BA2196 Speech Proposal Presentation Part 3: Proposal Presentation (100 points): Your presentation will include: A title slide that includes your name and

BA2196 Speech Proposal Presentation Part 3: Proposal Presentation (100 points):

Your presentation will include:

A title slide that includes your name and the title of the proposal
Definition of the problem/business need
Give background information to help the reader understand the need for your proposal
Proposal
Your idea – make sure to include the who, what, when, where, and why here
Give details on your approach and qualifications
Give any needed market analysis here (i.e. what competitors are doing, how your proposal will compare, etc.)
Implementation Plan/Timeline
A visual timeline is recommended
Budget/Initial Costs
A table or chart is recommended
The benefits of your solution
Conclusion
Restate your main points – tie them all together
List of References (APA style)

Format Requirements:

You must use Power Point
Your PowerPoint should include visual information – not clip art, but visuals that help the audience understand our ideas with ease
No more than 10 slides (not including title slide and list of references)
6×6 rule – no more than 6 bullets on a slide; no more than 6 words in a bullet
Your presentation will not be more than 10 minutes
You will not use notes while presenting Proposal Assignment
The assignment includes five parts: Outline Proposing a Topic, Evaluation of Sources,
Proposal Presentation, Draft of Written Proposal, and Final Written Proposal.
For these assignments, you will present and write a formal proposal. A proposal is an offer to
solve a problem or fulfill a business need. The goal is to persuade, and you must be
straightforward. It’s important that you analyze your audience and write your proposal to
persuade them to accept your ideas. The assignment is complex, with five separate assignments
and each builds on the one before it. You are expected to use feedback from each assignment to
improve on the next. The assignments are designed to guide you through the development
process in writing.
Assignments:
• Topic Proposal – 50 points
• Evaluation of Sources – 30 points
• Proposal Presentation – 100 points
• Draft of Written Proposal – 200 points
• Final Written Proposal – 100 points
Part 1: Proposing Topic for Approval (50 points):
Your specific topic must be approved by your instructor. You cannot submit any
subsequent assignments without submitting a topic proposal and getting approval from
your instructor.
Your topic proposal will address the following questions:
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What are you proposing?
To whom are you proposing it?
What need does the proposal address?
What are other companies/organizations/schools doing?
Students are encouraged to choose from the following topics:
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Propose an internship program to an existing company
If you are already in an internship, identify a problem at your company & propose a
solution
Propose a new student service not already offered at Temple
o For example, we now have Cherry Pantry to give students that need it access
to healthy food
Propose a conference for the Fox School to host
Propose a new LLC (Living Learning Community) for a Temple residence hall
Propose a student-run business (like STHM & the Saxby’s in Speakman Hall)
Propose a service-learning project for one of the majors within Fox
Propose a student-run sustainability program for campus
Propose a post-college life skills seminar (different from the services that CSPD
already provides) – this could be a one-credit course or a special badge on Suitable
Format Requirements:
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No more than one page.
Use 1-inch margins and 11 or 12-point font.
Feel free to use brevity tools like bulleted lists.
Part 2: Evaluation of Sources (30 points):
It’s important that you evaluate each source you will use to make sure it’s credible and
useful for your purpose. You will submit a list of three sources you plan to use: one source
you will use to assess your audience, one source you will use to identify the need/problem,
and one source you will use to analyze the market. For each source, include a citation using
APA style. You will also address the following to explain what key information you’ll get
from the source and why the source is credible:
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A brief summary of the source.
o What are the main arguments/ideas? If someone asked you about the
content in this source, how would you answer?
A brief assessment of the source.
o Analyze why the source is useful and credible. Mention if the source is
objective or biased.
A brief reflection on how/why this source will be used for your proposal.
Note: please see the Purdue OWL’s page on annotated bibliographies for more information
at https://owl.english.purdue.edu/owl/resource/614/01/.
Format Requirements:
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Use bullet points to organize your list.
Use 1-inch margins and 11 or 12-point font.
Part 3: Proposal Presentation (100 points):
Your presentation will include:
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A title slide that includes your name and the title of the proposal
Definition of the problem/business need
o Give background information to help the reader understand the need for
your proposal
Proposal
o Your idea – make sure to include the who, what, when, where, and why here
o Give details on your approach and qualifications
o Give any needed market analysis here (i.e. what competitors are doing, how
your proposal will compare, etc.)
Implementation Plan/Timeline
o A visual timeline is recommended
Budget/Initial Costs
o A table or chart is recommended
The benefits of your solution
Conclusion
o Restate your main points – tie them all together
List of References (APA style)
Format Requirements:
•
•
•
•
•
You must use Power Point
o Your PowerPoint should include visual information – not clip art, but visuals
