ࡱ> HJGQ (bjbjf.f. .DDeDeS 28S,D/!  $#%   &X  :,#{E  .: ~  </!DRs&:^s&s& ^/!s& : This is a new course that will be paired with BUS059N in order to create a non-credit certificate. The two courses engage students in active learning to master writing and communications skills for the workplace. Ӱɴý New Instructional Program Proposal Phase 1 DRAFT 1-4-05; Revised October 2010 Date: ____4/9/2024____________ Primary Contacts: __Penny Wilkins _______(faculty); ___Dennis Franco_______(dean) Program Name: ___Non-Credit Business Communication Certificate___ Mission/Goals Describe the purpose and goals of the program. Who is it designed to serve? Will the program offer an Associate Degree? A Certificate of Achievement? The non-credit skills certificate has two courses and is designed for working adults, and those looking to enter the workforce, who need to improve their business writing and communication skills. Rationale What role would this program fulfill in the college curriculum? Why is it important to offer this program? This program fills the gaps for students who are in the workforce or looking to enter the workforce and need to improve their written and oral communication skills but do not want a full degree or credited certificate. Ӱɴý no longer has Business Operations programs and this will fill that gap. Many Ӱɴý students are in industry and may not be looking for a degree, but instead to improve their skills in the workplace for current roles and advancement. Students will learn the professional and technical skills required in todays global environment. They will learn professional and appropriate language usage that is needed for success with employees, customers and suppliers. They will also acquire the correct grammar skills related to the business environment. Curriculum and Needs Assessment/Feasibility List the proposed new courses for the program, including the title, number of units, and a brief course description. BUS58N- Business English Non credit This course emphasizes grammar with a specific focus on spelling, word usage, sentence structure, the eight parts of speech, and paragraph formation as a foundation for business situations. This course is highly focused on the technical aspects of proper writing and document construction similar to what one would find in a college English course with a concentration on preparing and enhancing business English skills for the workplace. This course is a hands-on student experience allowing them to gain and improve relevant skills for today's dynamic organizations. BUS59N- Business Communication Non-credit. This course presents the theoretical principles and real world application of effective, ethical, and diverse written and oral communication. This course enhances students in the art of clear, concise, and concrete linguistics including appropriate word usage and grammar. Topics include critical analysis of purposeful communication, cultural competency, audience and environment, personal perspectives, and message delivery for effective academic and professional communications. List the course requirements for the major. List the proposed sequence of program-specific courses and the projected enrollment: Fall-Year 1 (list the courses to be offered each term and the projected enrollment) BUS58N- 25 students Spring-Year 1 BUS59N-25 students Fall-Year 2 Spring-Year 2 Projected number of students in the program*: Fall-Year 1 _____25______; Spring Year 1 ____25_________ Fall-Year 2 ___________; Spring Year 2 _____________ * Unduplicated total headcount in program-specific courses. Enrollment projections are based on: [enrollments in experimental (900) courses to be included in the program; enrollments in similar programs in the college or nearby colleges; etc.] Projected Annual FTES (to be completed by the Office of Instruction) Year 1 ____________ Year 2 ____________ Do other colleges in the district or in neighboring districts offer a similar program? If so, provide the rationale for duplicating it at Ӱɴý. No. For new CTE programs: provide labor market information and job market projections that support the establishment of this program. Sources for this information are provided in the Program and Course Approval Handbook (Chancellors Office). Also include the results of discussions with key local employers/potential advisory committee members. This short-term, low-unit, non-credit certificate is mostly aimed at those already in the workplace. However, it will also benefit those planning on entering the workforce in a broad spectrum of areas, from General Office Worker/Assistant, to Manager. Therefore, LMI data are hard to pinpoint. However, based on the Business TOP Codes below, there is more than sufficient demand for these skills. Specific data are included below from the LMI database. 13-1111 Management Analysts 11-2022 Sales Managers 11-3012 Administrative Services Managers 11-3051 Industrial Product on Managers 11-3013 Facilities Managers Growth in 4 California Counties from 2023-2028: 79,529 - 84,406 (+4,877, or 6.1%) Regional compensation is 29% higher than national. Average monthly hires (Jan 23-Sept 23) General and Operations Managers 1,686 Sales Managers 561 Management Analysts 876 Industrial Product on Managers 85 Facilities Managers 92 Administrative Services Managers 180 Top Codes 43-1011 First-Line Supervisors of Office and Administrative Support Workers 43-3031 Bookkeeping, Accounting, and Auditing Clerks 13-2082 Tax Preparers 43-3051 Payroll and Timekeeping Clerks 43-6011 Executive Secretaries and Executive Administrative Assistant Growth in 4 California Counties from 2023-2028: Flat, however, still substantial for employment: 54,304 - 53,910 (-394, or -0.7%). Average monthly hires (Jan 23-Sept 23) First-Line Supervisors of Office and Administrative Support Workers 854 Executive Secretaries and Executive Administrative Assistants 515 Based on the Business Department Management Advisory Board Meeting on March24, 2023, employers are looking for employees to come into to the office. Yet, many employees want to stay at home. Additionally, they are seeing a skill gap in employees in the office as many have worked online and are missing critical office communication skills. Specifically, employers stated: There is a divide in young graduates who only know remote work it will be critical to integrate workers that are familiar with on ground and those who are not. Employers want people in the office for accountability, but more importantly for sharing knowledge, increasing creativity and building culture. What other departments at the college could be affected by adding this program? Explain and include the results of preliminary discussions with the affected departments. N/A. Staffing Describe the initial staffing needed for the program, including the approximate number of full time and part time faculty and classified staff. Current full time and part time faculty could teach these courses as they are mirrors or for credit courses we already have. Will new hires be required in order to offer the program? If so, are the pools of full time and/or part time faculty expected to be sufficient? No How will the staffing needs change in years 2-4? No Operating Budget Outline the initial budget required to fund the program. Briefly explain any budget item as needed to make the purpose clear. N/A Staffing (Types: hourly classified, reassigned time, stipends, student do not include faculty or permanent staff) Supplies Consultants Travel Interprogram (Copies, postage, etc.) Equipment (list all major equipment) See Instructional Technology Department for recommendations and cost estimates What additional costs should be anticipated in subsequent years? None Facilities Describe the facilities needed for the program in the first year (classrooms, labs, offices, other). classrooms What additional facilities needs should be anticipated in subsequent years? 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