10/25 Neeley Week event and dues paid

Junior Service-Learning Project Project Kickoff Meeting (8/30) Work Sessions (9/27, 10/18, 11/1, 11/8, 11/15, 11/22) Project Deliverables (11/29) Reflection Paper in Management Class (by 12/3) Project Presentations (11/29 and 12/6) Project Assessment Survey (by 12/6)

Communications Skills Development CPC Presentation Coaching for Management Class (Nov./Dec.)

Business Writing Analyzed in Writing Center for Management Class (Nov.) UCS Mock Interviews (TBD) (recommended) Listening Styles Profile and Debrief in Organizational Management (10/4)

Relationship Awareness and High performing Teams in Organizational Management (10/18)

Team Negotiations in Organizational Management

Conflict Management and Managing Difficult Team Members in Organizational Management (10/25) Career Management Development

Resume updated in FrogJobs by 8/31

Advising and Coaching Session in NSRC with Dean Cole (9/13-9/21)


Transformational Development Plan (updated in the portfolio showcasing developed skills, and uploaded document into eCollege Shell Dropbox by 12/1).

3+ Networking Events from the following: UCS Targeted Networking Event ( e.g., Financial Services networking night- 9/2; Wall Street Day - 9/9; Marketing and Communications networking night- 10/7; Technology networking night – 10/21; Supply Chain networking night – 11/4 ); Lorna Donatone, COO of Sodexho(9/15); NFSO Family Week Event at Blue Mesa - 9/17;Career Expo 9/22; Neeley Speaker Series (e.g., 9/28, 10/6, 11/10 – choose one), Dallas Business Network Exec Lunch 10/13; Neeley Career Workshop – Nothing But Networking (10/20); Alumni Tailgate (10/23); Tandy Executive Speaker Series (10/6; 11/17); Deans’ Lunch (10/27, 11/10- choose no more than one); Corporate Visits: DFW Airport, FritoLay; Fidelity Investments

Professional Organization Membership: Internship (recommended)

Other Welcome Back Reception & Junior Pictures (8/23) FrogJobs Workshop for Internship Search & Fall Professional Development Orientation (9/13) Turn in Chile Travel Intent Form to DRH 232 with a copy of your passport (by 11/1) (optional)

Fall Portfolio Review (Week of 12/6)



SPRING 2011 JUNIOR PROFESSIONAL DEVELOPMENT REQUIREMENTS

Global Ethical Leadership Development One of the Following: Membership in Frog Aids, SGA, CLP, Student Foundation; RA training;

OSA training; Officer Role in a Student Organization or a Student Program such as CONNECTIONS, Frog House, Frog Camp, LEADERKids, LEAPS; Leadership Seminar through the TCU Leadership Center, Leadership Conference Attendance (e.g., National Conference on Ethics in America at West Point), Leadership Abroad Program; Leadership for Life Program; or TWO Leadership Events, e.g., Leading from Within, one of the SDS Leadership Training Modules, Neeley Speaker on leadership, Leadership Institute Dinner (2/11), Leadership Conference (2/12);

Neeley Fellows Student Organization Participation Neeley Fellows Labs – Social Entrepreneurship (Mondays)

Communications Skills Development UCS Mock Interviews (TBD) or CPC Stress Interviews (TBD) (recommended)

Career Management Development Update resume in FrogJobs by 1/24

Advising and Coaching Session in NSRC with Dean Lynn Cole (TBD)

360 Peer Feedback (week of 3/7) -completed 5 peer reviews -Debrief (TBD) -Senior Goal submitted during the portfolio review session (Week of 4/25)

Completed Transformational Development Plan (showcasing that all skills were developed—in the Portfolio and uploaded into eCollege Shell Dropbox by 4/22).

3 Informational Interviews posted into the portfolio & uploaded into eCollege Dropbox (by 4/22)

3+ Networking Events from the following: Executive Speaker Series (1/26, 3/31); Accounting Careers; Marketing Careers; Entrepreneurial Management Careers; CareerExpo 2/16; Roadmap to Careers in Marketing (2/25); Investment Strategies Conference (3/3); Roadmap to Careers in Financial Services (3/4), Dean’s lunch (W 3/23; W 3/30- choose no more than one); Government/Non-Profit Career Fair; Big4 Accounting Field Trip; Neeley Speaker Series (choose one); Tandy UCS Targeted Networking Event; Employer Information Session on Campus

Professional Organization Membership: Internship (recommended)

Other Spring Professional Development Orientation (TBD)

1 Fellows’ Honors Thesis Presentation (Week of 4/11)

Spring Portfolio Review Session (Week of April 25) Program Feedback, Summer Survey (by the portfolio review) NOTE: ACTIVITIES IN CELLS HIGHLIGHTED IN GREY OCCUR IN FELLOWS

LAB/CLASS



FALL 2010 SENIOR PROFESSIONAL DEVELOPMENT REQUIREMENTS

Neeley Fellows are accountable only to themselves for their intellectual and professional growth during their Senior Year.

