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Stakeholder Presentation

Transcript: References Stakeholder Presentation Alexandra Buhle, n10225056 MGB310, Semester 1, 2021 Introduction Introduction Identify sustainability issue Identify ethical issue How these will effect different stakeholders Stakeholders and Business Stakeholders and Business A stakeholder is an individual or group of indivduals, who are integral to the survival of a corporation, (Bonnafous-Boucher & Rendtorff, 2016). The relationship between businesses and the groups or individuals that affect it, instead of these players as separate entities that don’t impact each other, we are able to handle problems that occur better, and mitigate potential problems (Parmar et al., 2010). The correct identification of this will allow for effective engagement and management of these stakeholders and overall better the business (Parmar et al., 2010). Sustainability Issue & Ethical Dilemma Sustainability Issue and Ethical Dilemma The use of single-use packaging should be rethought. For example the chips being served in cups even when dining in, and the sauce coming in small plastic containers, as well as excess packaging on knives at tables. Materiality Matrix Materiality Matrix Three Pillars Model Three Pillars Model Adapted from Purvis et al., 2019 Sustainability Development Goals Sustainability Development Goals United Nations, 2021 Environmental Economic Why? Why do we want to know? How resolving the sustainability issue will impact other obligations of the business. How stakeholders will be effected by the business’s decisions and what decision the business will make to overcome these issues. Stakeholder Engagement Stakeholder Engagement Identifying Stakeholders Identifying Stakeholders This model allows us to identify our main stakeholders, which then allows us to analyse how the engagement of each stakeholder will affect the business. Adapted from Krick et al., (2005). Power vs. Interest Power vs. Interest Recommendations for Stakeholder Engagement Recommendations Recommendations for how to move forward with stakeholder engagement will be aimed at the stakeholders in each quadrant of the interest/power grid. Players Players These stakeholders must be consulted during the design of the strategy, as well as during all stages of implementation of the strategy. These players have the power to stop or support the strategy, thus it is integral to gain support of the steps and elements in forming the design, so that this support can be continued during the actual implementation. If support of the strategy is not gained, there is a high change that the implementation will either fail or perform badly (Maj, 2015). Context Setters Context Setters They will stay quite passive on the issue/strategy, however, if that was to change, they could quite quickly become players. These context setters must be informed on the matter, with any needs of theirs being met, in both the design of the strategy and the implementation of the strategy (Burford, 2013). Subjects Subjects Kept informed on the design of the strategy and the details of this strategy and also the implementation of the strategy and the steps of how this will look. These stakeholders may seem like they have no power, but they can potentially cause an influence on other stakeholders (Maj, 2015). Crowd Crowd These stakeholders should be monitored in the design process and implementation of the strategy. Ensure their interest level remains the same and they stay in this quadrant (Maj, 2015). References Ackermann, F. & Eden, C. (2011). Strategic management of stakeholders: Theory and practice. Long Range Planning, 44(1), 179-196. Bonnafous-Boucher, M. & Rendtorff, J. D. (2016). Stakeholder Theory. Springer. https://doi.org/10.1007/978-3-319-44356-0 Bryson, J, M. (2004). What to do when stakeholders matter. Public Management Review, 6(1), 21-53. https://doi.org/10.1080/14719030410001675722 Burford L. D. (2013). Project management for flat organizations. Cost effective steps to achieving successful results. J. Ross Publishing. Eden, C. & Ackerman, F. (1998). Making Strategy: The Journey of Strategic Management. London: Sage. Krick, T., Forstater, T., Monaghan, P. & Silanpää, M. (2005). The Stakeholder Engagement Manual: Volume 2 – The Practitioner’s Handbook on Stakeholder Engagement. Accountability, UNEP, & Stakeholder Research Associates Canada. https://ccednet-rcdec.ca/sites/ccednet-rcdec.ca/files/the_stakeholder_engagement_manual_-_volume_2.pdf KPMG. (2014). Sustainable Insight: The Essentials of Materiality Assessment. KPMG. https://assets.kpmg/content/dam/kpmg/pdf/2014/10/materiality-assessment.pdf Maj, J. (2015, November 5-6). Diversity management's stakeholders and stakeholders management [Conference paper]. 9th International Management Conference, Bucharest, Romania.

