Meeting and Business Event
Competency Standards
Curriculum Guide,(MBECS)

Copyright © 2012 Meeting Professionals International.
All rights reserved.

Table of Contents
A. INTRODUCTION

1

E. TEACHING & ASSESSMENT STRATEGIES

1. What is the Purpose of this Guide?

1. Introduction

2. How is this Guide Organized?

2. Good Practices for Teaching and26

Assessment Strategies

3. What Key Terms are Used in this guide?

3. Developing Teaching and Assessment

4. What is the MBECS?
/V^JHU[OPZ.\PKL)LULÄ[,K\JH[VYZ&/V^JHU[OPZ.\PKL)LULÄ[6[OLY

Strategies with the MBECS
4. Sample Teaching and Assessment

Strategies

Stakeholders?



7. What is MPI?

4LL[PUN*VTWSL_P[`=HYPHISLZHUKScenario Templates

8. Acknowledgements

F. PROGRAM REVIEW
B. MBECS AND CURRICULUM LEVELS

4

1. Program Review Levels

1. Three Levels of Curriculum

31

2. Reviewing Depth and Breadth of the
MBECS in a Program7YVNYLZZPVU[V,_P[7VPU[Z

3. The Curriculum Levels Chart

9L]PL^PUN[OL*VTWSL_P[`3L]LSVM

Program Content

C. PROGRAM DEVELOPMENT

14

1. Purpose

G. CAREER PATH
1. Introduction

2. Program Developments and Learning
Outcomes Approach)YLHK[O+LW[OHUK*VTWSL_P[`4LL[PUN*VTWSL_P[`=HYPHISLZ

34

;P[SLZHUK=HYPH[PVUZPU>VYRWSHJL 9VSLZHUK9LZWVUZPIPSP[PLZ
3. Specialty Areas
4. Related Career Options

5. Making a Program Unique:Specialization and Local Curriculum

H. RESOURCES

6. Marketing the MBECS and Uniquenessof a Program

7. How Learning Outcomes and Teaching4LL[PUNHUK,]LU[9LZV\YJLZ
2. Learning and Assessment

and Assessment Strategies are

Development Resources

Connected to Program Development

3. Source Documents

D. LEARNING OUTCOMES

22

4. Guide Appendices1. Introduction
2. How the Sample Learning Outcomes
Were Developed
3. Format of Course Outcomes
4. Sample Learning Outcomes that
Incorporate the MBECS

Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

36

Table of Contents
List of Figures:

List of Appendices:

Figure B1.
MBECS Curriculum Levels Chart

Appendix 1.
Glossary

Figure C1.
Program Development Flow Chart

Appendix 2.
Standards Ratings and Curriculum Levels Chart

Figure C2.
Program Development Process

Appendix 3.
Checklist for Inclusion of MBECS in Curriculum

Figure C3.
Breadth, Depth and Complexity Checklist for Program
Development

Appendix 4.
Sample Learning Outcomes

Figure C4.
Local Curriculum

Appendix 5.
Curriculum Level-Descriptors for
Learning Outcomes

Figure D1.
Sample Learning Outcomes

Appendix 6.
Sample Syllabi

Figure E1.
Sample Teaching and Assessment Strategies

Appendix 7.
Sample Teaching and Assessment Strategies

Figure F1.
Sample Checklist for Reviewing Breadth and Depth
of MBECS in Curriculum Review

Appendix 8A.
Checklist for Reviewing Breadth and Depth of MBECS
in Curriculum
Appendix 8B.
Checklist for Reviewing Complexity of Learningof MBECS in Curriculum
Appendix 9.
Event Phases & Process Loop System
Appendix 10.
Meeting Complexity Variables andScenario Templates
Appendix 11.
Sample Job Descriptions
Appendix 12.
TCEM Career Tree (Connectivity and Career
Options Between Fields)

Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

Page 1

A. Introduction
1. What is the purpose of this guide?
Industry professionals know the field, and the knowledge andabilities required to hold successful meetings and businessevents. This information is presented in the Meetings andBusiness Events Competency Standards (MBECS). The intent
of this curriculum guide is to provide ideas and tools that allow
educators to incorporate the MBECS in their curriculums,
helping them provide relevant and quality programming tobenefit of their students and institutions and the meeting
profession.

Competency standards

The goals of the curriculum guide are to help educators:

Curriculum levels or exit points

UÊ iV >ÀÊiÝÃÌ}Ê«À}À>ÃÊ>`ÊVÕÀÃiÃÊ>}>ÃÌÊ}L>ÞÊ
recognized industry standards andUÊ*À}ÀiÃÃÛiÊiÛiÃÊvÊi>À}ÊVÀi>Ìi`ÊÌÊ«ÀÌiÊVÃÃÌiVÞÊ
and transferability among programs and educational
institutionsUÊ iÛi«Ê«À}À>ÃÊ>`ÊVÕÀÃiÃÊÌ >ÌÊ i«Êi>ÀiÀÃÊiiÌÊindustry expectations.
This guide outlines approaches and provides templates, samples
and other resources to help instructors select content, define theappropriate breadth and complexity of that content, develop
competency-based learning outcomes and design appropriate
teaching and assessment strategies.
This guide is also intended to be flexible, not prescriptive,
recognizing that educational institutions vary greatly in thefocus of their programs, how they organize and approachteaching meeting and competencies and how much of thestandards they incorporate.
By using the MBECS in their curriculums, educators can moreeasily promote the applicability of their programs and assess
the comparability of programs among institutions. In somejurisdictions, post-secondary institutions must demonstratethat they have incorporated industry standards into theircurriculums before their programs are accredited.
As the meeting industry emerges as a recognized profession,a review against the MBECS provides the ratings forbenchmarking against other academic programs and against
industry professional certification requirements.

2. How is this guide organized?
The guide has been developed in sections. The first three offer
background information relevant to all readers. From there,
educators can focus on the sections that apply to their needs.

3. What key terms are used in this guide?
Understanding the following terms is essential to understanding
the processes and resources provided in this guide. They also
help bridge the gap between academic and industry terminology
and provide insight into the approach used to develop thisguide. For a complete glossary, refer to Appendix 1.

UÊ iV >ÀÃÊ>}>ÃÌÊÜ V ÊÌ iÊV«iÌiVÞÊvÊ«i«iÊ
working in a domain can be measuredUÊÊ`iÃVÀ«ÌÊvÊÜi`}iÊ>`Ê>LÌiÃÊ­VÕ`}Ê
professional attitudes) required for an occupation or fieldUÊ Ài>Ìi`ÊÌÊ«ÀÛ`iÊV>ÀwV>ÌÊvÊÌ iÊiÝ«iVÌ>ÌÃÊvÊ
workers for the purposes of career planning, training andassessment

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levels of workplace responsibility (coordinate, manage anddirect)Learning outcomes
UÊ-Ì>ÌiiÌÃÊÌ >ÌÊ`iÃVÀLiÊÜ >ÌÊi>ÀiÀÃÊÃ Õ`ÊÜÊ>`ÊLiÊable to do (knowledge, skills and abilities) at the end of alearning experienceUÊ Ài>Ìi`Ê>ÌÊ`vviÀiÌÊiÛiÃÊvÊÃ«iVwVÌÞÊ­«À}À>ÊÕÌViÃÊare more general than course outcomes)UÊ iÃVÀLi`Ê>ÃÊÕÌ«ÕÌÃÊ­Ü >ÌÊ}À>`Õ>ÌiÃÊV>Ê`®ÊÀ>Ì iÀÊÌ >Ê
inputs (what instructors can do to help learners achieve thegoals)
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assessments

4. What is the MBECS?
The Meeting and Business Event Competency Standards(MBECS) are a global, industry-endorsed description of theknowledge and abilities that experienced meeting professionals
need in order to be successful. The MBECS are a meeting andbusiness event specific adaptation of the Event Management
International Competency Standards (EMICS) which weredeveloped by the Canadian Tourism Human Resource Council(CTHRC) and the Events Management Body of Knowledge(EMBOK) partners in 2009 with the input of industry
representatives from more than 20 countries.
The content of EMICS and MBECS is organized into thefollowing categories:

Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

Page 2

A. Introduction
A. Strategic Planning

G. Stakeholder Management

B. Project Management

H. Meeting or Event Designa. Identify relevant and current content areas for programs
and courses

C. Risk Management

I. Site Managementb. Compare existing programs and courses to the MBECS

D. Financial Management

J. Marketing

E. Administration

K. Professionalism

c. Translate the MBECS into program and learning outcomesin a consistent mannerF. Human Resources

L. Communication

The MBECS standards were developed to show the broad
range of knowledge and abilities required of those who workin the meeting industry. They do not describe the competencies
of one occupation, rather all of the competencies required ofprofessionals in the field of meeting management at all levels of
responsibility.
The MBECS standards also include contextual information foreach skill or task, including the time it takes to master the skill(in years), the frequency at which it’s performed or manifested
and the level of its importance relative to the total job.
The standards serve many purposes for human resource
development. They are used as a content source for education,
recruitment, training, performance reviews, employee
recognition and professional credentials.
The standards can be downloaded at www.mpiweb.org/
MBECS. Along with this guide, they serve educators as a key
resource for curriculum development in the area of meeting
management.

5. How can this guide benefit educators?

d. Develop progressive curriculum at three levels of workplace
responsibility (coordinate, manage and direct), which canalso serve as exit points for program delivery
e. Write learning outcomes that clearly specify expectationsof students, thereby facilitating articulation and credittransfer agreements with other educational institutions andprofessional associations
f. Design and develop teaching and assessment strategies thatmatch learning outcomesg. Help prepare students for education and career goals,
such as identifying course prerequisites and the range of
employment options and incorporating industry credentials
into programs
h. Market courses and programs a) as being based on global
industry standards and b) with an accurate description of
purpose and scope

6. How can this guide benefit other stakeholders?
Students and industry professionals will benefit from:UÊ*À}À>ÃÊ>`ÊVÕÀÃiÃÊÌ >ÌÊÀiyiVÌÊ}L>Ê`ÕÃÌÀÞÊÃÌ>`>À`ÃÊat three progressive levels

This guide will help educators navigate the challenges thatcompetency standards present, including the need to determine
what should be taught and when, and the level of complexityand depth to which the competencies should be taught in a
specific course or program.