Global Ethical Leadership Development

Neeley Fellows Student Organization Participation including paid dues

Participation in all the SR Fellows labs on Mondays

Leadership Role in an Organization (recommended) Communication Skills Development

Business Writing Analyzed in Writing Center for Strategy Class

Business Librarian Workshop (8/30)

Coaching for Strategic Management Presentations at the Center for Professional Communications Career Management Skills Development

Resumes updated in FrogJobs by 8/31

Advising and Coaching Session with Dean Lynn Cole in NSRC (9/13-10/1)(optional)

Corporate Mentor and Mentor Program Orientation (9/20) (recommended)

UCS Corporate Mock Interviews (TBD) (recommended)

Getting a Full-Time Job (9/21) (with NGLP) (recommended)

FrogJobs Workshop – Effectively Looking for F/T Jobs (9/13)


Networking Events: UCS Targeted Networking Event ( e.g., Financial Services networking night- 9/2; Wall Street Day - 9/9; Marketing and Communications networking night- 10/7; Technology networking night – 10/21; Supply Chain networking night – 11/4 ); Lorna Donatone, COO of Sodexho(9/15); NFSO Family Week Event at Blue Mesa - 9/17;Career Expo 9/22; Neeley Speaker Series (e.g., 9/28, 10/6, 11/10 – choose one), Dallas Business Network Exec Lunch 10/13; Neeley Career Workshop – Nothing But Networking (10/20); Alumni Tailgate (10/23); Tandy Executive Speaker Series (10/6; 11/17); Deans’ Lunch (10/27, 11/10- choose no more than one); Corporate Visits: DFW Airport, FritoLay; Fidelity Investments

Professional Organization Membership (recommended)

Internship (recommended) Other

Welcome Back Reception & Senior Pictures (8/23)

Fall Professional Development Orientation- (9/27)



SPRING 2011 SENIOR PROFESSIONAL DEVELOPMENT REQUIREMENTS

Global Ethical Leadership Development Neeley Fellows Student Organization Participation

Fellows’ Honors Thesis Presentations (Week of 4/11)

Leadership Institute Dinner (2/11) (recommended) Communication Skills Development

CPC Coaching for Honors Presentation (April)

Business Writing Analyzed in Writing Center for Senior Honors Research Class

Practitioner publication (recommended) Career Management Skills Development

Resume Updated in FrogJobs by 1/24

Senior Conference (1/22) (recommended)

Networking Events: Executive Speaker Series (1/26, 3/31); Accounting Careers; Marketing Careers; Entrepreneurial Management Careers; CareerExpo 2/16; Roadmap to Careers in Marketing (2/25); Investment Strategies Conference (3/3); Roadmap to Careers in Financial Services (3/4), Dean’s lunch (W 3/23; W 3/30- choose no more than one); Government/Non-Profit Career Fair; Big4 Accounting Field Trip; Neeley Speaker Series (choose one); Tandy UCS Targeted Networking Event; Employer Information Session on Campus

Professional Organization Membership (recommended)

Internship (recommended) Other

Spring Professional Development Orientation (TBD)

Exit Interview with Dean Erekson (TBD)

Program Debrief – Exit Interview (April)

Program Feedback, Employment Survey (by the exit interview)

Fellows Graduation Ceremony (FR 5/6 lunch)



American Marketing Association – contact professor Bob Akin ([email protected]) The TCU Collegiate Chapter of the American Marketing Association is open to all students. The club helps bridge the gap between marketing theory and practice. The club meets every other week, bringing in top companies and recruiters as speakers.

Beta Alpha Psi – contact professor Janice Cobb ([email protected]) The purpose of Beta Alpha Psi, national student accounting honor society, is to encourage and foster the ideal of service as basic to the accounting profession; to promote highest ethical standards in the study of accountancy; to develop high moral, scholastic and professional attainments in its members; and to encourage cordial relationships among its members and the accounting profession generally. Students are invited on the basis of scholarship.

Collegiate Entrepreneurs Club (CEO) – contact professor Brad Hancock ([email protected]) CEO empowers students through leadership training, professional development, and commitment to the discipline of entrepreneurship. There are on campus chapter meetings, interesting guest speakers, social gatherings, and a monthly newsletter. Students may attend the national conference and participate in a new business idea competition.

Delta Sigma Pi – contact Jessica Sunderland ([email protected]) TCU's chapter of this international fraternity tries to establish closer ties between the business world and the student. Its objectives are to promote a higher standard of business ethics, and to further the civic and commercial welfare of the community. The chapter takes various field trips to industries and sponsors speakers and panels.

Association for Information Systems – contact professor Daniel Chen ([email protected]) The mission of the BISAis to further the educational development of undergraduate Business Information majors through association with other students, faculty members, potential employers and other influential members of the community, thus cultivating a unified body of students and alumni.

Financial Management Association - contact professor Barbara Wood ([email protected]) For students with an interest in finance and related fields, the Financial Management Association provides a means of obtaining career information and access to business executives and faculty.

Neeley Associates – selected each Spring from a pool of applicants Neeley Associates serve as the official student representatives of the Neeley School. Neeley Associates support the school's undergraduate recruitment and retention activities, act as peer advisors and represent TCU at recruiting events. Neeley Associates is a student-run organization that promotes esprit de corps between the faculty, staff and students.