Stakeholder Presentation

Transcript: Morgan Casey-Schmit & Rachel Dickhut Areas of Need Areas of Concern 52% identified friendships and social skills 54% identified that self-esteem was also an area of concern. Learning Objectives Learning Objectives Stakeholders Understand friendships and empathy, and the role social emotional learning (SEL) plays in the development of both Learn about the impact SEL can make on the positive development of students Discover ways to connect and help your student grow their SEL knowledge, skills, and attitudes. Social Emotional Learning SEL Children’s emotion regulation skills play a part in how well they from social relationships (Parent Toolkit, 2019). Promotes and develop self-awareness, social awareness, and relationship building (CASEL, 2018). Builds positive behaviors, increases school engagement and academic achievement (Morrison, Reilly, & Ross, 2019). Practicing positive problem solving and decision-making aids in critical thinking and tests (Miller, 2015) Sanford Harmony Activities are designed to Promote peer interaction Social inclusion Facilitating new friendships in individual classrooms and across the grade levels Increased students’ academic performance by 13% (Durlack, et al, 2011). M3: Sense of belonging in the school environment B-SS 2: Create positive and supportive relationships with other students B-SS 4: Demonstrate Empathy ASCA, 2019 Mindsets & Behaviors Learning Objectives Learn the benefits of having a supportive classroom environment and helping one another out Identify when and how to provide classmates with support and increase frequency Develop and commit to using strategies to create a socially inclusive environment Promote a classroom and school where all students feel supported by peers. Sanford Harmony, 2019 For Students Easily integrated with core curriculum (Morrison, Reilly, & Ross, 2019; Miller et al., 2017). Lesson activities flow right into the classroom and will only be effective when done in a classroom setting (e.g. I’ve Got Your Back). Related questions for teachers to ask and allow for whole class discussion. For Teachers Correlates with the school goals and meets student needs (Morrison, Reilly, & Ross, 2019) For Administration The emotional health your student is carefully entwined to the social and emotional characteristics of the environments where they live (National Scientific Council on the Developing Child, 2004) Parents get questions, ideas, and follow up topics to discuss with their student at home For Parents http://www.parenttoolkit.com/social-and-emotional-development/conversation-starter/self-awareness/supporting-social-and-emotional-development-in-kids-ages-8-11 https://vimeo.com/251353891 American School Counselor Association. (2019). Asca national model: a framework for school counseling programs. Alexandria, VA. Durlak, J., Dymnicki, A., Taylor, R., Weissberg, R., Schellinger, K. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405-432. Harmony (2019), Sanford Harmony at National University: Teaching Materials and Strategies, Sanford Harmony, La Jolla, CA, available at: www.sanfordharmony.org/teaching-materials-strategies/ Here's everything you need to know about elementary school friendships this year. (n.d.). Retrieved December 12, 2019, from http://www.parenttoolkit.com/social-and-emotional-development/advice/relationships/the-importance-of-peer-relationships-for-5-8-year-olds. Miller, C., Kochel, K., Wheeler, L., Updegraff, K., Fabes, R., Martin, C., Hanish, L. (2017). The efficacy of relationship building intervention in 5th grade. Journal of School Psychology, 61(1), 75-88. doi: 10.1016/j.jsp.2017.01.002. Miller, J. (2015, June 15). The Power of Parenting with Social and Emotional Learning. Retrieved November 17, 2019, from https://www.huffpost.com/entry/the-power-of-parenting-wi_b_7071208?fbclid=IwAR0vkvE9zvpmuBi9IDAy4KP8gb6KxfwDRyNXtfEp8vrVeJFOtzvKfjxs0bs. Morrison, J.R., Ross, S.M., Daniels, C.D. and Latham, G.C. (2017), “Evaluation study of the Sanford Harmony program at National University”, Center for Research and Reform in Education, Johns Hopkins University, Towson, MD. National Scientific Council on the Developing Child (2004). Children’s Emotional Development Is Built into the Architecture of Their Brains: Working Paper No. 2. Retrieved from www.developingchild.harvard.edu. References References

Stakeholder Presentation

Transcript: How will we start? How will we know it is working? - teachers attend tech mornings 1x a month learn new ways to use technology within their classroom -3 consult sessions with curriculum coaches about finding ways to integrate technology with curriculum -teachers visit colleagues classroom -students learn how to use the software NEED: devices, insurance for BYOD devices Moeller, B. ; Reitzes T. ( 2011 July) Integrating Technology with Student Centered Learning. Retrieved from http://www.nmefoundation.org/getmedia/befa9751-d8ad-47e9-949d-bd649f7c0044/Integrating-Technology-with-Student-Centered-Learning Phase Three: Infrastructure NEED: purchase more routers, licenses for expansion of broadband 1. Personal and social responsibility 2.Planning, critical thinking, reasoning, and creativity 3.Strong communication skills, both for interpersonal and presentation needs AND MORE! What is the POINT? Create a learning environment where teachers and students feel comfortable and excited about using meaningful and accessible technology in their classrooms to enhance learning. We can achieve these skills with blended learning! Vision Phase Two:Technology Access/ Budgeting http://www.nmefoundation.org/getmedia/befa9751-d8ad-47e9-949d-bd649f7c0044/Integrating-Technology-with-Student-Centered-Learning 1.Technology Access/Budgeting 2.School Infrastructure 3.Teaching & Learning broadband connection within the school building, How many many more routers, firewalls are needed? http://www.edutopia.org/technology-integration-guide-importance So our students can have 21st century skills such as Phase One: Teaching and Learning Targeting grades 3,4 & 5 Approximately 130 students in each grade 390 students in total Resources What are the needs in this plan? In a recent survey according to NME Foundation student to computer ratio of 4:1 only 8 percent of teachers fully integrate technology into the classroom. 43 percent of students feel unprepared to use technology as they look ahead to higher education or their work life. What data will be gathered to assess effectiveness? Edutopia (2007, November 5) Why do we need Technology Integration. Retrieved from http://www.edutopia.org/technology-integration-guide-importance -strengthen security of BYOD(Bring your our Device) program. -reaching out to companies for donations or purchasing of refurbished devices (iPod, iPhones, tablets, laptops) at a low price -analyze how many devices are needed to purchase. Creating 21st Century Classrooms NEED: substitute teachers to cover classes Demographics

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