that help the audience understand our ideas with ease
No more than 10 slides (not including title slide and list of references)
6×6 rule – no more than 6 bullets on a slide; no more than 6 words in a bullet
Your presentation will not be more than 10 minutes
You will not use notes while presenting
Part 4: Draft of Written proposal (200 points):
Your written proposal will include:
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Cover page that includes your name, the title of the proposal, the date, and your
instructor’s last name and section number
Executive Summary
o The executive summary is where you present your case and give the reader
the main takeaway of your proposal. Don’t focus on covering every detail.
Instead, give an overview of the main points, focusing on the conclusions you
want the reader to come to. Tell your solution to the reader’s problem. It
should be results oriented and persuasive.
o Your summary should be less than one page.
Definition of the problem/business need
o Give background information to help the reader understand the need for
your proposal
Proposal
o Your idea – make sure to include the who, what, when, where, and why here
o Give details on your approach and qualifications
o Give any needed market analysis here (i.e. what competitors are doing, how
your proposal will compare, etc.)
Implementation Plan/Timeline
Budget/Initial Costs
o If applicable, include any forecasted revenues.
The benefits of your solution
Conclusion
o Restate your main points – tie them all together
List of References (APA style)
Format Requirements:
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Your proposal will be no more than 5 pages, not including the reference list or the
cover page.
Use 1-inch margins and 11 or 12-point font.
Use brevity tools, like section headers, lists, timetables, budget charts, etc.
At a minimum, you should include a visual timeline (there’s a template for this in
Microsoft Word) and a table or chart outlining the budget/costs.
o You should also include other visuals throughout to support other
information in your proposal.
Part 5: Final Written Proposal (100 points):
As we’ve been discussing all semester, careful editing is an integral part of the writing process. Now
that you have feedback from your instructor, you’ll need to apply it by rewriting your proposal. The
rewrite is worth 100 points. If you do not follow your instructor’s feedback, your rewrite grade could be
lower than the grade you earned on your draft. If you do not submit a rewrite that includes changes, you
will receive a grade of zero.
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Student-run Business Proposal
According to Lisa Stevens, student-run businesses in schools play a pivotal role in
helping learners complement whatever they learn in class by employing such values in a real
world environment. A student run business would be highly beneficial to the learners presenting
an opportunity to make an income, while practicing business management skills. Such an
opportunity is often otherwise left to the larger labor market, whose conditions do not always
tally with student interests. On the contrary, having such an institution supported by the school
and ran by the students would guarantee the necessary flexibility for learners to strike a balance
between their classroom demands as well as practice different activities that would facilitate a
seamless transition from the academic to labor market once they complete the different courses.
The proposal to have the business is only viable with the school administration’s support.
As long as the school management agrees to the development of such a business, then the
students would be willing and could enroll as necessary into the program, which would have the
authority to run the business. Ultimately, the program would address students needs among them
financial and education needs since they could make an income while working in the different
businesses. Notably, other schools have such programs, primarily ran by students, and with the
ultimate responsibility resting on an appointed member of staff to guarantee appropriate financial
management. Therefore, the proposal herein will be beneficial to both the learners and the
school, by presenting the learners with an opportunity to gain business experience, while
enabling the school access learning resources from real situations in the business environment as
presented in the school business model.
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Works Cited.
Stevens, Lisa. “University-Backed Businesses That Put Students in the Driver’s Seat.”
Entrepreneur, https://www.entrepreneur.com/article/229079, 30 July 2013. Accessed 11
February 2019.
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Kruger, J. S., Kruger, D. J., & Suzuki, R. (2015). Assessing the Effectiveness of
Experiential Learning in a Student-Run Free Clinic. Pedagogy in Health Promotion, 1(2),
91-94. Doi: 10.1177/2373379915575530
Summary
In this journal article, the authors analyze the experiences of students in a free health
clinic run by students. It addresses issues relating to experiential education where students get
the chance to complement ideologies and theories learned in class actively. Mainly, the students
in the study are from volunteer program run by an institution and community supported free
health clinic. Students got the chance to give feedback on goals and objectives they were able to
achieve as a result of their experiences in the program. The survey provides feedback that could
help improve experiential learning, such as training provision and clinic hour’s adjustment. This
article shows that students were confident that they were gaining valuable experience and
translating class ideas into the real world.
Assessment
Written by Jessica Sloan Kruger, Daniel J. Kruger, and Rie Suzuki, the article is both
credible and objective. Jessica S. Kruger is a faculty member in The State University of New
York, Community Health and Behavior Department. She has a masters and PhD in Health