Society for Human Resource Management - contact professor Randy Lewis ([email protected]) The TCU Student Chapter of the Society for Human Resource Management provides students an opportunity to learn more about the practice of management, and in particular, human resource management. The chapter hosts guest speakers, takes field trips, and attends regional and state professional meetings. The chapter also hosts workshops and panels on a variety of current management topics for the benefit of the entire student body. Students In Free Enterprise - contact professor Ted Legatsky ([email protected]) SIFE students value the idea of seizing their opportunities and making a difference. They aren't afraid to roll up their sleeves and get involved. Through a collaborative effort between business and education, SIFE Teams improve the quality of life and the standard of living around the world by teaching the principles of market economics, entrepreneurship, business ethics and personal financial success

Supply and Value Chain Management Student Organization – contact professor Laura Meade ([email protected]) Real Estate Club – contact professor Jeff Moore ([email protected])

NEELEY STUDENT PROFESSIONAL ORGANIZATIONS



LEADERSHIP SEMINARS – FALL 2010

(NOTE: Seminars will be offered twice during the fall semester - be sure to double check listed starting dates below for each Seminar)

To register: Log in at my.tcu.edu. On the left-hand navigation bar, click on Event Registration.

Seminar Facilitator Day(s) Time Location

Leadership 360 August 31st-October 5th

Jason Eagar Tuesdays 3:30-5 p.m. Rickel 041

Philosophy of Leadership September 1st- October 6th

Daniel Terry Wednesdays 3:30-5 p.m. Rickel 044

Ethical Leadership August 30th-October 4th

Cyndi Walsh Nicolette Avner

Mondays 3:30-5 p.m. Reed 202

Intercultural Leadership September 2nd-October 7th

Rosangela Boyd Natasha Chapman

Cristina Ramos Thursdays 3:30-5 p.m. Rickel 043

Community Action September 1st-October 6th

Mary Kathleen Baldwin Wednesdays 3:30-5 p.m. Reed 202

Spirituality and Leadership August 30th-September 20th

Jake Hofmeister Mondays 3-5 p.m. TBD

Vocation and Ambition October 2nd

Daniel Terry Saturday, October 2 9 a.m.- 5 p.m. BLUU Room

TBD

Leadership 360 October 12th-November 16th

Jason Eagar Tuesdays 3:30-5 p.m. Rickel 041

Philosophy of Leadership October 13th-November 17th

Daniel Terry Wednesdays 3:30-5 p.m. Rickel 044

Ethical Leadership October 11th-November 15th

Cyndi Walsh Nicolette Avner

Mondays 3:30-5 p.m. Reed 202

Intercultural Leadership October 14th-November 18th

Rosangela Boyd Natasha Chapman

Cristina Ramos Thursdays 3:30-5 p.m. Rickel 043

Community Action October 13th-November 17th

Mary Kathleen Baldwin Wednesdays 3:30-5 p.m. Reed 202



What are your top 5 strengths? Achiever Discipline Harmony Belief Responsibility What are career implications of your strengths? The strengths that I possess lead me to believe that I would do best working at a company that upholds my core values and supports my deepest passions. I also think that I would do well working in a job with a heavy, detail-oriented workload because I am organized and disciplined enough to work until I get the job done. Finally, I think my strengths would allow me to do well working in a job where I can help others come to agreements on issues that are critical to the business or organization for which I work. How can you apply your top 5 strengths in your career? I can use my inclination towards discipline and responsibility to stick to deadlines and organize events. Because I value belief and values so highly, I can fight for the things that I think are most important to the business or organization that I work for. I also think that I can help groups of people merge their various ideas into one idea that pleases everyone and results in the most good. What do YOU believe your strengths to be? First, I believe that I am strong leader – in groups I often find that other group members look to me for guidance and supervision. Second, I value sociability – I form new relationships easily and work to maintain them. I also think that I prioritize and manage my time better than the majority of my peers, and I have an incredibly strong work ethic – I’m willing to make sacrifices to achieve important goals. What is your MBTI Profile? I am an ESFJ. What careers does MBTI suggest that you might be best at? I would do best at a job where I can do the following:

Focus my attention on the outer world of people and things Take information through the five senses and focus on the here and now Make decisions based primarily on values and on subjective evaluations of person-centered concerns Plan and organize an approach to life

What were your CareerLeader suggested career paths? The CareerLeader test suggested that I would do best working in the non-profit realm – working for a higher education institution, a church, government and human services, etc. The test also suggested that I work in a position where I can manage people and relationships. What do you value most in a career? In a career, I value altruism more than anything – I am most satisfied when I regularly help others with their individual or business concerns. I also think that it’s important to find a job that would allow ample time to pursue other important aspects of my life (family, friends, etc.). What work do you most aspire to? I aspire to work for a company or organization that I care about deeply, and I want to work in a position where I can set gigantic goals and then accomplish them! How would you describe your life’s calling, if you have one? At this point in my life, I don’t think that I’m being called to a work at a specific business, in a specific position, or for a specific goal.