UÊÊVi>ÀÊ`iÃVÀ«ÌÊvÊÌ iÊVÕÀÃiÃÊi>ÀiÀÃÊÃ Õ`ÊÌ>i

For example, educators teaching a first-year course should not
expect students to demonstrate the knowledge and abilities
for strategic planning as presented in the standards—thosecompetencies are expected of experienced meeting professionals
in positions of high responsibility. Educators might, however,expect these students to know what strategic planning is andwhy it is important.

UÊVÀi>Ãi`ÊiÛ`iViÊvÊ`ÕÃÌÀÞÊÀiÃ«ÃÛiiÃÃÊÜ iÊ
requesting funding for new programs

The MBECS Curriculum Guide can help educators achieve thefollowing objectives.

UÊÊVi>ÀÊ`iÃVÀ«ÌÊvÊÌ iÊ`i«Ì Ê>`ÊV«iÝÌÞÊvÊ«À}À>Êor course contentUÊ«ÀÛi`Ê««ÀÌÕÌiÃÊvÀÊVÀi`ÌÊÌÀ>ÃviÀÊ>`ÊÀiV}ÌÊvÊ
prior learning

Meeting and event professional associations will benefit from:UÊvÀ>ÌÊÜÌ ÊÜ V ÊÌ iÞÊV>ÊL>ÃiÊ`iVÃÃÊÊ«À}À>ÃÊand courses that meet member training needsUÊÀiÊ«À}À>Ê>`ÊVÕÀÃiÊvviÀ}ÃÊÌ >ÌÊÀiyiVÌÊVÃÃÌiÌÊ
global industry standards
Employers and supervisors will benefit from:UÊ i>ÀÊ`iÃVÀ«ÌÃÊvÊÜ >ÌÊÃÌÕ`iÌÃÊvÊVÕÀÃiÃÊ>`Ê«À}À>ÃÊ

Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

Page 3

A. Introduction
will know and be able to doUÊÃÃÕÀ>ViÊÌ >ÌÊ«ÌiÌ>Ê>`ÊVÕÀÀiÌÊi«ÞiiÃÊÜ ÊÌ>iÊ
programs and courses that incorporate the MBECS havelearned relevant content
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activities
Educational and training organizations will benefit from:bring to individuals, organizations and the global economy.
MPI plays a leadership role in the development of its members
and the meeting industry. Encouraging and helping educators to
use the MBECS for curriculum development and review is a key
activity in that leadership role.

8. AcknowledgementsUÊ`ÕÃÌÀÞÊLiV >ÀÃÊ>}>ÃÌÊÜ V ÊÌÊ`iÛi«ÊVÕÀÃiÃÊ>`Ê
programs

MPI would like to thank the following individuals andorganizations for their contributions of expertise and resources
to this document.

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responsive to expectations

U Amanda Cecil, PhD, CMP, Indiana UniversityUÊÊV«Ài iÃÛiÊ`iÃVÀ«ÌÊvÊÌ iÊwi`ÊvÊ«À>VÌViÊÌÊ i«Ê
identify and promote program specializationsUÊ ÊLiV >ÀÃÊÊÜ V ÊÌÊL>ÃiÊ>ÀÌVÕ>ÌÊ>`Êtransfer of credit agreementsUÊ Û`iViÊvÀÊiiÌ}Ê>VVÀi`Ì>ÌÊÀiµÕÀiiÌÃ
The benefits described above will assist educational institutions
in marketing their programs and courses. The use of the
MBECS by an educational institution is a significant signal ofits desire to meet industry needs and will not go unnoticed byindustry stakeholders.

UÊ iLÀ> Ê ÀiÌiÀ]Ê* ° °]Ê1ÛiÀÃÌÞÊvÊ iÌÀ>ÊÀ`>UÊiÀ}iÊ°ÊiV ]Ê*]Ê >ÃÌÊ >À>Ê1ÛiÀÃÌÞUÊiÊÀ>i]Ê - *]Ê/ iÊÀÌÊÃÌÌÕÌiÊvÊ6>VÕÛiÀUÊ>iÊ °Ê>VV]Ê1ÛiÀÃÌÞÊvÊ iÛ>`>Ê>ÃÊ6i}>Ã
UÊ6VÊ>Ü>À`i]Ê *
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Environmental Sciences
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7. What is MPI?
Established in 1972, Meeting Professionals International (MPI)
is the largest trade association for the meeting industry. MPI iscommitted to defining and communicating the value meetings

UÊ >ÀÊÀÕ}>]Ê `]Ê *]Ê ]ÊiÌÀ«Ì>Ê-Ì>ÌiÊ
College of Denver
UÊ* «Ê`À]Ê >>`>Ê/ÕÀÃÊÕ>Ê
Resources Council
UÊiÊ,>ÃLÀ}]Ê*]Ê *]Êi`>Ê i}i

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UÊ*iÌiÀÊ-ÌÀ>ÕLi]Ê

>«>Ê i}iÊvÊ6iÀÌ

UÊ >Û`Ê/>i]Ê

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Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

B. The MBECS and Curriculum Levels

Page 4

1. Three Levels of Curriculum
The MBECS describes the competencies required byprofessionals in the entire field of meetings practice, not just asingle occupation. Because its scope is broad and encompasses
several occupations and levels of responsibility, the MBECS
needs to be analyzed and presented in a manner that makes it
easier for educators to use in curriculum development.
In the meeting and business event profession, individuals canprogress in roles and responsibilities as they increase theirknowledge and abilities. Broad responsibilities are based on
three progressive workplace roles—to coordinate, manage andeventually direct meetings and business events. Descriptors ofthese three progressive role categories are outlined below.
Coordinate.
Individuals at the this level assist a meeting manager and are
responsible for coordinating and implementing detailed meeting
plans including the registration process, recruitment, training
and supervision of volunteers and support staff. They also assist
with reports and meeting evaluation. They work independently
in areas of their responsibility and under the direction of amanager for all other responsibilities. They often gain broad
exposure to the meeting industry in this role.
Manage.
Individuals at this level are responsible for planning andmanaging meetings to achieve strategic goals and objectives
through program design, event implementation andmanagement. They monitor and evaluate meeting outcomes
and train and manage staff. They have considerable autonomy
and responsibility for other staff. Where there is a positionof meetings director in the organization, they take high-level
direction from that individual.
Direct.
Individuals at this level may have roles and responsibilities thatare part of the executive branch of an organization and may be
responsible for connecting meeting and business event strategies
to overall organizational strategies and business plans. Theirlocation in the organization partly depends on the size of thatorganization and the number and complexity of meetings
held. They work with other departments where applicable,and plan meetings based on research about, knowledge of andinvolvement in the broader industry. At the direct level they
develop, manage and evaluate strategic objectives and financial
plans and have responsibility for stakeholder, sponsor andfunder relationships. They oversee all staff members on themeeting management team.

These three progressive workplace roles form the foundation
for how the sub-skills in the MBECS have been organized for
curriculum development. Each sub-skill is allocated to one ofthese three levels, depending on the complexity of learning
required. The assigned level was determined using a formulabased primarily on knowledge taxonomy ratings and secondly
on performance taxonomy ratings and years to master ratings(see Appendix 2, Standards Rating and Curriculum Levels). The
assigned level reflects when instruction on each sub-skill will becompleted.

2. Progression to Exit Points
These three curriculum levels are progressive. The managelevel builds on and incorporates the competencies assigned
to the coordinate level, and the direct level, in turn, builds
on the competencies assigned to the manage level. These
progressive curriculum levels provide educators and students
with reference points for planning career paths and related
learning. They also serve as exit points for program delivery
completion. The exit points reflect when instruction on a subskill should be completed and that, hopefully, will correspondwith the achievement of an educational qualification such asa certificate, diploma or a degree. The names of qualifications
will vary among educational systems.
This guide encourages post-secondary up to undergraduate
degree programs to cover the knowledge requirements—andthe performance requirements to the greatest degree possible—
at the coordinate and manage curriculum levels.

3. The Curriculum Levels Chart
In the following table (Figure B1) you will find a list of the
MBECS sub-skills and their specified exit (i.e., completion)levels. All topics can be introduced at the coordinate level, as
sub-skills assigned to the manage or direct curriculum levels canbe introduced in a less complex manner then.
As illustration of this, consider sub-skill 24.01: Create logistics
action plan for set up and take down. Learning experiences
related to this sub-skill could be introduced at the coordinate
level and finished by the manage level. The sub-skill 24.04—
Take down site—on the other hand, would be introduced andcompleted at the coordinate level. Delivery and sequencing,however, should be at the discretion of programs.
These curriculum exit levels are related to content topics,

Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

B. The MBECS and Curriculum Levels
not to time frames. It’s not assumed that all the coordinate
introductory knowledge would or could be completed in Year1, and the manage level content in following years. It does,
however, attempt to ensure that those delivering a manage-level
program (which covers both coordinate and manage levels) at
some point cover both coordinate- and manage-level knowledge
and skills.
These curriculum exit levels were developed using an adapted
version of Bloom’s Taxonomy to identify the complexity levelsof the MBECS sub-skills according to knowledge level ratingsof one (lowest) to six (highest), and performance/ability level
ratings, also one to six (see Appendix 2). The knowledge rating
was the primary factor considered in the assignment. The

Page 5

performance ratings and the “years to master” ratings weresecondary factors. Sub-skills with a knowledge rating of 1 or 2,
and sometimes 3 (depending on the performance and “years tomaster” ratings), were assigned to the coordinate level. Subskills with a knowledge rating of 3 or 4, and sometimes 5, wereassigned to the manage level. Finally, sub-skills with ratingsof 5 or 6 were assigned to the direct level. The assignment of
sub-skills to the coordinate, manage, or direct level serve as
curriculum exit points and global benchmarks.
For an example of how these curriculum levels translate into
program and course learning outcomes at varying levels ofcomplexity, refer to Section D.”

Figure B1 MBECS Curriculum Levels Chart
For Standards Ratings and Curriculum Levels Chart used
to identify the curriculum levels, see Appendix 2.

MBECS Categories, Skills and Subskills

Curriculum Levels
1. Coordinate

2. Manage

3. Direct (post-grad)

A. STRATEGIC PLANNING
1. Manage Strategic Plan for Meeting or Event+L]LSVWTPZZPVUNVHSZ VIQLJ[P]LZ+L[LYTPULMLHZPIPSP[`VMTLL[PUNVYL]LU[
1.03 Determine requirements to carry out meeting/event+L]LSVWÄUHUJPHSZ\TTHY`
1.05 Monitor strategic plan

2. Develop Sustainability Plan for Meeting or Event0TWSLTLU[Z\Z[HPUHIPSP[`THUHNLTLU[WSHU
+LTVUZ[YH[LLU]PYVUTLU[HSYLZWVUZPIPSP[`

3. Measure Value of Meetings and Business Events
3.01 Develop evaluation plan
3.02 Measure return on investment,]HS\H[LH\KP[TLL[PUNVYL]LU[
,]HS\H[LLɈLJ[P]LULZZVMYPZRTHUHNLTLU[WSHU

Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

B. The MBECS and Curriculum Levels

Page 6

Figure B1 MBECS Curriculum Levels Chart (continued)
For Standards Ratings and Curriculum Levels Chart used
to identify the curriculum levels, see Appendix 2.

