CMM: A Professional-Grade Curriculum Model

1. CMM: A Professional-Grade Curriculum Model Co-Creation Session Recommendations London & Dallas (April 17, 24-25, 2008)

2. Debriefing Objectives: • Expected Outcomes of Co-Creation • Survey Results: Current State & Marketplace Challenges • What is a “Profession”? • Definition: Value • CMM Curriculum Architecture • CMM Value Proposition • CMM Mission Statement • Next Steps

3. Expected Outcomes Recommendations (phased in over time) that answer the following: • Program Purpose/Goals? • Value Proposition: (for the individual, their employer, MPI and the industry)? • Key Success Metrics: (What does a successful certification program look like?)? • Content? • Governance?

4. CMM: Preliminary Data Gathering • Results of 3 online surveys sent to 782 MPI members • Results of 2006 and 2007 CMM Evaluation Reports • CMM Co-creation session in London (April 17, 2008) • CMM Co-creation session in Dallas (April 24 & 25) • CMM Co-creation Follow-up Conference call (May 12, 2008)

5. Mitchell Beer, CMM Terri Breining, CMP, CMM Barb Taylor Carpender,CMM, CHSC Mary Davar, CMP, CMM, MBA Angie Duncan, CMP, CMM Bruce Harris, CMP Alissa Hurley, CMM Julie Johnson, CMP, CMM Carol Krugman, CMP, CMM Mariela McIlwraith, CMP, CMM Carole McKellar, CMM, MA Denise Mongoven Alan Pini, CMP, CMM Sue Potton, CMM Janet Sperstad, CMP Erin Tench, CMP, CMM Maarten Vanneste, CMM Ed White, CMP, CMM Rachel Robichaud Dr. Jim Taylor Dr. Graydon Dawson CMM Co-Creation Participants

6. Survey Results: Current State • CMM program is highly valued – a positive tool for elevating designees from the tactical to the strategic levels of decision making that has spin-off benefits for the advancement of the industry. • A competitive advantage for MPI, positions the organization as the leader in industry education.

7. Survey Results: Marketplace Challenges • Cost and time away from the office is barrier to participation. • Difficulty in articulating the value of the program to employers. • Faces fierce competition from executive education programs. • Lacking a unique identity in the industry. • Is it a “real” certification, a certificate program or a designation? • Lacks a truly Global perspective • Lacking commitments to maintain high-caliber faculty • Perception that program is deteriorating in quality and value

8. Baseline Questions • What are the components of a “Profession”? • What are the conditions of “Value”? • What are the core values that should guide decisions related to the design, development and deployment of a certification/designation?

9. Components of a Profession(In order for a *profession* to be taken seriously) • Sanctioned body of knowledge and a claim to proof of meeting a set of standards through testing (criterion-based). • Governance and oversight that protects the sanctity of the body of knowledge and ensures ethical behavior. • Recognized Globally as the authority for best practices. • People strive for it, desire it. • The market trust those who have earned the title as “professional.” • Professionals must consistently demonstrate their knowledge and skills to the market. • Remuneration increases with level of skills and expertise.

10. The components of VALUE are . . . • Inherent Scarcity (e.g., pipeline is restrictive, difficult to attain, stringent entry requirements, content is exclusive and difficult to duplicate). • Transitivity – extent to which an emotional experience repeats itself every time a person is exposed to the brand or the product (e.g., contributes to the evolution of the industry, personal validation, success stories). • Mastery of Knowledge/Skills (e.g., driving value through events, building communities, education in the event/meetings industry).

11. The components of VALUE are. . . • Consistency (e.g., standards for content delivery, faculty, core values drive decision making, communication, branding, administration). • Components make money and generate financial leverage, create new business opportunities, enhance promotional opportunities for those who hold the designation, generates value for the organization that uses the product/services.

12. To what extent does the CMM designation . . . • Create Scarcity? • Replicate Transitivity? • Reflect that we are Masters of Strategic Management Knowledge/Skillsin the Meeting & Events Industry? • Deliver Consistent quality and is in compliance with an established set of standards? • Based upon it’s Components generate increased value of and for those who hold it.

13. Criteria: Professional Grade • Pre-Qualifications: Prior knowledge/experience to include CMP competencies or its equivalent, basic understanding of meeting/event logistics, cost control, profession and technical team members. Demonstrated proficiency in meeting/event logistics, cost control, comprehension of industry roles and responsibilities and an acceptable level of industry experience in managing meetings, events and the people who support them. • Knowledge: Strategic Management of the business of Meetings and Events and their role in organizational success. • Professional Skills:Requirements to successfully manage a team of meeting professionals to include the capacity to apply critical skills to the formulation of strategic event objectives, develop a comprehensive plan, demonstrate sufficient leadership to manage to requirements, apply creative judgment and synthesize concepts to improve event performance in behavioral, motivational, learning and financial concerns. • Title and Definition: CMM designation; “an individual who has demonstrated theoretical understanding and practical application of the special knowledge required to efficiently, effectively and creatively manage the business of meetings and events.” • Certification Criteria: Certification by exam and a practical demonstration of performance in applying principles of analysis, synthesis and evaluation. • Validation: Undefined but sufficiently demanding to be evaluated by independent professional standards audit process.