SAMPLE TRANSFORMATIONAL DEVELOPMENT PLAN



How do you learn? According to the Learning Styles Inventory that I completed, I am highly social, verbal, and logical. The social aspect of learning means that I prefer to learn by bouncing my thoughts off other people and listening to how they respond and spending one-on-one time with my professors. As a verbal learner, I like to express my thoughts by writing them down or speaking them out loud. Finally, I am a logical learner: I typically work through problems and issues in a systematic way, and I like to create procedures for future use. I also like to create agendas, itineraries, and to-do lists, and I typically number and rank them before putting them into action. How do you work best – alone or in a group? Even though I work well with others, I would prefer to work by myself on most projects. I don’t often study in groups because I feel like I get more accomplished when I am on my own than when I work with others. How do you produce results best – as a decision maker or as an adviser? I work best as a decision maker because I like to be in complete control of any and every situation. If I had to choose between making a decision myself and delegating the decision-making to someone else, I would choose the former; also, I am decisive in most situations. What work environment fits you best – high pressure or high structure? I would feel more comfortable working in a high structure environment – I want to work in a company, department, or team that is marked by predictability in processes, systems, and scheduling. I also want to work in an environment that values the efforts of a perfectionist. What type of courses do you enjoy/do well in? For many years, I have enjoyed learning French the most – I love learning about French grammar, conversation, literature, and culture. I also enjoy going to the classes that challenge me; for example, I enjoy my honors classes at TCU because I feel a true sense of accomplishment by earning good grades in those classes. How do you communicate? I think that I communicate best through spoken words. Although I can write effectively, I believe that I convey my thoughts best by mulling over my thought thoroughly and then telling others about it, bouncing it off my peers to see the reactions I get. I also communicate a lot of what I’m feeling through my emotions – I “wear my heart on my sleeve,” so to speak. How can you improve in the area of your communication effectiveness? This past summer, I learned several things about myself that will allow me to communicate better in the future. In the past, I used to have trouble completing tasks that were new and foreign to me because I was afraid to ask questions for clarification; my summer internship taught me that I need to ask direct questions until I understand what it is I’m supposed to be doing. I also realized this summer that sometimes I have difficulty remembering what people have communicated to me, and then I can’t pass that information on to others; this weakness of mine taught me that I need to work on writing down others’ thoughts and opinions so that I won’t forget them! How can you improve in your professional skills? I think the best way to improve my professional skills is to get as much experience in the business world as possible. The more connections I make, the more I think that I will learn. Also, I can improve my professional skills by watching business professionals, asking them questions, and then using the advice that they give me. How can you build on your strengths? I can build on my strengths by continuing to utilize them in every aspect of my life, not just in school. Oftentimes I forget that my strengths are with me always – I can use them any time that I want! In other words, I can build on my strengths by practicing them in everything that I do. Write an epitaph for yourself, with the assumption that you live a long and rewarding life. She was a loving mother and wife who gave generously of her time and gifts. The love of Christ shone brightly through her and each who knew her was blessed.



Based on the information you recorded on the previous pages, what is your Career Vision? After reading over my responses to the previous questions, my Career Vision is that I would have purpose to my career. I want the work I do to have a positive impact and to be of lasting value. I truly do want to make a difference in the world, even as small as it might be, and want to be an initiator of change. I am not exactly sure what specific area of business I would like to go into, but I do know what I value in a job. I also know that I enjoy working with and getting to know people, and would love to have a management position.

Competencies required for your 1st position.

Competencies you will need to develop.

Activities that will help you develop the competencies.

How will you know if you developed the competency?

Target Completion Date (SO/JR)

Completion Date

Innovation Computer savvy Simulation, eBusiness, MOS tests

Understanding of computers

SO Spring 2007

Knowledge Understanding of business

Foundations class Completion of class

SO Fall 2006

Collaboration and Leadership

Participating in and directing teams

Team projects, Make-A-Wish Team, RUF Ministry Team, NFSO Exec

Fellows classes, take charge of projects and extra-curricular activities

SO/JR Fall 2007

Organization Ability to plan

Projects, classes, planning Twin Financial seminar

Able to prepare far in advance

SO/JR Fall 2007

Energy and enthusiasm

Ability to motivate others

Leadership in campus activities

Getting others excited! Pi Kappa PUSH chair

SO/JR Spring 2008



Competencies required for a position you desire in 6+ years.

Competencies you will need to develop.

Activities that will help you develop the competencies.

How will you know if you developed the competency?

Target Completion Date (SO/JR)

Completion Date

Self-motivation Initiative

Founding the Neeley Fellows Student Organization

Organization in place and running smoothly

SO Fall 2007

Dedication Unwavering commitment

Continuing involvement in the Neeley Fellows Program and other activities

Involved until graduation

JR Spring 2008

Social Responsibility

Focus on the community and others

Church involvement, community service, Fellows service learning project

Ability to look past myself

SO/JR Spring 2007

Assertiveness Ability to make firm choices

Stating opinions without hesitation

Not being afraid to speak up

SO/JR Spring 2008

Communication Public speaking

Speaking in meetings for extra-curricular activities, group presentations

Speak well and easily in front of a crowd

SO/JR Spring 2008

Completed Competencies

In the second semester of my Sophomore year, I began diligently working to complete all of the ten short and long- term competencies in my Transformational Development Plan. Although some competencies were completed more easily than others, I have now mastered and integrated into my daily life each one of them. Innovation

Before the Microsoft Office Specialist tests and eBusiness class, I could barely type a paper in Microsoft Word. At that time, my computer skills were limited to turning the computer on, opening Microsoft Word and Internet Explorer, printing documents, and shutting the computer down. In order to perform any complicated task, I would have to ask a friend for help.