MBECS Categories, Skills and Subskills

Curriculum Levels
1. Coordinate

2. Manage

3. Direct (post-grad)

B. PROJECT MANAGEMENT
4. Plan Meeting or Event+L]LSVWWYVQLJ[WSHU
4.02 Develop quality standards, policies, procedures
4.03 Develop theme for event
4.04 Develop procurement plan,Z[HISPZOTPSLZ[VULZHUKJYP[PJHSWH[O4.06 Develop integrated communication plan
4.07 Develop evaluation/audit procedures

5. Manage Meeting or Event Project5.01 Manage critical path
5.02 Manage contracts
5.03 Manage running of meeting or event

C. RISK MANAGEMENT
6. Manage Risk Management Plan
6.01 Identify risks
6.02 Analyze risks
6.03 Develop management and implementation plan
6.04 Develop and implement emergency response plan
6.05 Arrange security

Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

B. The MBECS and Curriculum Levels

Page 7

Figure B1 MBECS Curriculum Levels Chart (continued)
For Standards Ratings and Curriculum Levels Chart used
to identify the curriculum levels, see Appendix 2.

MBECS Categories, Skills and Subskills

Curriculum Levels
1. Coordinate

2. Manage

3. Direct (post-grad)

D. FINANCIAL MANAGEMENT
7. Develop Financial Resources
7.01 Manage sponsorship process
7.02 Manage donor process
7.03 Manage program funding process
7.04 Manage registration process

8. Manage Budget+L]LSVWI\KNL[
,Z[HISPZOWYPJPUN,Z[HISPZOÄUHUJPHSJVU[YVSZHUKWYVJLK\YLZ
4HUHNLJHZOÅV^4VUP[VYI\KNL[WLYMVYTHUJL9L]PZLI\KNL[

9. Manage Monetary Transactions,Z[HISPZOJHZOOHUKPUNWYVJLK\YLZ
9.02 Monitor cash handling procedures

E. ADMINISTRATION
10. Perform Administrative Tasks*VVYKPUH[LVɉJLHKTPUPZ[YH[PVU
10.02 Manage information system
10.03 Write reports

Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

B. The MBECS and Curriculum Levels

Page 8Figure B1 MBECS Curriculum Levels Chart (continued)
For Standards Ratings and Curriculum Levels Chart used
to identify the curriculum levels, see Appendix 2.

MBECS Categories, Skills and Subskills

Curriculum Levels
1. Coordinate

2. Manage

3. Direct (post-grad)

F. HUMAN RESOURCES
11. Manage Human Resource Plan
11.01 Determine workforce requirements,Z[HISPZO^VYRMVYJLWVSPJPLZHUKWYVJLK\YLZ
11.03 Develop training plan
11.04 Monitor human resources plan

12. Acquire Staff and Volunteers
12.01 Develop selection criteria9LJY\P[Z[HɈHUK]VS\U[LLYZ
12.03 Interview candidates:LSLJ[ILZ[JHUKPKH[LHUKVɈLYWVZP[PVU

13. Train Staff and Volunteers
13.01 Provide orientation
13.02 Provide training

14. Manage Workforce Relations:\WLY]PZLZ[HɈHUK]VS\U[LLYZ4V[P]H[LZ[HɈHUK]VS\U[LLYZ
14.03 Manage teams,]HS\H[LZ[HɈ
14.05 Process terminations and resignations

Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

B. The MBECS and Curriculum Levels

Page 9Figure B1 MBECS Curriculum Levels Chart (continued)
For Standards Ratings and Curriculum Levels Chart used
to identify the curriculum levels, see Appendix 2.

MBECS Categories, Skills and Subskills

Curriculum Levels
1. Coordinate

2. Manage

3. Direct (post-grad)

G. STAKEHOLDER MANAGEMENT
15. Manage Stakeholder Relationships
15.01 Identify stakeholders
15.02 Assess stakeholders
15.03 Classify stakeholders
15.04 Manage stakeholder activities
15.05 Manage stakeholder relationship

H. MEETING OR EVENT DESIGN
16. Design Program
16.01 Determine program components
16.02 Select program content and delivery formats
16.03 Structure and sequence program components

17. Engage Speakers and Performers
17.01 Determine event requirements for speakers
and performers
17.02 Develop selection criteria
17.03 Select candidates:LJ\YLJVU[YHJ[ZHUKJVTT\UPJH[LL_WLJ[H[PVUZ

18. Coordinate Food and Beverage Services+L[LYTPULMVVK IL]LYHNLZLY]PJLYLX\PYLTLU[Z18.02 Select menu(s)18.03 Plan service style(s):LSLJ[MVVKHUKIL]LYHNLWYV]PKLYZ
18.05 Manage alcohol service

Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

B. The MBECS and Curriculum Levels

Page 10Figure B1 MBECS Curriculum Levels Chart (continued)
For Standards Ratings and Curriculum Levels Chart used
to identify the curriculum levels, see Appendix 2.

MBECS Categories, Skills and Subskills

Curriculum Levels
1. Coordinate

2. Manage

3. Direct (post-grad)

H. MEETING OR EVENT DESIGN (continued)
19. Design Environment ,Z[HISPZOM\UJ[PVUHSYLX\PYLTLU[Z19.02 Select decor and furnishings
19.03 Coordinate meeting or event signage

20. Manage Technical Production
20.01 Determine requirements for staging andtechnical equipment
20.02 Acquire staging and technical equipment
20.03 Install staging and technical equipment
20.04 Oversee technical production operation

21. Develop Plan for Managing Movement of Attendees
21.01 Develop admittance credential systems
21.02 Select crowd management techniques
21.03 Coordinate accommodation and transportation
21.04 Manage protocol requirements

I. SITE MANAGEMENT
22. Select Site+L[LYTPULZP[LZWLJPÄJH[PVUZ
22.02 Identify and inspect sites

23. Design Site Layout
23.01 Design site layout

Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

B. The MBECS and Curriculum Levels

Page 11

Figure B1 MBECS Curriculum Levels Chart (continued)
For Standards Ratings and Curriculum Levels Chart used
to identify the curriculum levels, see Appendix 2.

MBECS Categories, Skills and Subskills

Curriculum Levels
1. Coordinate

2. Manage

3. Direct (post-grad)

I. SITE MANAGEMENT (continued)
24. Manage Meeting or Event Site
24.01 Create logistics action plan for set-up & take-down
24.02 Set up site
24.03 Monitor site during meeting or event
24.04 Take down site

25. Manage On-site Communication,Z[HISPZOJVTT\UPJH[PVUZMYHTL^VYR
25.02 Determine & acquire required
communication equipment
25.03 Specify communication procedures and protocols

J. MARKETING
26. Manage Marketing Plan
26.01 Conduct situational analysis
+LÄUL[HYNL[THYRL[ZLNTLU[Z+L]LSVWIYHUKPUNMVYTLL[PUNVYL]LU[:LSLJ[THYRL[PUNKPZ[YPI\[PVUJOHUULSZ
26.05 Develop integrated marketing strategy
26.06 Implement marketing plan

27. Manage Marketing Material
27.01 Determine marketing materials needed for event
27.02 Develop content and design parameters27.03 Produce marketing materials+PZ[YPI\[LTHYRL[PUNTH[LYPHSZ

Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

B. The MBECS and Curriculum Levels

Page 12Figure B1 MBECS Curriculum Levels Chart (continued)
For Standards Ratings and Curriculum Levels Chart used
to identify the curriculum levels, see Appendix 2.

MBECS Categories, Skills and Subskills

Curriculum Levels
1. Coordinate

2. Manage

3. Direct (post-grad)

J. MARKETING (continued)
28. Manage Meeting or Event Merchandise+L]LSVWWYVK\J[ZKLZPNUHUKZWLJPÄJH[PVUZ
28.02 Determine pricing*VU[YVSIYHUKPU[LNYP[`
28.04 Produce merchandise+PZ[YPI\[LTLYJOHUKPZL
28.06 Coordinate hospitality

29. Promote Meeting or Event
29.01 Develop advertising plan
29.02 Develop cross-promotional activities
29.03 Develop contests
29.04 Coordinate sale promotion

30. Contribute to Public Relations Activities*VU[YPI\[L[VW\ISPJYLSH[PVUZZ[YH[LN`*VU[YPI\[L[VW\ISPJP[`WSHU
30.03 Develop media relations*VU[YPI\[L[VPTWSLTLU[H[PVUVMW\ISPJP[`WSHU
30.05 Manage crises and controversies

31. Manage Sales Activities+L]LSVWZHSLZWSHUHUKVIQLJ[P]LZ
31.02 Conduct sales activities
31.03 Determine sales platforms

Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

B. The MBECS and Curriculum Levels

Page 13

Figure B1 MBECS Curriculum Levels Chart (continued)
For Standards Ratings and Curriculum Levels Chart used
to identify the curriculum levels, see Appendix 2.