Education. Daniel Kruger is a faculty member in the School of Public Health at the University of
Michigan and has a PhD in the field. Rie Suzuki has a PhD in Health Education and Behavior
from the University of Michigan-Flint. Peer-reviews from authors from different institutions
contribute to the objectivity of the article. Authors reported having no conflicts of interest in all
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activities involving the material. Also, they accepted no financial aid in all procedures leading to
the publication of the article.
Reflection
This article is vital to the development of my student-run business proposal as it contains
an assessment of feedback given by students benefiting from such a program. It offers
recommendations that those students request to improve experiential learning. Also crucial to the
proposal is its content and information on learners’ feedback about how the programme is
assisting them to translate their class lessons into real-life situations, opportunities created as a
result and their gratitude for such a chance.
Limoges, A. (2015). An Analysis of Successful Student-Run Public Relations and
Advertising Agencies. Elon Journal of Undergraduate Research in Communications, 6(2).
Retrieved from http://www.inquiriesjournal.com/a?id=1366
Summary
This article is based on a study on student-run journalism agencies. It examines factors
that are essential to ensure the success of student-run agencies. By sending surveys to public
relations and advertising firms across the country, the author of the article was able to identify
trends that led to the success of such agencies. First significant trend identified is that the use of
autonomous workspaces enabled the use of formal business systems. Students left to self-govern
themselves were inclined to using and developing better business practices. Agencies that
sourced help from established student-oriented associations were more successful than those that
did not. In the surveys particular case, successful agencies obtained guidance from the Public
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Relations Student Society of America (PRSSA). Also, agencies that paid their student employees
were more successful as they motivated them to be industrious and innovative.
Assessment
Amanda Limoges is a Public Relations professional working for APCO Worldwide in
Washington D.C. She is also a writer and researcher in with a Bachelor’s Degree in Strategic
Communications and Professional Writing from Elon University. The author acknowledges
supervision and support from George Padgett, a communications associate professor from Elon
University and some reviewers who cleared it for objectivity and bias. She also cites limitations
in sample size and mode of selection. Only nine agencies were used to conduct the research, and
they were selected online using a limited number of keywords.
Reflection
This reference is useful to the proposal as it identified factors that are essential to the
success of student-run firms. It discusses these factors and how they contribute to a better
complementary experiential learning. It offers ways in which such firms can be made successful
such as formally including the program in the curriculum and course credit which improves
students’ interest and engagement in the firms. Secondly, involving student-oriented
organizations for guidance and support enhances the success of the firms. Establishing
independent workspaces helps students understand and apply formal business practices. Using
mature compensation programmes helps student-run firms succeed and enhances students’
industriousness and interest.
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Staniewski, M. W., & Szopi?ski, T. (2015). Student readiness to start their own business.
Economic Research-Ekonomska Istraživanja, 28(1), 608-619.
doi:10.1080/1331677x.2015.1085809
Summary
Based on research conducted in Poland, this article focused on the readiness of students
to pursue entrepreneurship during and after education. Among the major discoveries uncovered
by the study was that students showed a strong inclination towards starting their own enterprises.
458 students were studies, and their attitudes towards entrepreneurship analyzed. Relationships
studied included the type and nature of their course programs and their attitudes. Authors
identified that the type of academic major had no effect on how ready students were to start their
own businesses. Academic programmes, however, had a significant influence on how ready
learners were to start their own enterprises.
Assessment
Both Tomasz Szopinski and Marcin Waldemar Staniewski are members of the Faculty of
Management and Finance in the University of Management and Finance in Warsaw, Poland.
They also disclosed no conflict of interest in the creation of the article.
Reflection
The article will be essential to the creation of my proposal as it will assist in identifying
how prepared students are to pursue student-run enterprises within the campus. Influence of
academic major as well as the nature of the programme will help in the analysis of factors that
may influence student’s inclination towards entrepreneurship and perhaps lay out blueprints of
ways of changing that to the advantage.
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References
Kruger, J. S., Kruger, D. J., & Suzuki, R. (2015). Assessing the Effectiveness of Experiential
Learning in a Student-Run Free Clinic. Pedagogy in Health Promotion, 1(2), 91-94.
doi:10.1177/2373379915575530
Limoges, A. (2015). An Analysis of Successful Student-Run Public Relations and Advertising
Agencies. Elon Journal of Undergraduate Research in Communications, 6(2). Retrieved
from http://www.inquiriesjournal.com/a?id=1366
Staniewski, M. W., & Szopi?ski, T. (2015). Student readiness to start their own business.
Economic Research-Ekonomska Istraživanja, 28(1), 608-619.
doi:10.1080/1331677x.2015.1085809
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