Taking the Microsoft Office Specialist classes at TCU and completing the MOS tests taught me much more about Word, Excel, and PowerPoint than I have ever known; now I use the information that I have learned to help me in my everyday life. Although I could type a document before taking the Microsoft Word class, I learned so many tips and tricks that make using this application easier. When critiquing papers, I now use the Review Toolbar to make comments on others’ work without making changes directly to the paper. I also use the Format Painter on a



daily basis, which has made certain tasks much simpler. Taking the Microsoft Excel class helped me in Financial Management class this semester because many of the practice problems and homework assignments required the use of Excel; without Excel, these problems would have taken twice as long to complete. My newfound knowledge of PowerPoint greatly improved the presentations that I created for my classes within the Neeley School of Business, especially the end-of-the-year presentation for Supply Chain Management class. Not only do I frequently use the information I’ve learned, but I also take pride in teaching others the tricks and tools these applications have to offer.

Finally, I learned about technology and how to critique and create a website in eBusiness class. After completing this course, I oftentimes find myself analyzing websites while shopping online and thinking to myself “I could make significant improvements to this website!” I also take pride in knowing that I could create a website, which is something that would impress any employer. This skill, in addition to my ability to use Microsoft Word, Excel, and PowerPoint, has allowed me to become computer savvy – a competency of which I am very proud. Knowledge Before becoming a business student at TCU, I did not really understand what “business” entailed. In my mind, I envisioned businessmen and women in power suits, shaking hands and making deals. While this is one small aspect of business, I knew that there was more to business than this. When I declared Marketing as my major, I realized that it would be necessary for me to find out what the true business world is about.

Learning about the business world has been a slow but rewarding process. Only now am I truly beginning to understand what life will be like after graduation in the “real world.” The journey began in Patrick Nuss’s Foundations in Business class. This class introduced me to some of the basics of business: resumes, cover letters, and presentations. I learned in this class that a resume is very important when interviewing for a job because sometimes it is the only thing that a company knows about you, and a resume is oftentimes all you have to convince a potential employer to give you an interview. I also learned how to create a cover letter in this class; I learned that in this letter, it is imperative to state what you are looking for in an internship or job, as well as highlight your top strengths.

Since Foundations in Business, I have expanded my knowledge about the business world. Bill Moncrief’s class taught me the basics of marketing and the importance of creativity. Bob Akin’s Selling and Sales class has taught me that in order to sell, it is important to hear the word “no” – according to Akin, you cannot be truly successful in sales until someone has refused to buy what you have to offer and then you convince them to buy from you in the end. John Thompson has taught me the best way to find an internship: first, decide where you would like to work, and then bug the company until they agree to let you interview for a position!

In all of my business classes, I have learned that much of business revolves around communication and teamwork. First, I have learned that sometimes we must communicate with others on their own terms; for example, even though I like to communicate about group projects via email, some people would prefer to text or meet in person. Second, in my first few classes in the Neeley School, I thought that I would be able to do entire projects by myself, without help from other group members. Now I realize that in order for a project to be truly successful, you must have the input of each member.

Although I do not know everything there is to know about business, I feel that I have gained significant knowledge about the “real business world” from my experiences with my classes and professors at the Neeley School of Business. Collaboration and Leadership

One goal that I set out to achieve when I was first selected to be a Neeley Fellow was the goal of collaboration and leadership; that is, I wanted to learn how to better participate in and direct teams. Although others would consider me a “people person,” I oftentimes struggle with working in teams because I like to do things my way. Fortunately, team projects and extra-curricular activities have helped me be a better team player and leader.

The first thing that has helped me learn how to work better in a team is participating in group projects. In my time at TCU, I have worked on more than 50 group projects, and with each project that I have completed, I have learned something more about working with a team. Initially, I learned that working in a team meant that I would have to be more flexible; for example, even though I would prefer to meet early in the evening at 7pm, some group members would prefer to meet at 11pm. I also learned that in order to be a good team member, it is important to make sure that everyone is “on the same page.” Oftentimes, group members experience difficulties because not everyone knows the same information; a quick email or call to your group members will ensure that the project will run more smoothly.

Through group projects, I have not only learned how to work better in a team, but I have also learned how to better lead a team. When no one else in the group offers ideas or volunteers to help with a certain aspect of the



project, I do not hesitate to delegate responsibilities. In short, if I can see that the group needs direction, I have learned that sometimes the best option is to jump at the opportunity to lead.

Participating in various extra-curricular activities has also taught me how to be a better team player and team leader. I have learned as an NFSO Exec member that sometimes being the leader of a group means doing things that you do not necessarily want to do; for example, even when I have tests to study for and other meetings to go to, it is necessary for me to attend all NFSO Exec meetings in order for me to be an effective leader.