MBECS Categories, Skills and Subskills

Curriculum Levels
1. Coordinate

2. Manage

3. Direct (post-grad)

K. PROFESSIONALISM
32. Exhibit Professional Behaviour7YVQLJ[HWYVMLZZPVUHSPTHNL
32.02 Demonstrate leadership+LTVUZ[YH[LL[OPJHSILOH]PV\Y
32.04 Work with colleagues
32.05 Work in a diverse environment
32.06 Manage time
32.07 Manage stress

Interwoven throughout programs

32.08 Make decisions :VS]LWYVISLTZ
32.10 Keep up to date w/ changes in meetings/event
industry
32.11 Facilitate continuous improvement
32.12 Participate in professional development activities

L. COMMUNICATION
33. Conduct Business Communications*VTT\UPJH[L]LYIHSS`
33.02 Communicate in writing
33.03 Use communication tools
Interwoven throughout programs4HRLLɈLJ[P]LWYLZLU[H[PVUZ
33.05 Plan and conduct meetings,Z[HISPZOHUKJVUK\J[I\ZPULZZYLSH[PVUZOPWZ

Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

C. Program Development

Page 14

1. Purpose
Program development related to meetings and business events
may take a number of forms. This guide will be most useful for:UÊÌ>Ì}Ê>ÊiÜÊiiÌ}ÃÊ>`ÊLÕÃiÃÃÊiÛiÌÃÊ«À}À>ÊÀÊ
stream where none existed, andUÊ Ý«>`}ÊÌ iÊi« >ÃÃÊÊiiÌ}ÃÊ>`ÊLÕÃiÃÃÊiÛiÌÃÊÊan existing program, possibly from one or two introductory
courses to a specialty stream or a total program emphasis.
Academic programs have two key purposes: to prepare students
for further learning and to prepare students for the workplace.
The emphasis on these two purposes varies by program.
Programs whose main purpose is preparation for employment
want to ensure that students learn to apply knowledge andabilities to the greatest extent possible through appropriate
learning strategies. As well, the learning outcomes for those
programs specify the application of knowledge and skills to theappropriate level for the program (see Section D).
Professionalism, communication and positive attitudes are key
outcomes sought by employers. Although professionalism andcommunication are identified as separate components in the
MBECS, they should be interwoven throughout a program.

2. Program Developments andLearning Outcomes Approach
In today’s environment, programs are described in terms ofwhat graduates should know and be able to do. This learnercentered approach takes a different perspective from the earlier
teacher-centered approach that defined a program in terms ofwhat a teacher would deliver.
The learner-centered approach makes program descriptions
more transparent for learners, faculty and employers. Learning
outcomes are statements that describe the knowledge, skills andabilities that students should be able to demonstrate at the endof a learning experience. Learning outcomes make curriculum
goals clear and transparent to all stakeholders. They also
provide measurable statements for assessment, and they can be
described at three levels: institutional, program and course.
Institutional outcomes usually describe what all graduates ofan institution should know and be able to do upon graduation.
They describe the core skills and abilities graduates need tosucceed in a world that demands continuous learning—skills
like critical thinking, problem solving, writing, speaking,researching and using technology. Institutional outcomes aretransferable to various industries and workplace settings.

Program outcomes describe what graduates should know andbe able to do as a result of learning experiences within a specificprogram. They incorporate institutional outcomes. Program
outcomes typically require students to demonstrate higher levelsof a particular institutional outcome, or performance of theoutcome in a context unique to that discipline.
Program outcomes also include industry- or subject-specificoutcomes. It’s essential that program outcomes refer tothe outcomes of the entire program leading to relevant
qualification.
When writing them, consider:UÊ*À}À>Ê«ÕÀ«ÃiÊ­iÌÀÞÊÌÊvÕÀÌ iÀÊi`ÕV>ÌÊÀÊiÌÀÞÊÌÊwork)UÊiÛiÊ­ÀÊV«iÝÌÞ®ÊvÊi>À}ÊÀiµÕÀi`ÊvÀÊÌ iÊ
qualification, subject or professional benchmarks
UÊ*À}À>ÊÃ«iV>ÌiÃÊÀÊvVÕÃÊ­iiÌ}ÃÊ>`ÊLÕÃiÃÃÊiÛiÌÃ®
Program outcomes should include:UÊÜi`}iÊÀiµÕÀiiÌÃÊ­`iÃVÀLi`Ê>ÌÊÌ iÊÀiµÕÀi`ÊiÛiÊvÊ
difficulty of the qualification or complexity, breadth anddepth)
UÊ*À>VÌV>ÊÀÊvÕVÌ>ÊÃÃÊvÊÌ iÊ«ÀviÃÃÊÀÊ«À}À>Êarea (described at the expected level of performance orability at completion of the program)
UÊ/À>ÃviÀ>LiÊÃÃÊÃÕV Ê>ÃÊVÕV>Ì]ÊÌi>ÜÀ]Ê
critical thinking and analysis gained in the program.
Course outcomes are more specific and detailed. They containa subject and a behavior or action verb (list, explain, analyze,
recommend or develop) that can be observed and measured andthat describes the type and complexity of the action expected.
They may also contain information such as conditions in which
the behavior must be demonstrated and criteria of acceptableperformance. Course outcomes connect to program outcomesand should cover all the knowledge, skills and abilities
promised in the program outcomes.
Figure C1 demonstrates the flow of developing course outcomesfrom program outcomes.

Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

C. Program Development

Page 15

Figure C1 - Program Development Flow ChartMBECS: Covers the competency standards for professionals in the field of practice of meetings and business events.
Describes the overall knowledge and abilites expected of experienced professionals across the field in a range of situations in avariety of organizations.

Program focus ¨Goal/Purpose ¨

Objectives ¨Process ¨

1. Formal program emphasizing or including Meetings/Business Events

1.2 4LL[VYL_JLLK[OL\UKLYWPUUPUN
Knowledge (K) requirements in 4),*:and a level of application/performance (P)1.1 4LL[VYL_JLLK[OL\UKLYWPUUPUN
Knowledge (K) requirements in 4),*:
H[VULVM[OLJ\YYPJ\S\TL_P[SL]LSZ

Minimum overall 4),*:2SL]LSPUKLZPNUH[LKJ\YYPJ\S\TL_P[SL]LS
7YV]PKL7LYMVYTHUJL^VYRWSHJLJVU[L_[HIPS[PLZH[ZVTLPKLU[PÄLKSL]LSCoordinate

ManageDirectIdentify entry
requirements

Identify entry
requirements

Identify entry
requirements

Identify K/P for programat Coord level of K

Identify K/P at Managelevel of K

Identify K/P at Managelevel of K

0KLU[PM`[HYNL[THYRL[HUKPU[LYUHSHUKL_[LYUHSLU]PYVUTLU[ZHUKYLX\PYLTLU[ZDevelop program outcomes (K and P)

MBECS outcomes

Generic and additional content outcomes

Identify weighting (& credits) for various components

Coordinate

ManageDirectDevelop courses & LO
IHZLKVU4),*: K/P
SL]LSZTLL[PUNJVTWSL_P[`]HYPHISLZHUKWYVNYHTMVJ\Z(knowledge or application)

Develop courses & LO
IHZLKVU4),*: K/P
SL]LSZTLL[PUNJVTWSL_P[`]HYPHISLZHUKWYVNYHTMVJ\Z(knowledge or application)

Develop courses & LO
IHZLKVU4),*: K/P
SL]LSZTLL[PUNJVTWSL_P[`]HYPHISLZHUKWYVNYHTMVJ\Z(research, continued learning
or application)

Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

C. Program Development

Page 16

Figure C1 - Program Development Flow Chart (continued)
Program focus ¨Goal/Purpose ¨

Objectives ¨Process ¨

2. Program including a few courses related to Meetings/Business Events

2.1 Introduction to meetings and
I\ZPULZZL]LU[Z2YLX\PYLTLU[ZVUS`

2.2 Meet some of the underpinning K
requirements in 4),*: and a level ofapplication/performance

Minimum 4),*: K level for some
L_P[JH[LNVYPLZVYZRPSSZ

Include some performance skillsof 4),*: at desired level,
KLW[OHUKIYLHK[OCoordinate

ManageDirectIdentify entry
requirements

Identify entry
requirements

Identify entry
requirements

0KLU[PM`ZRPSSZVYZ\IZRPSSZVM4),*: to include and weighting within program>YP[LSLHYUPUNV\[JVTLZH[PKLU[PÄLKL_P[JVTWSL_P[`SL]LSOnce program outcomes are established, their attainment mustbe achieved through course outcomes. If the program covers
more than one level (such as a bachelor’s degree that might
encompass a certificate or diploma as an early exit point or
entrance requirement), it’s useful to break down the aims of
the program over the levels so that educators can verify thatstudents are progressing toward program outcomes throughout
the program.

general business course or it may be taught in specific meetingsrelated courses) and their order of delivery. Educators also needflexibility to allow for additional breadth or depth on topics
that make up specialty areas of the program. Exit benchmarks
are key to consistency and transferability within the industry
and between institutions.

Institutions incorporate industry-recognized standards suchas the MBECS into learning outcomes to help make theirprograms industry-responsive. This allows them to legitimately
claim that they provide graduates with the competencies
expected in the workplace. Appendix 4 provides examplesof learning outcomes that incorporate the MBECS at thedesignated curriculum level (coordinate, manage or direct).

Curriculum will not be developed based strictly on the MBECS;
the content of the standards will be integrated with otherconcepts and themes that form parts of programs. For example,
risk management may be taught in a business course as a
general concept; however, risk management related to meetings
can provide a theme that links many skill areas in courses
on meetings management. This guide provides development
suggestions and resources specific to the MBECS categories
and skills.

This curriculum guide illustrates how educators can include thecompetencies identified in the MBECS in a progressive fashion
within their curriculums, illustrated in a flexible fashion toallow for individual programs to decide where the competencies
will be taught (e.g., project management may be taught in a

However, it is expected that faculty will combine skills anddevelop integrated learning outcomes based on their own
program focuses. Figure C2 illustrates how the MBECS can be
helpful in the process of developing new or enhanced programs
in meetings and business events.

Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

C. Program Development

Page 17

Figure C2 - Program Development Process

Identify, develop and validate

Considering

Program Purpose

Basis for continued learning or
preparation for the workplace

Program Profile, leveland description

7YVNYHTL_P[SL]LSLNKLNYLL
focus and specialties

Program learning
outcomes at specified
curriculum exit level

7YVNYHTJ\YYPJ\S\TL_P[SL]LS(eg Manage), program focus
and specialties

Weightings for
program emphasisand credits*\YYPJ\S\TL_P[SL]LSPUK\Z[Y`YVSLZHUKYLZWVUZPIPSP[PLZ
industry professional
JLY[PÄJH[PVUIS\LWYPU[ZCourses & learning
outcomes inprogressive levels

Curriculum planning, how tointegrate categories and skills,
progression of courses.

3. Breadth, Depth and Complexity
Curriculum planning considers the organization of subject
matter, the educational purposes it serves, the learning results
toward which it builds and the methods through which theresults will be achieved and assessed. Curriculum planning,
therefore, starts with the “big picture,” describing the breadthand depth of the program through program learning outcomes,
which then lead to the development of measurable assessment
and instructional strategies and activities.
The MBECS define the knowledge, skills and abilities(competencies) required for successful professional practice inmeeting and business event management. These competencies
do not define the abilities required of a single occupation, butrather those required for the entire field of meeting and businessevent management. Educational institutions preparing students
for the workplace need to cover the full range of major categories
presented in MBECS so students are prepared for a range ofjob opportunities.

