units consisted of presentations on developing a skills inventory and promotional strategy,
consideration of the College’s Center for Economic Development as an alternate channel of distribution, and
preparing pricing/collections policies. The unit on demand analysis included a session on spotting
opportunities and developing client dependency as well as how to apply for government and private grants.
Professionalism ¢entered on imaging and interpersonal relations. Special considerations covered legal and
insuran¢e issues, marketing CLC, and resources. Two sessions were devoted to panel discussions with
practicing consultants and prospective clients from government, industry, and education.

Faculty were required to complete three written assignments from a list of twelve options (one for each of
the presentations) and a written course evaluation. No credit was granted to anyone missing more than one
class or failing to complete the written assignments. Each class lasted two hours from 3 p.m. to 5 p.m. on
Tuesdays and Thursdays during February and was divided into two equal segments with one short break.
The two sessions with practicing consultants and prospective clients were each two hours with refreshments.

It was immediately apparent to me that I was not the best person to teach any of the five major units or
twelve subunits. My role was facilitator: staffing, coordinating, and attending to the administrative details
including prep with each presenter, reminders, introductions, thank you notes, certificates of appreciation,
refreshments, and evaluations. Nineteen people, most from outside the college, made presentations. Each
_ presenter developed and distributed an outline of the topic for consideration. Our reference librarian, who
_ presented the unit on resources, developed a 100+ page bibliography. All offered their services pro bono
with one exception. A CPA/attorney received $50 for each of two presentations.

Twenty-three faculty, representing a range of consulting interests from nursing to business ethics to
welding, enrolled in the course which was promoted in a series of three graphic flyers put in faculty mail
boxes. Each flyer stressed the course’s economic payout: for example, "What's Professor Einstein’s formula
for succe$$?" and "Thinking about crui$ing in the fast lane?" "Answer: Transitions . .

Positive comments about the course in written evaluations stressed its pace and organization, the variety
of topics and presenters, practical applications, and the opportunity to challenge preconceived notions about
consulting. Negative reactions included the irrelevance of the written assignments, traditional classroom
environment, and relative quality of some of the presentations. Suggestions for improving the course
included scheduling the sessions at alternative times, more information about marketing yourself, offering an
annotated bibliography, increasing the course's length, and bringing back graduates of the course to discuss
its practical benefits.

Thirty-eight percent of the respondents said they would use CLC’s Center for Economic Development to
secure consulting work, while forty-three percent answered they planned to secure consulting assignments
on their own. One hundred percent of the respondents said they would recommend the course to other
CLC: employees: the bottom line!

This semester CLC’s IC, an instructor from our Engineering/Math/Science Division, is working with
faculty to design and write demonstrations and lab experiments in the field of Microcomputer-Based
Laboratory Systems (MBL). These systems utilize the microcomputer’s measurement and data analysis
capabilities, while reducing the drudgery of taking and analyzing data. His work includes developing
computer hardware and software for use in the measurement of camera shutter speed in our photography
classes and redesigning hardware and software for use in monitoring CLC’s solar collector.

PGC’s future plans include adding two new IC positions in the Fall term, developing mini-research grants
for faculty, and: preparing streamlined packages for individualized instructional development.

"Transitions . . ." has been invited back for an encore!

James Paradiso
Business Instructor

For further information, contact the author at the College of Lake County, 19351 W. Washington, Grayslake,
IL 60030, 312-223-6601, Extension 525.

 

 

Suanne D. Roueche, Editor
October 9, 1987, Vol. IX, No. 21]

INNOVATION ABSTRACTS Is a publication of the National institute for Staff and Organizational Development, EDB 348, The University of
Texas at Austin, Austin, Texas 78712, (512)471-7545. Subscriptions are available to nonconsortium members for $35 per year. Funding in
part by the W. K. Kellogg Foundation and Sid W. Richardson Foundation. Issued weekly when classes are in session during fall and spring
terms and once during the summer.

® The University of Texas at Austin, 1987 3
Further duplication is permitted only by MEMBER Institutions for thelr own personnel. ISSN 0199-106X

 

 

 

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