Working on the Make-A-Wish team for my sorority was also a chance for me to learn more about working in and leading teams. In this position, I had to work with other Make-A-Wish team members to plan an auction. I also had to plan a fundraising event with the Texas Rangers, which taught me that it is impossible to lead a team to success without their support and advice. Although one can always improve performance when working in groups, I feel that I have made great strides over the past few years as both a team member and leader. Organization

Organization is one of the competencies that I am most proud of because although I have always been organized, I think I have taken my organization to a whole new level in my time at TCU. Even though I have always preferred to stick to a deadline and use a planner, I think that I have learned many things about organization as a college student.

Group projects in business classes have taught me a great deal about organization of time and resources. Because I’ve had multiple business classes each semester, I have learned how to plan projects and delegate tasks far in advance of the projects’ due dates. For example, one semester I had to complete projects in Nutrition, Organizational Management, and Supply Chain Management, all within two weeks. In order to finish these projects on time, I began researching, preparing, and assigning various jobs as soon as possible so that my groups would do well on our projects – all of them.

Participating in many extra-curricular activities has also taught me how to be organized. It is not uncommon for me to do an activity with each organization of which I am a part – NFSO, Student Foundation, Chi Omega, RUF, etc. – each week. Although I was very involved in high school, I have learned in college that in order to be involved, you must carefully organize your time.

I have also learned a great deal about organization by learning the fine art of knowing when to save things, and then knowing when to throw them away. Before coming to college, I used to throw away important documents, not thinking that I may need them again at a later date. Now I make sure to keep copies of anything that is important; in fact, I keep several folders and binders for different categories of important paperwork. The same is true with emails; I save important emails until I am sure that it is safe to throw them away.

Finally, I have discovered that although sometimes organization is important, sometimes it is not. Sometimes I stress out about organizing activities or situations that don’t truly matter or that I cannot do anything about; for example, sometimes I worry about organizing meetings that are relatively unimportant in the grand scheme of things. Only this year have I realized that although organization is very important, it is not the “end all, be all” in life.

Since the creation of my Transformational Development Plan, I have really taken the phrase “don’t agonize, organize!” to heart. Through group projects and other activities, I have learned about becoming more organized in some aspects and less organized in the things that do not matter. Energy and Enthusiasm When I was growing up, my mom always used to tell me, “Be an encourager!” After finishing a cross-country race, other runners would fall to the ground or walk around trying to catch their breath; after I finished a race, my mom would always remind me to go the finish line to cheer on my teammates as they crossed the finish line. I think that my mom’s suggestion is an important one, and when I started college, I knew that I wanted to further improve my ability to share my energy and enthusiasm. Because of my upbringing, I have realized the importance of showing others my energy and enthusiasm in order to get others to show enthusiasm and excitement. If others hear you complaining about an activity, then it is highly unlikely that you will be able to convince others to participate in that activity. For example, last week the president of my sorority asked the chapter for volunteers to participate in a volunteer event. Although the girls in my chapter were unsure about whether or not they should volunteer, I eagerly raised my hand and exclaimed, “Anna Ruth, make sure to put my name down. I want to go!” After people saw that I was excited about volunteering, they realized that the volunteering opportunity could be fun, and they too chose to participate.



I have also learned in my time at TCU that humor is a great way to produce energy and enthusiasm in a group of people. My Sophomore year, I was in charge of 50 girls for a fraternity philanthropy event. Before meeting with the girls, I changed the words and came up with motions to three popular songs; the goal was to get each of the girls to learn the new words and motions so that they could perform in front of the fraternity. In order to get the girls excited about their performance, I had fun with the song – when I performed it for the girls for the first time, I sang ridiculously loud and overdid the motions. When the girls saw that I was having fun singing and doing the motions to the song, they were inspired to act in the same way. The Fellows trip to New York City over Spring Break was another chance for me to show energy and enthusiasm. Although others were complaining about their hunger and sore feet, I tried to put on a happy face in hopes that this would brighten the Fellows’ moods. I learned during this trip that by ignoring people’s complaints and continuing to show energy despite unfavorable circumstances, it is possible to change others’ moods. Although it is hard, at times, to get people to show energy and enthusiasm, I have learned that others will show energy and enthusiasm if they see you doing so first. Sometimes, it just takes someone to take the first step with a positive attitude and a smile to get others to follow. Self-Motivation

Another competency that I was set on completing was self-motivation, the ability to show initiative. In the past, I have always depended on my parents to point me in the right direction and provide motivation. In high school, my mom convinced me to get a job as a lifeguard at the city pool; she also talked me into running for Senior class president by promising to buy me a dress for prom.

When I came to college, I realized that it was no longer up to my parents to motivate me to accomplish anything. At first, I struggled with this new idea; I oftentimes called my mom to ask her for advice on what I should and should not participate in, and I got frustrated when she could not give me an answer because she “thought that I should be making some decisions on my own.”