How MBECS may be helpful

 MBECS standards:- Categories- Skill and subskill
statements

Roles & Responsibilities
for 3 levels (Coordinate,Manage, Direct)

 Curriculum Levels –Descriptors for
Learning Outcomes MBECS Curriculum
levels chart and ratingsof Knowledge andPerformance Complexity of Meeting
Variables

When considering the breadth, depth and complexity of the
MBECS to include in curriculum, the following may be useful.
UÊ/Ê`iÌvÞÊÌ iÊLÀi>`Ì ÊvÊVÌiÌÊVÕÃÊvÀÊÌ iÊ
MBECS in your curriculum, answer the question, “Should
our curriculum include the content on each category andskill?”
UÊ/Ê`iÌvÞÊÌ iÊ`i«Ì ÊvÊVÌiÌÊVÕÃÊvÀÊÌ iÊMBECS
in your curriculum, answer the question, “Should our
curriculum include content on each sub-skill to achieve our
purpose and program outcomes?”
UÊ/Ê`iÌvÞÊÌ iÊV«iÝÌÞÊiÛiÊvÊi>À}ÊÀiµÕÀi`ÊÌÊmeet the MBECS, the curriculum exit (completion) levelneeds to be determined by answering the questions, “Is
our program to be at the Coordinate or Manage level ofindustry requirements?” and “Can we meet the designatedknowledge and/or performance ratings for each—or most—sub-skills?”

Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

C. Program Development

Page 18

Figure C3 BREADTH, DEPTH AND COMPLEXITY CHECKLIST FOR PROGRAM DEVELOPMENT (SAMPLE)
A sample of the checklist to determine breadth, depth and curriculum exit level (complexity) from Appendix 2.
If you are unsure of what is intended in a standard statement, check the MBECS standards document for details.

3

1.03 Determine requirements to carry out meeting/event

53+L]LSVWÄUHUJPHSZ\TTHY`

341.05 Monitor strategic plan540TWSLTLU[Z\Z[HPUHIPSP[`THUHNLTLU[WSHU

6

6+LTVUZ[YH[LLU]PYVUTLU[HSYLZWVUZPIPSP[`

6

4

1. Manage Strategic Plan for Meeting or Event5

2. Develop Sustainability Plan for Meeting or Event

5 yrs

PP

4

Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

3 Direct

50

A. STRATEGIC PLANNING(post-grad)+L[LYTPULMLHZPIPSP[`VMTLL[PUNVYL]LU[

04769;(5*,6-9,8<,5*@

6;04,+L]LSVWTPZZPVUNVHSZ VIQLJ[P]LZ

8 yrs

For ratings analysis see end of document

Academic Level
2 Manage

Blooms Taxonomy

1 Coordinate

Context Rating

7,9-694(5*,Importance Ratings:
ILPUNOPNOLZ[

256>3,+.,

Frequency Ratings:
O = occasionally;
77$WLYWYVQLJ["RR = routinely/regularly

C. Program Development

Page 19

Figure C3 BREADTH, DEPTH AND COMPLEXITY CHECKLIST FOR PROGRAM DEVELOPMENT (CONTINUED)

5,]HS\H[LH\KP[TLL[PUNVYL]LU[

54,]HS\H[LLɈLJ[P]LULZZVMYPZRTHUHNLTLU[WSHU

5

4+L]LSVWWYVQLJ[WSHU

6

4

4.02 Develop quality standards, policies, procedures

64

4.03 Develop theme for event

64

4.04 Develop procurement plan63,Z[HISPZOTPSLZ[VULZHUKJYP[PJHSWH[O6

4

4.06 Develop integrated communication plan

644.07 Develop evaluation/audit procedures

64

5.01 Manage critical path

545.02 Manage contracts

545.03 Manage running of meeting or event

3

4

RR

5

B. PROJECT MANAGEMENT
4. Plan Meeting or Event

5. Manage Meeting or Event Project

3 yrs

5 yrs

Daily

Daily

5

5

Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

(post-grad)

4

8 yrs

3 Direct

3.02 Measure return on investment

04769;(5*,6-9,8<,5*@

6;04,

3.01 Develop evaluation plan

3. Measure Value of Meetings and Business Events

Academic Level
2 Manage

Blooms Taxonomy

1 Coordinate

Context Rating

7,9-694(5*,Importance Ratings:
ILPUNOPNOLZ[

256>3,+.,

Frequency Ratings:
O = occasionally;
77$WLYWYVQLJ["RR = routinely/regularly

C. Program Development
4. Meeting Complexity Variables
As noted, learning outcomes should be described in terms
that reflect the level or complexity of learning required. Whenconsidering the learning strategies to include in curriculum andscenarios for classroom discussion, there are some componentsof meetings and business events that can be combined with
one another along a range of complexity. These components
include:1. Type of host organization (corporate, association,
nonprofit)
2. Culture of host organization
3. Meeting goals and objectives
4. Relationship to other strategic and business plans(corporate/association/professional)
5. Profile of meeting attendees (variation in age, income level,
cultures and language)
6. Local, regional, national or international in scope
7. First time or repeat event
8. Size and location of event
9. Financial parameters (sponsorship and funding
requirements)
The above listing offers considerations for ways in which toincrease (or limit) the complexity of scenarios and examples
used in the classroom. For example, take Skill 8: Manage
Budget and sub-skill 8.01 Develop Budget. By referencing
the MBECS Curriculum Levels Chart (see Section B), we seethat 8.01 is listed as a manage completion level (the teaching
related to the benchmark would be completed here), but itshould be introduced at the coordinate level. Here, budgets aredefined and components introduced, and students develop basic
meeting budgets. However, the more complex components ofbudgeting such as international funds, taxes, local legislationand more detailed components such as pricing variables andfinancial controls and procedures for multi-venue, multi-day
meetings are taught at the manage level. Appendix 10 includes
the list of meeting complexity variables followed by sample
scenarios that can be adapted to different levels of complexity
for a single course or progressive courses.

Page 20

5. Making a Program Unique: Specializations andLocal Curriculum
In addition to incorporating common benchmarks, institutions
want to be able to distinguish their programs from thoseof other institutions. This may involve going beyond thebenchmarks with additional breadth and depth for a specialty
area within the MBECS, or additional program content areas
designed to meet particular regional needs. The benchmarks
form the basis, and the additional learning provides the“signature” of the institution.
Post-secondary programs following secondary school are
not likely to produce graduates who are able to perform
at the proficiency level of the standards as indicated by theperformance and time-to-master ratings (see Appendix 2).
Experience in the industry is required to reach the required
level of performance, as half the sub-skills require five or more
years to master. Programs may or may not include internships
or co-op programs for learners to practice and gain workplaceskills. Therefore knowledge level ratings provide a consistent
minimum curriculum benchmark among programs.
As well, the extent to which programs are competency-based
and are able to incorporate the application of knowledge andskills (abilities used in a workplace setting) also differentiate
programs, as noted throughout this guide.
The outcomes incorporated into a program beyond or in
addition to those that relate to the MBECS make a programunique. The specializations and “local curricula” along with
the incorporation of industry benchmarks (the MBECS) can
help institutions market their programs. Figure C4 portrays thebenchmark and unique elements of any program.

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C. Program Development

Page 216. Marketing the MBECS and Uniqueness of a
ProgramFigure C4 - Local Curriculum

MBECS Competency Statements(Knowledge and Abilities/Performance)
Coordinate

Knowledge
benchmarklevelsManageKnowledge
benchmarklevelsDirectKnowledge
benchmarklevelsCommon Curriculum benchmarks
based on Knowledge ratings levels

Abilities/performance levels –leading towards MBECS benchmarks, connected to‘Years to Master’ ratings and Performance Ratings

Additional
breadth & depth
re MBECS skills

Additional
content areasof program(generaleducation &specialties)

Local Curriculum

Local/regional/
international
information andperspective

Programs that incorporate the MBECS as well as a uniquefocus may want to include the following statements inprogram descriptions.
UÊ`Û`Õ>ÃÊ>`Ê>ÃÃV>ÌÃÊÊÌ iÊ}L>ÊiiÌ}Ê`ÕÃÌÀÞÊ
have endorsed the MBECS as the most comprehensive
list of knowledge and skills required for meeting
management. Our program provides students with theknowledge required to meet these industry standards andprovides a level of skills that allows individuals to enter
the industry with the necessary preparation.
UÊ/ iÊ>V>`iVÊVÌiÌÊvÊÌ ÃÊ«À}À>ÊVÕ`iÃÊ>Ê­ÀÊ
key or specific) competencies outlined in the MBECS,
an international industry-developed standard describing
the knowledge and abilities required for competency atthe (coordinate/manage/direct levels) within the realm of
meeting planning and management.
UÊ"ÕÀÊ«À}À>ÊÃÊ`ÃÌVÌÛiÊLiV>ÕÃiÊÌÊVÕ`iÃÊiÝÌiÃÛiÊknowledge (and practice) in the key areas of ___ within
the meeting industry.
UÊÊ>``ÌÊÌÊi>À}ÊÌ iÊ`ÕÃÌÀÞLiV >Ài`Ê
competencies required of a coordinator/manager in themeeting industry, our program provides specialized skills
in ___.
UÊ-ÌÕ`iÌÃÊÜÊi>ÀÊÌ iÊV«iÌiViÃÊÀiµÕÀi`ÊÊÌ iÊ
meeting industry through classroom discussion, research,
simulations, site visits, industry speakers and industry
placement terms.

7. How Learning Outcomes and Teaching andAssessment Strategies are Connected to Program
Development
Section D (Learning Outcomes) describes how to use the
MBECS standards to develop learning outcomes, first at the
program level and then at the course level. The section that
follows (Teaching and Assessment Strategies) describes how
to use learning outcomes and the MBECS to develop teaching
and assessment strategies. This process provides clarity
and consistency in what is expected of learners and keeps
instructors and learners focused on desired end results.
Once educators have defined what learners should know
and be able to do at the end of a course, they need todetermine what methods they will use to help learners
achieve those outcomes and how they will assess learners inorder to support and assess their progress—the teaching andassessment strategies that must match course outcomes incontent and complexity.

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D. Learning Outcomes

Page 22

1. Introduction
The previous section discussed how three levels of learning
outcomes (institutional, program and course) are used todevelop post-secondary programs. This section provides more
information about how to develop learning outcomes for
programs and courses and provides examples of outcomesthat incorporate the MBECS. Sample outcomes are provided
here at the program and course levels for two categories—B.
Project Management and I. Site Management. Sample learning
outcomes for all categories can be found in Appendix 4.