14. Human Helping people up to success Community formation Give back to industry Shared knowledge Networking Ethical behavior Reciprocity Performance Industry elevation through personal skill Dollar-valued capacity Recognized value Business opportunity Promotion and Compensation Leverage through recognized, standardized professionalism Sustained through participation in a program of continuing education and skills development Core Values that Drive Decisions

15. What are our hypotheses about what moves the performance needle? Effect Cause Performance (Success) Knowledge Skills

16. Curriculum Architecture

17. 10 Pillars of Strategic Knowledge • Leadership and Performance • Logistics and Planning ROI • Financial Tools and Analysis • Risk Assessment and Mitigation • Teams & People • The Change Process • Integrated Marketing Communications • Resource Application • Results and Evaluation • Meeting & Event Architecture

18. 10 Performance Skills: Keys to Decision Excellence Synthesis Analysis • Shaping Strategy • Developing Teams • Creating Policy • Supply Chain Management • Persuasive Influence • Leading Change • Reporting and Presenting • Inspiring Ethical Performance • Benchmarking Best Practices • Leadership Evaluation Judgment Leadership

19. Key Drivers in considering the Value Proposition • The components of value were applied • The CMM is professional grade • Knowledge + Skills = Performance Success

20. CMM Value Proposition The Strategic Advantage in Meeting and Event Management.

21. CMM Mission Statement The mission of the CMM program is to select, educate, and certify management-level meeting and event professionals. We enhance the strategic decision making ability of these leaders to manage and deliver exceptional meetings and events that drive organizational success.

22. Foundational Knowledge in a Global Context • Leadership and Performance: Understand how to set performance stands, identify and remediate performance gaps and formally report progress. • Logistics and Planning ROI: Managing the people that are managing logistics. Executive skill level. Understand how to design, execute, and measure the impacts of meeting and events. Prerequisite: working knowledge of meeting design, roles, production and resources. • Financial Tools and Analysis: Applying financial discipline to the management of multiple event budgets against departmental “balance sheet”. Prepare and present financial report using variance analysis. • Risk Assessment and Mitigation: Identifying and mitigating non-performance, threat, safety and liability risks for in-house and vendor production teams, attendees, and production environment. Cross functional participant roles in risk mgmt (Know insurance, basic safety & security check lists)

23. Foundational Knowledge in a Global Context • Teams and People: Apply principles of situational leadership, the principles of motivation, cross-cultural sensitivity and team dynamics to develop effective, efficient, and committed people, teams and organizations. • The Change Process: Understand that whenever change is introduced (e.g., changing behaviors), you must develop and deploy a strategy for the management of planned change. • Integrated Marketing Communications: Understand marketing tactics and resources for creative event branding, sensory design, promotion, and cost management. • Resource Application: Understand the management of human resources , physical and financial resources, purchasing required to implement meeting plans to include roles, technology, research and audiences.

24. Foundational Knowledge in a Global Context • Results and Evaluation: Understand the processes of task, finance and audience appreciation methods of evaluating and reporting on criterion referenced meeting, event and team performance (against timelines, budget, strategic objectives) and event ROI • Meeting and Event Architecture: Strategy…Demonstrate working knowledge of alternative meeting structures including small and large meetings, and their impact on organizational strategy and behavior.

25. Shaping Strategy: Identify meeting mission, resources and requirements and shape into a strategic action plan incorporating financial, human and social capital. Developing Teams: Demonstrate capacity to direct, motivate and elevate performance of working team. Creating Policy: Demonstrate the ability to identify common requirement, restate as policy and implement through co-oriented team process. (See CMM Curriculum Architecture Document) Performance Skills: Analysis, Synthesis and Evaluation

26. Performance Skills: Analysis, Synthesis and Evaluation • Supply Chain Management: Demonstrate ability to identify requirements, select vendors using RFP process, negotiate agreements, evaluate and communicate required performance levels. • Persuasive Influence: Demonstrate ability to analyze need, develop persuasive argument, prepare presentation and present with an emphasis on understanding cultural differences and sensitivities. • Leading Change: Demonstrate ability to spot change/trend monitoring, apply gap analysis, leadership, cross-cultural inclusion, coaching and results evaluation to implement necessary change. (See CMM Curriculum Architecture Document)

27. Performance Skills: Analysis, Synthesis and Evaluation • Reporting and Presenting: Demonstrate the ability to analyze data, draw conclusions, prepare written and verbal summary (Conclusion not data) and present to leadership. • Inspiring Ethical Performance: Setting standards, recognizing and addressing cultural issues, managing accountability, code of ethics. (loss of designation) • Benchmarking Best Practices: Understand how to identify best practices, create criterion-rich analysis, compare contrast and report. • Leadership: Understand leadership style, vision, value and mission-setting processes, empowerment and personal resources that create real leadership. (See CMM Curriculum Architecture Document)

28. Knowledge Transfer Best Practices • Strategies for managing the transfer of knowledge include before, during and after training • Employs the principles of adult learning (Andragogy not Pedagogy) • Performance objectives and the learning journey reflect the higher levels of cognition (application, analysis, synthesis and evaluation) • Instructional design accommodates all four adult learning styles and can be adapted in an international context.

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32. CMM: A Professional-Grade Curriculum Model The Strategic Advantage in Meeting and Event Management.