Slowly but surely, I taught myself how to take initiative. Forming the Neeley Fellows Student Organization taught me a great deal about initiative. With minimal supervision, the NFSO managed to construct a constitution, plan events, and write a Statement of Values. Forming the NFSO also taught me that sometimes it’s necessary to just step and do something rather than waiting until being asked. In short, helping create the Neeley Fellows Student Organization taught me that I don’t need my parents to tell or show me what to do or how to do it – I can start a project, apply for a job, make a decision, or even create an organization without someone else directing every step of the way.

Looking for a summer internship also taught me more about being self-motivated. I actually did not start looking for an internship until February because I was hoping that an internship would just fall into my lap; part of me truly thought that Dr. Moncrief would pass on my resume to someone, get me an interview, and ask the company to hire me. Fortunately, I did not find my summer job in this way. Dr. Moncrief actually sent me to John Thompson, who gave me a long checklist of things to do to find an internship. Although I was initially bitter that Mr. Thompson was not guiding me step-by-step in the process of finding an internship, I am now grateful because it taught me that I am responsible for my future and not anyone else! Mr. Thompson did not force me to send in resumes and cover letters, call companies, or go to interviews because he wanted me to want to do these things on my own.

Although this has been my most difficult competency to complete, I am most proud of this competency because I have come such a long way. In college, I have learned that in order to be successful, you must set your own goals and then find a way to achieve them. Your future is truly up to you and not anyone else. Social Responsibility TCU’s mission is “to educate individuals to think and act as ethical leaders and responsible citizens in the global community.“ In my opinion, this mission tells us that college is about more than taking classes, making friends, and having fun. TCU is a learning experience, and after graduation, we should be ethical leaders and responsible leaders in the community. I think the last portion of this statement is one of the most important because it reminds us that we must be connected to our community in a positive way. Coming to TCU as a new horned frog, I knew that I needed to connect to the TCU, Fort Worth, and global community in a meaningful way. In order to learn this lesson, I knew that I would have to learn more about social responsibility. Social responsibility – the idea that a person has some responsibility to society – is a competency that I have really sought to develop in my time at TCU. Of all my activities, the Neeley Fellows’ involvement with our service learning project has taught me most about social responsibility. The first semester, I worked with two of the Fellows to conduct a focus group for the Samaritan House. Through this project, we came up with questions and



then summarized our focus group findings in a presentation. This semester, I have worked with the Marketing team to create a flyer, distribute the flyer to various businesses in a neighborhood, and design and print a brochure to promote the Fort Worth South Street Tree Program. Although the Fellows could have just painted a house or tutored local high school students, I am glad that we did this service learning project because I think it’s important to make long-term connections with these local organizations. Participation in fraternity philanthropy events has also taught me about social responsibility. Each time a fraternity comes to our sorority meeting to tell the members about an opportunity to raise money for a good cause, I jump at the opportunity to participate. Through contributing to these philanthropy events – through time, money, and effort – I am have learned a great deal about social responsibility.

Although community service is not the only way for an individual to learn about social responsibility, it has been a significant factor in my learning experience. After graduating from TCU, I hope to live out the mission statement wherever I go. Not only do I want to be an ethical leader and responsible citizen, but I also want to be a benefit to the community around me. Dedication When I think of the word “dedicated,” I think of people who do what they say they will do and act with integrity; a dedicated individual would be someone that you would admire for his or her level of commitment. I know from the definition of the word “dedicated” that people are not truly dedicated until they finish what they start. In order for me to earn the title of someone who is dedicated, I have learned that I must keep my commitments and continue to serve in the leadership positions that I have accepted. It seems that in every organization, new members are the most committed to attending and participating in events. Unfortunately, as these members grow older and “move up” in the organization, their participation and commitment to the organization tapers off until they are no longer “active” members. By being a member in various campus organizations, I have learned that individuals who are dedicated are just as committed freshman year as they are during their Senior year. Learning this over time made me realize that I wanted to be someone who is dedicated in this way.

One way that I have tried to become more dedicated in my time at TCU is by taking on more and more responsibilities with time. Instead of doing less as I have gotten older, I have tried to do more. For example, freshman year I was the Pi Kapp PUSH co-chair for my sorority. The next year, I was both the chapter resident assistant and a member of the Make-A-Wish Team. This year, I am both the chapter resident assistant and a member of our Executive Board.

The same is also true of my involvement with the Neeley Fellows Program. The first semester, I wanted to be an active participant in the Program. When the Neeley Fellows Student Organization held its first election, I ran for Vice President of Membership. This past semester, I have served as the NFSO’s Executive Vice President.

Although my time at TCU is not yet over, I have learned over the past few years that for a person to be dedicated, it is necessary to have an unwavering commitment to an organization. In my last two semesters at TCU, I know that I will continue to be as involved as I am now. I also hope that by remaining involved in the various organizations of which I am a part, I will inspire younger students to strive to be dedicated. Assertiveness Although I am a lot of things, assertive is one thing I am not. In my life, I have always had a hard time speaking up for myself. When I was in grade school, other students would “walk all over me” because they knew that I would not do anything about it, and I proved these students right. Even in high school I had difficulties sharing my opinions and beliefs; I was constantly worried about offending other people, so I chose to keep many things to myself.