2. How the Sample Learning Outcomes Were
Developed
Below is a list of resources that were used to develop the sample
learning outcomes. The Standards Rating and Curriculum
Levels Chart and the MBECS Curriculum Levels help clarify
and identify the level of complexity at which the content
should be taught. Curriculum Levels – Descriptors for Learning
Outcomes and the MBECS provide guidance for the content
and wording for the learning outcomes.
UÊStandards Rating and Curriculum Levels Chart (Appendix2). This document allocates each sub-skill to one of threecurriculum exit/completion levels based on the complexityof learning required and workplace responsibilities. The
curriculum levels are coordinate, manage and direct. Theselevels were determined using a formula based primarily
on knowledge taxonomy ratings and secondarily on
performance taxonomy ratings and years to master ratings.

UÊ

The MBECS Curriculum Levels Chart (Section B). This
table provides a list of the MBECS sub-skills and their
specified introduction and exit levels. All topics may beintroduced (even if just in a what/why manner) at the
Coordinate level. Sub-skills assigned to the manage or
direct curriculum levels are introduced at a less complex
manner at the coordinate level. It is a simplified version ofAppendix 2.

UÊCurriculum Levels - Descriptors for Learning Outcomes(Appendix 5). This resource includes two tables thatprovide descriptors of expectations at each of the threelevels: coordinate, manage and direct. The first tablefocuses on knowledge expectations and the second on
performance expectations.
The MBECS (download at www.mpiweb.org/MBECS).

UÊThe first step in developing learning outcomes is to identify
the exit points for the skill statements in each category andbased on that, determine what should be taught at eachlevel. All topics are introduced at the coordinate level, but

the depth of the introduction depends on whether the exit
point is at the coordinate, manage or direct level. From
there, the above resources can be referred to repeatedly toidentify and confirm the appropriate content and wording
in the learning outcomes at each level. At times, it may benecessary to consult the details attached to each sub-skill toclarify the knowledge and abilities that can be expected oflearners at the different levels.
ÌiÊÌ >ÌÊÌ iÊÃ>«iÊi>À}ÊÕÌViÃÊ>ÀiÊÜÀÌÌiÊÊÌ iÊ
context of the field of meetings and business events only.
Post-secondary institutions may choose to cover some of thecompetencies in the context of other fields (and within othercourses) such as finance or business management. In addition,
the sample learning outcomes are based only on the MBECS.
When developing learning outcomes, post-secondary educators
will use additional resources such as institutional standards,
program guidelines, textbooks and electronic media.
Check out the course syllabi in Appendix 6 to see how various
courses describe the breadth, depth and complexity of what a
student can expect to learn.

3. Format of Course Outcomes
The format of the sample course outcomes consists of anaction verb and a subject. For example, “follow project plans”(coordinate level) or “develop a plan” (manage level). The
selection of an appropriate action verb is important to thedevelopment of learning outcomes at the course level. The
action verb specifies what is expected of learners and, therefore,
what strategies are appropriate for teaching and assessment.
A number of resources have been included in the Appendicesof this guide to help educators select the correct action verb,
including Curriculum Levels - Descriptors for Learning
Outcomes (Appendix 5) and the lists of verbs found in Section
H.2 (Learning and Assessment Development Resources).
Learning outcomes should reflect the complexity of knowledge
and abilities required at the level of the program or course.
Criteria and conditions need to be added in order for theoutcomes to be measurable. In some forms of learning
outcomes, these are included within the outcome statement
itself. For example, “Develop a procurement plan that provides
guidelines for the event team to ensure that necessary products
and services are obtained.” In other forms, the criteria may
be specified in sub-statements or in performance criteria. In
other forms, the criteria for measuring achievement may be

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D. Learning Outcomes
associated with the assessment process and called “criteria forassessment.”
Educators may choose to use different formats for their learning
outcomes based on institutional requirements and personal
preference. Examples of other formats for learning outcomes
include the following.
UÊÊ>VÌÊÛiÀLÊ>`ÊÃÕLiVÌÊVÌiÌÊÜÌ ÊiÛiÊvÊ>V iÛiiÌÊand conditions of performanceUÊ/iÀ>ÊLiVÌÛiÃÊÜÌ Êi>L}ÊLiVÌÛiÃUÊiiÀ>ÊLi >ÛÀ>ÊÃÌ>ÌiiÌÃÊÜÌ ÊÃ«iVwVÊiÝ>«iÃ
of behavior
Because the sample course outcomes are stated in the context
of application in the workplace, educators may wish to develop
more specific or enabling outcomes for each course outcomethat clarify the specific knowledge and abilities needed in orderto carry out those workplace responsibilities.

4. Sample Learning Outcomes that
Incorporate the MBECS
Sample learning outcomes are organized according to thecategories in the standards.
There are sample program outcomes for each category andsample course outcomes for only two categories: B. ProjectManagement and I. Site Management in Appendix 4. In Figure
D2, find sample program and course outcomes for Category B.
Project Management.

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Page 23

D. Learning Outcomes

Page 24

Figure D1 - Sample Learning Outcome for Category B. Project Management

Curriculum Levels

MBECS Categories, Skills and Subskills

1. Coordinate

2. Manage

3. Direct (post-grad)

B. PROJECT MANAGEMENT
4. Plan Meeting or Event+L]LSVWWYVQLJ[WSHU
4.02 Develop quality standards, policies, procedures
4.03 Develop theme for event
4.04 Develop procurement plan,Z[HISPZOTPSLZ[VULZHUKJYP[PJHSWH[O4.06 Develop integrated communication plan
4.07 Develop evaluation/audit procedures

5. Manage Meeting or Event Project5.01 Manage critical path
5.02 Manage contracts
5.03 Manage running of meeting or event

Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

D. Learning Outcomes

Page 25

Programs that cover project management at the:Undergraduate courses that cover project management at the:Coordinate Level
Will provide graduates with knowledge and abilities that
prepare them to:

Coordinate Level
Will provide graduates with knowledge and abilities that
prepare them to:

7YV]PKLPUW\[PU[VHUKMVSSV^WYVQLJ[WSHUZMVYTLL[PUNVY
L]LU["THPU[HPUÅV^VMHJ[P]P[PLZI`LUZ\YPUNRL`YLZV\YJLZ
and personnel arein place.

7YV]PKLPUW\[PU[VWYVQLJ[WSHUZ\ZPUN[OLPYRUV^SLKNLVM
the event and creativity for the manager’s consideration.

Manage Level
Will provide graduates with knowledge and abilities that
prepare them to:Manage meeting or event to achieve mission, goals,
VIQLJ[P]LZHUKX\HSP[`Z[HUKHYKZ^P[OPU[OLJVUZ[YHPU[ZVM
[OLTLL[PUN»ZZJVWL[PTLHUKI\KNL[Direct Level
Will provide graduates with knowledge and abilities that
prepare them to:Develop creative and comprehensive meeting or event
WSHUZIHZLKVUPUK\Z[Y`Z[HUKHYKZHUKZ[YH[LNPJWSHU"
LZ[HISPZOVIQLJ[P]LTLHZ\YLTLU[HUKH\KP[JYP[LYPHMVYOPNOS`JVTWSL_L]LU[Z-VSSV^[OLWYVQLJ[WSHUZ[VLUZ\YLHJ[P]P[PLZJVU[YPI\[L[V
achieving the event’s goals and quality standards.
4HPU[HPU[OLÅV^VMHJ[P]P[PLZK\YPUN[OLL]LU[I`following the agreed-upon plans.
Manage Level
Will provide graduates with knowledge and abilities that
prepare them to:+L]LSVWHWSHU[OH[^PSSHSSV^[OLWYVQLJ[[LHT[VHJOPL]L[OLL]LU[»ZTPZZPVUNVHSZHUKVIQLJ[P]LZ
2. Develop quality standards, policies and procedures toensure the event meets legal, regulatory, ethical and social
requirements.
+L]LSVWH[OLTLMVY[OLL]LU[[OH[YLÅLJ[ZZ[HRLOVSKLYZ»
L_WLJ[H[PVUZIYHUKPUNHUKJYLH[P]P[`
4. Develop a procurement plan that provides guidelines forevent team to ensure necessary products and services are
VI[HPULK^P[OPUI\KNL[,Z[HISPZOTPSLZ[VULZHUKHJYP[PJHSWH[OMVY[OLL]LU[I`
identifying links, timelines and critical dates.
+L]LSVWHJVTT\UPJH[PVUWSHU[OH[ZWLJPÄLZWVSPJPLZHUKWYVJLK\YLZMVYPUMVYTH[PVUJVSSLJ[PVUKPZ[YPI\[PVU
document design, storage and security.
7. Develop evaluation/audit policies and procedures thatincorporate critical success factors.
4HUHNLJYP[PJHSWH[OI`JVU[PU\HSS`TVUP[VYPUNMVY
variances and implementing corrective action as needed.
4HUHNLWYVJ\YLTLU[WYVJLZZI`KL]LSVWPUN9-7Z
evaluating proposals, negotiating contracts, and ensuring
JVU[YHJ[\HSVISPNH[PVUZHYLTL[Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

E. Teaching & Assessment Strategies
1. Introduction
One of the objectives of this guide is to help educators develop
teaching and assessment strategies that incorporate the
MBECS and match learning outcomes. Matching teaching andassessment strategies to learning outcomes is easier when using
competency standards. When programs are competency-based,
learning outcomes and teaching and assessment strategies all
relate back to those standards, creating consistency throughout
the elements of the curriculum.
In addition, teaching and assessment strategies that use thecontext of the workplace for knowledge application andskills practice increase the relevance for learners, maximize
the transfer of learning and better prepare learners for entry
into the workplace. A competency-based approach also helps
learners determine if their strengths and interests match the fieldof practice they are studying.
As stated in previous sections, learning outcomes describe theknowledge, skills and abilities that students should be able todemonstrate at the end of a learning experience. They keep
learning focused by serving as the reference point for teaching
and assessment strategies.