When I came to college, I knew that I would have to learn how to speak up when necessary, and the path to assertiveness has been a bumpy one. Freshman year, my roommate did things that constantly annoyed me, and yet I could never bring myself to tell her the things that she was doing that made me so mad. Sadly, I am not friends with my roommate from freshman year because I bottled up all of my frustration towards her.

Fortunately, I have made significant steps since then in my level of assertiveness. As a member of the Make-A-Wish Team last year, I shared my opinions about ways to raise money for our philanthropy. Although my peers did not always agree with my ideas, I realized that I had nothing to lose by sharing the ideas and opinions that are important to me; if anything, other team members used my ideas and opinions to come up with even better ways to fundraise.

As a member of the Neeley Fellows Student Organization Executive Board, I have tried to actively participate in group discussions by throwing out ideas or giving my opinion when asked. Participating in this way



has been a learning experience for me, and I think that in a very small way, my participation has made Executive Board meetings run more smoothly.

Now, stating my opinions and speaking up when needed is much easier for me. Although there are still times that I hesitate before saying something, I know that I can respectfully disagree with someone. I have learned that if you back up your opinions and beliefs with facts, as well as offer them with respect, then any rational individual will respect you in turn. Although it has taken me 21 years to learn, I would now venture to say that I am more assertive than I was before entering the Neeley Fellows Program. Communication Speaking in front of a group of people – whether large or small – is not most people’s favorite activity. Many people, in fact, are terrified of speaking in public. Although I gave many speeches in high school as class president and salutatorian, I knew that I had definite room for improvement. Giving presentations in various business classes is the thing that has helped me most in learning how to speak well in front of a crowd. I found early on that being poorly prepared oftentimes made me more nervous to present; when I felt that the audience knew that I was nervous, I would get even more nervous! After struggling through these first few presentations, I realized that I needed to come up with a method for speaking in public.

After several more class presentations, I came up with a process for speaking in front of a group. First, I would make my slides with very little text and just a few key points. Next, I would write out what I wanted to say for each slide. Then, I would rehearse the key points in my head to make sure that everything sounded as it should, and if I needed to make any changes, I made a mental note. Finally, I would practice my speech again and again out loud; I think that this is the key to success because it helped me visualize speaking in front of my class or a group of people.

I have also learned that a good public speaker makes a connection with the audience. Oftentimes people give speeches without looking up from their paper, or sometimes they look at their slides on a screen; I know from personal experience that it’s hard to pay attention to a speaker who will not look directly at the audience. When I speak, I make a conscious effort to look at each member of the audience. I also do not look at my slides when I am giving a presentation because I want to give the audience the impression that I know my information so well that I do not even need to look at the slides!

This year, my skills have been put to the test. This semester, I had to speak at Recruitment 101 to more than 1000 girls. Because I had done so many business presentations in each of my classes, I was not even nervous about speaking to all the girls that attended this meeting. I also speak each week to over more than 140 girls in my sorority’s chapter meeting. Although Recruitment 101 and chapter meets are not graded, I realize that it is important to speak well in front of a group of people, no matter the occasion.



Badaracco, Joseph. 2002. Leading Quietly. Boston: Harvard Business School Press. Csikszentmihalyi, M. 1997. Finding Flow, New York: Basic Books Drucker, Peter. 2005. Managing Oneself. Harvard Business Review (January 100-109) Fritz, R. 1984. The Path of Least Resistance. New York: Fawcett. Hammond, S.A. 1996. Appreciative Inquiry. Plano: Kodiak Consulting Kohlberg, Lawrence. 1984. The psychology of moral development: the nature and validity of moral stages. San Francisco: Harper & Row. Patterson, Kerry, Grenny, Joseph, McMillan, Ron, & Switzler, Al. 2002. Crucial Conversations: Tools for Talking When Stakes are High. New York: McGraw Hill. Quinn, Robert E. 2005. Moments of Greatness- Entering the Fundamental State of Leadership. Harvard Business Review, July-August, 75-83. Quinn, Robert E. 1996. Deep Change. San Francisco: Jossey Bass. Quinn, Robert E. 2000. Change the World. San Francisco: Jossey Bass. Quinn, Robert E. 2004 Building the Bridge as You Walk on It . San Francisco: Jossey Bass. Quinn, Robert E. & Quinn, Garrett. 2004. Letters to Garrett, Quinn, R.E. San Francisco: Jossey Bass. Reflected best-self feedback exercise: Assignment and instructions to participants. 2003. Product number 001B. Ann Arbor: University of Michigan Regents, Positive Organizational Research Group.

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Roberts, L.M., Dutton, J. E., Spreitzer, G. M., Heaphy, E.D., Quinn, R.E. 2005. Composing the Reflected best-Self Portrait: Building Pathways for Becoming Extraordinary in Work Organizations. Academy of Management Review, Vol. 30, No.4, 712-736. Roberts, L.M., Spreitzer, G., Dutton, J., Quinn, R., Heaphy, E., and Barker, B. 2005. How to Play to Your Strengths. Harvard Business Review (January, 75-80)

BIBLIOGRAPHY



Neeley Fellows Program TCU Box 298530

Fort Worth, TX 76129 Phone: 817 257-6948 Fax: 817 257- 7227

E-mail: [email protected]

www.neeleyfellows.tcu.edu

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