2. Good Practices for Teaching andAssessment Strategies
Teaching strategies are methods that instructors use to help
learners achieve outcomes for a specific course, module
or lesson. The learning outcomes serve as goals to reach.
Instructors use their knowledge of teaching and learning
methods and strengths and preferences related to learning
styles—plus creativity—to design activities that interest learners
and provide them with the knowledge and abilities needed toachieve learning outcomes.
When developing teaching strategies, educators expose
their learners to the workplace as much as possible. They
do this by using authentic workplace documents in learning
activities, hosting guest speakers, organizing field trips andproviding opportunities for job shadowing, work-based
projects, internships and other types of work experience.
Work experience provides learners with first-hand, real-life
information in the context of what they learn in the classroom.
And there is no better way to build a network in the industry
and gather information for career planning.
Educators also make learning active. This includes increasing
student participation and responsibility for their own learning.
Having learners do self-assessments is one way to achievethis. Other ways include giving them opportunities to apply
knowledge and practice skills. Educators ask learners to shareopinions, summarize key points, create documents, analyze

Page 26
situations, solve problems, organize small meetings, evaluatebusiness events, do the setup and takedown of a simulated
business event and so forth.
Assessment strategies are methods that instructors use todetermine the extent to which learners have progressed
toward the learning outcomes. Formative assessments are usedthroughout a learning experience and are an important partof the learning process. They give educators an opportunity
to monitor learner progress and provide feedback. While
formative assessments are appraisals for learning, summative
assessments are appraisals of learning. Summative assessments
give educators an opportunity to determine the extent to whichlearners have achieved the learning outcomes at key stages, orat the end of a learning experience.
When developing assessment strategies, instructors should focus
on the expectations expressed in learning outcomes and ensurethat the assessment activities will test learners’ progress towards
those expectations. Fair assessments provide information
to learners about what skills and abilities are being tested
and what criteria will be used to judge success. The MBECS
standards serve as a source of observable and objective criteria.
Summative assessments provide a good opportunity for aholistic approach in which instructors integrate several or allof learning outcomes into the same assessment strategy. These
strategies are most effective when they simulate real workplacetasks and projects. Examples of the holistic approach areprovided in Appendix 7.

3. Developing Teaching and Assessment Strategies
with the MBECS
Developing teaching and assessment strategies is not a linear
process. As ideas are formulated for one learning outcome, theyspark ideas related to another. It is a back-and-forth, creative
process. Educators may wish to follow the steps as described or
adapt them to better suit their situations.
1. Refer to program and course learning outcomes anddetermine whether teaching and assessment strategies will beat the coordinate, manage and/or direct levels.
2. Review the sections of the MBECS that relate to programand course outcomes.
3. Start to design teaching and formative assessment strategies.
Reference back to the learning outcomes, in particular
those at the course level, and think of ways to help learners
achieve those outcomes.
{°Ê ÌiÊÜ iÌ iÀÊÌ iÊÕÌViÃÊ>ÀiÊÜi`}iL>Ãi`Ê­`iÃVÀLi®Êor skills-based (develop, plan). This will help to identify thetypes of assessment and learning activities required.

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E. Teaching & Assessment Strategies

Page 27

5. Start sketching out ideas, describing what instructors will
do to help learners acquire the required knowledge andabilities and, in turn, what learners will do to apply theknowledge and practice the abilities at the complexity levelspecified in the outcome. (Instructors may need to design
more than one strategy per learning outcome to cover all
the knowledge and abilities. Or they may be able to cover
several learning outcomes with one strategy.)

4. Sample Teaching and Assessment Strategies

6. Identify prior knowledge and abilities that learners willneed to possess before starting to address these learning
outcomes and note this under Foundation Knowledge. Add
to the list during the development of strategies as other priorknowledge requirements become evident.

UÊÕ`>ÌÊÜi`}iÊ­«ÀÀÊi>À}ÊÀiµÕÀiiÌÃ®

7. Identify criteria for successful completion of the teaching
and formative assessment activities, i.e., what would serve
as proof of learning? These criteria need to reflect the
expectations of the learning outcomes and be observableand objective in nature. Criteria for successful performanceof a task or sub-skill are specified under the relevant“common knowledge,” “knowledge of” and “ability to”
sections of the MBECS. Include the assessment criteria in the
instructions to learners to ensure a transparent assessment
process.

UÊ,iÃÕÀViÃÊ­ÌÃÊ>`ÊiµÕ«iÌÊii`i`ÊLÞÊÃÌÀÕVÌÀÃÊand students)

8. Consider when and how feedback will be provided tolearners about how they can better meet the criteria. If thelearners’ results will be graded, their work should be scoredusing the same criteria provided in the activities instructions.
9. When all the course outcomes have been covered, review
the draft teaching strategies to ensure they require learners
to be active participants and that they accommodate avariety of learning preferences. Identify resources needed
by instructors to convey information about knowledge andabilities and the resources needed by learners to note that
information and apply and practice it.

Sample teaching and assessment strategies were developed
for two categories—B. Project Management and I. Site
Management—using a template with the following elements ofcurriculum.
UÊ*À}À>ÊÕÌViÃÊ>ÌÊÌ iÊVÀ`>ÌiÊ>`Ê>>}iÊiÛiÃUÊ ÕÀÃiÊÕÌViÃÊ>ÌÊÌ iÊVÀ`>ÌiÊ>`Ê>>}iÊiÛiÃUÊiiÀ>ÊÌiÃÊ>LÕÌÊÌi>V }Ê>`Ê>ÃÃiÃÃiÌÊÃÌÀ>Ìi}iÃUÊ-Õ>ÌÛiÊ>ÃÃiÃÃiÌÊÃÌÀ>Ìi}iÃ
UÊ/i>V }Ê>`ÊvÀ>ÌÛiÊ>ÃÃiÃÃiÌÊÃÌÀ>Ìi}iÃThe summative assessment strategies used for both categories
are holistic in nature. The development of a project plan for
Category B and a case study assignment for Category I are
effective accumulative methods to assess course outcomes.
In other situations, multiple summative assessments may beneeded to cover all course outcomes.
Most of the resources suggested for the teaching andassessment strategies are not provided in this guide. When they
are included, it is noted in the tables. Although the sample
strategies relate to a specific category, it’s recommended that
instructors look at where learning outcomes from various
categories can be integrated or taught at the same time. For
example, site management provides a good basis for learning
aspects of project management.
An excerpt of the table for Category B follows below in Figure
E1. See Appendix 7 for the complete samples of teaching andassessment strategies for both categories.

10. Design summative assessment strategies that will provide
information about the extent to which learners haveachieved the course outcomes at selected milestones (midterm, end-of-term). Refer back to all the course outcomes
and the MBECS during the development of assessment
tools to ensure they test knowledge and abilities at the same
complexity level and in the same context as described in thelearning outcomes.
11. Review the summative assessment strategies to ensure
they test all the learning outcomes specified for that specificmodule or course.

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E. Teaching & Assessment Strategies

Page 28

Figure E1 – Sample Teaching and Assesment Strategies for Category B: Project Management
The following provides excerpts. See full listing in Appendix 7.

Category B. Project Management

Program Outcomes

Course Outcomes
5V[L!9LMLY[VKL[HPSZPU
the standards to inform
instruction or assessment

Coordinate Level

Manage Level

7YVNYHTZ[OH[JV]LYWYVQLJ[THUHNLTLU[H[7YVNYHTZ[OH[JV]LYWYVQLJ[THUHNLTLU[H[the Coordinate level will provide graduates with

the Manage level will provide graduates with

RUV^SLKNLHUKHIPSP[PLZ[OH[WYLWHYL[OLT[V!

RUV^SLKNLHUKHIPSP[PLZ[OH[WYLWHYL[OLT[V!

7YV]PKLPUW\[PU[VHUKMVSSV^WYVQLJ[WSHUZMVY

Manage meeting or event to achieve mission,

TLL[PUNVYL]LU["THPU[HPUÅV^VMHJ[P]P[PLZI`NVHSZVIQLJ[P]LZHUKX\HSP[`Z[HUKHYKZ^P[OPU

ensuring key resources and personnel are in

the constraints of the meeting’s scope, time andplace.

I\KNL[*V\YZLZ[OH[JV]LYWYVQLJ[THUHNLTLU[H[[OL*V\YZLZ[OH[JV]LYWYVQLJ[THUHNLTLU[H[Coordinate level will provide graduates with

the Manage level will provide graduates with

RUV^SLKNLHUKHIPSP[PLZ[OH[WYLWHYL[OLT[V!

RUV^SLKNLHUKHIPSP[PLZ[OH[WYLWHYL[OLT[V!

7YV]PKLPUW\[PU[VWYVQLJ[WSHUZ\ZPUN[OLPY
knowledge of the meeting and creativity forthe manager’s consideration.

+L]LSVWHWSHU[OH[^PSSHSSV^[OLWYVQLJ[team to achieve the meeting’s mission,
NVHSZHUKVIQLJ[P]LZ

-VSSV^[OLWYVQLJ[WSHUZ[VLUZ\YLHJ[P]P[PLZ
JVU[YPI\[L[VHJOPL]PUN[OLTLL[PUN»ZNVHSZ
and quality standards.

2. Develop quality standards, policies andWYVJLK\YLZ[VLUZ\YL[OLI\ZPULZZL]LU[meets legal, regulatory, ethical and social
requirements.

4HPU[HPU[OLÅV^VMHJ[P]P[PLZK\YPUN[OL
TLL[PUNI`MVSSV^PUN[OLHNYLLK\WVUWSHUZ

3. Develop a theme for the meeting thatYLÅLJ[ZZ[HRLOVSKLYZ»L_WLJ[H[PVUZIYHUKPUNHUKJYLH[P]P[`Foundation Knowledge

7YVQLJ[THUHNLTLU[¶[OLVY`HUKRL`Z[LWZPUWYVJLZZ"WVSPJPLZHUKWYVJLK\YLZ

and Abilities Needed for*VTW\[LYZRPSSZ¶,_JLSHUKV[OLYZVM[^HYLWYVNYHTZ

this Topic6UZP[LJVTT\UPJH[PVU¶WYV[VJVSZLX\PWTLU[VW[PVUZHUK[OLPYHK]HU[HNLZHUKKPZHK]HU[HNLZ

Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

E. Teaching & Assessment Strategies

Page 29

Figure E1 – Sample Teaching and Assesment Strategies (continued) for Category B: Project Management
General Notes about Teaching and Assessment Strategies:LL4LL[PUN*VTWSL_P[`=HYPHISLZHUK:JLUHYPV;LTWSH[LZ¹MV\UKPU(WWLUKP_[VKLZPNUSLZZJVTWSL_Z[YH[LNPLZHUKYLZV\YJLZ
MVY[OL*VVYKPUH[LSL]LSHUKTVYLJVTWSL_Z[YH[LNPLZHUKYLZV\YJLZMVY[OL4HUHNLSL]LS

Summative Assessment Strategies

Resources/H]LSLHYULYZJVTWSL[LHZHTWSLWYVQLJ[WSHUMVYHUHZZVJPH[PVUTLL[PUNL]LU[NP]LU;VILWYV]PKLK[VSLHYULYHZWHY[VM[OL

IHJRNYV\UKPUMVYTH[PVUPUJS\KPUN[OLTLL[PUN»ZWYVÄSLHUKWHYHTL[LYZ;OLRUV^SLKNL

summative assessment:

HUKHIPSP[PLZ[LZ[LKZOV\SKYLÅLJ[^OL[OLY[OLJV\YZLV\[JVTLZHYLH[[OL*VVYKPUH[LVY

:HTWSLL]LU[WYVÄSLHUK
parameters along with criteria that
^PSSIL\ZLK[VL]HS\H[L[OL
WYVQLJ[WSHU

4HUHNLSL]LSHUKH[^OH[IYLHK[OHUKKLW[O[OL[VWPJZ^LYLJV]LYLK(ZHUL_HTWSL[OLSLHYULYZJV\SKILHZRLK[VZ\ITP[VYWYLZLU[[OLMVSSV^PUNWYVK\J[Z
HZWHY[VM[OLPYWYVQLJ[WSHU!
4LL[PUNNVHSZHUKVIQLJ[P]LZ.

+LZJYPW[PVUVMZ[HRLOVSKLYZ[OLPYYLX\PYLTLU[ZHUKPU]VS]LTLU[PU[OLWYVQLJ[management team4LL[PUN[OLTLPUJS\KPUNYH[PVUHSLMVYZLSLJ[PVUVM[OLTLHUKOV^P[[PLZ[V[OLL]LU[»ZNVHSZHUKVIQLJ[P]LZ
:HTWSLJYP[PJHSWH[OIHZLKVUHUTVU[OWSHUUPUNJ`JSL

Teaching and Formative Assessment Strategies

Resources (# in parentheses
indicates relevant strategy)

Developing a project management plan (Skill 4)

3LZZJVTWSL_ZHTWSLWYVQLJ[WSHU9L]PL^^OH[WYVQLJ[THUHNLTLU[PZRL`Z[LWZPU[OLWYVJLZZHUK^O`P[PZPTWVY[HU[[VHUL]LU[»ZZ\JJLZZ7YV]PKLHZHTWSLWYVQLJ[THUHNLTLU[WSHUHUKOH]LSLHYULYZ
identify ways that the plan would help meeting professionals achieve the meeting’s
TPZZPVUNVHSZHUKVIQLJ[P]LZ^P[OPU[OLH]HPSHISL[PTLMYHTLHUKÄUHUJPHSYLZV\YJLZAsk learners to identify the key areas where meeting professionals tasked withPTWSLTLU[PUNHWYVQLJ[WSHUJV\SKWYV]PKLMLLKIHJR[VPTWYV]L[OLWYVQLJ[WSHUMVY
UL_[`LHY»ZTLL[PUN*VVYKPUH[L3L]LS4VYLJVTWSL_ZHTWSLWYVQLJ[WSHU,]LU[7OHZL 7YVJLZZ3VVW:`Z[LT:LL(WWLUKP_ +LZJYPW[PVUVMKPɈLYLU[JVTWVULU[Z
from a variety of event types (2)<ZPUNHZHTWSLWYVQLJ[THUHNLTLU[WSHUYL]PL^[OLJVTWVULU[ZVM[OLWSHUHUK
factors that were considered in its development, e.g., historical data, stakeholders,[`WLVMTLL[PUNHUKL_[LYUHSMHJ[VYZZ\JOHZKLZ[PUH[PVUSLNPZSH[PVUHUKSHIV\Y9LMLYSLHYULYZ[V[OLKVJ\TLU[[OH[KLZJYPILZ[OLL]LU[WOHZLHUKWYVJLZZSVVWZ`Z[LT[V
illustrate the multiple elements involved in meeting planning and their interrelatedness.
7YV]PKLSLHYULYZ^P[OKPɈLYLU[JVTWVULU[ZMVYH]HYPL[`VMTLL[PUN[`WLZHUKHZR[OLT[VKLZJYPILOV^LHJOJVTWVULU[^V\SKHɈLJ[[OLYLZ[VM[OLWYVQLJ[WSHU4HUHNLLevel)

Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

E. Teaching & Assessment Strategies

Page 30

Figure E1 – Sample Teaching and Assesment Strategies (continued) for Category B: Project Management
Teaching and Formative Assessment Strategies cont’dResources

Executing the project management plan (Skill 5)

Sample RFP and sample proposal (1)9LMLYIHJR[V[OLPUMVYTH[PVUWYLZLU[LKPU:[YH[LN`HIV]L^P[OPU:RPSSHIV\[the process of evaluating proposals, reporting, and developing rationale summaries.
Provide a sample RFP and corresponding proposal and using a rating sheet they’ve
developed, have the learners evaluate the proposal. (Coordinate Level)

List of types of contracts (2)5LNV[PH[PVUYVSLWSH`KLZJYPW[PVU2) Display and review a list of types of contracts commonly required for meeting events,
LN]LU\LMVVK IL]LYHNLH\KPV]PZ\HSZWLHRLYZLU[LY[HPULYZ3LHKHKPZJ\ZZPVU
HIV\[ULNV[PH[PVU^OH[PZHWWYVWYPH[L[VULNV[PH[LLNOV[LSYH[LZHUK^OH[PZUV[HWWYVWYPH[L[VULNV[PH[LLNNYH[\P[PLZ7YV]PKLPUMVYTH[PVUHIV\[[OLULNV[PH[PVUprocesses and techniques. Break learners into groups of two to play the role of event
professional and supplier. Have the pairs present the results of their negotiation
YVSLWSH`PUNHUKMYVT[OLYLJYLH[LHKVJ\TLU[[OH[KLZJYPILZYLJVTTLUKH[PVUZMVY
negotiating event contracts. (Manage Level)

5. Meeting Complexity Variables and Scenario
TemplatesUÊÌÌi`iiÊ*Àwi\Ê>}iÃÊÀ>}iÊvÀÊÎxÊÌÊxxÊÞi>ÀÃ]ÊÇxÊ«iÀViÌÊ
male and 25 percent female

A sample scenario that uses the variables of complexity (seesection C4 or Appendix 10) to create a meeting and event
scenario is provided below. Four complete scenarios using thisformat are provided in Appendix 10. Educators can adapt the
scenarios to the learning outcomes of their programs to be used
for teaching and assessment strategies. For example, the lastand most complex scenario could be made more complex bychanging its scope to international. One or two characteristics
are offered for each variable in these scenarios, but thesecharacteristics are not exhaustive and can be supplemented todevelop more comprehensive and descriptive scenarios.

UÊ-V«i\ÊV>Scenario 1
Profile. A small corporation or association holds an annual
board meeting in its home-office region to review year-end
statistics and gain consensus on the strategy for next year. Most
attendees know one another.
UÊ/Þ«iÊvÊÃÌÊ"À}>â>Ì\Ê À«À>ÌiÊÀÊ>ÃÃV>ÌÊUÊ ÕÌÕÀi\ÊiiÌ}ÃÊ>ÀiÊV>ÃÕ>]ÊLÕÌÊiLiÀÃÊ>ÀiÊÌ iÀiÊÌÊ`Êbusiness.
UÊ>Ã\Ê/ÊÀiÛiÜÊÞi>Ài`ÊÃÌ>ÌÃÌVÃÊ>`Ê}>ÊVÃiÃÕÃÊÊ
strategy for next year
UÊ,i>ÌÃ «ÊÌÊ"Ì iÀÊ ÕÃiÃÃÊ*>Ã\ÊÃÃV>ÌÊL>À`Ê
may need to rationalize meeting costs within annual budget.
Meeting results affect the association’s operating plan fornext two years.

UÊÀÃÌÊ/iÊÀÊ,i«i>Ì\Ê,i«i>ÌUÊ-âiÊ>`ÊV>Ì\ÊxäÊ«i«i]Ê ivwViÊV>ÌÊÜÌ ÊiÊ
traditional venue requiredUÊ>V>Ê*>À>iÌiÀÃ\ÊÊVÃÌÃÊ«>`ÊLÞÊÌ iÊ>ÃÃV>ÌÊÀÊ
corporation, no funding or registration fees required
Planning Details.
UÊ"i`>ÞÊ>Õ>Ê}iiÀ>ÊiiÌ}Ê­®ÊvÊ>ÊÃ>Ê
corporation or association with 50 people
UÊ/À>`Ì>ÊÛiÕiÊ­ Ìi]ÊVviÀiViÊViÌiÀ®
UÊ,i}ÃÌÀ>ÌÊ`iÃÊÀiµÕÀiÃÊ>iÊL>`}iÃÊÞÊ­>ÌÌi`iiÃÊ>ÀiÊ
pre-determined), check-in only, no registration fees
UÊ >ÃVÊÃiÌÕ«ÊÀiµÕÀiiÌÃÊ­ÀÕ`ÃÊvÊi} Ì®
UÊ >ÃVÊ>Õ`ÛÃÕ>ÊÀiµÕÀiiÌÃÊVÕ`}ÊiVÌiÀÊV]Ê
lavaliere mics, front projection and tripod screenUÊÊ«ÀiÃiÌiÀÃÊ>ÀiÊÌiÀ>Ê­>vw>Ìi`ÊÜÌ ÊÌ iÊVÀ«À>ÌÊÀÊ
association)UÊ`ÊEÊLiÛiÀ>}iÊii`ÃÊVÕ`iÊiÊÃÌ>`Õ«ÊVÌiÌ>Êbreakfast, one morning break (basic beverage service plus
fruit and yogurt), one sit-down luncheon (basic plated meal
selected from standard venue menu) and one afternoon
break (basic beverage service plus cookies)UÊ Ê`iÌ>ÀÞÊÀiÃÌÀVÌÃÊÀÊVÕÌÕÀ>ÊVÃ`iÀ>ÌÃÊvÀÊfood & beverage

Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

F. Program Review
1. Program Review Levels
As part of the quality assurance cycle, educators review theirprograms on a regular cycle to ensure it is current and meets
institutional, departmental and program standards. In order
to be industry responsive and able to say to employers thata program meets industry needs, educators can reference
programs in terms of industry professional standards, such as
the MBECS.
There are three levels at which programs can be reviewed
and compared to industry standards. These are similar toconsiderations in program development (see Section C), andinclude the following.

Page 31

2. Reviewing Depth and Breadth of the MBECS
in a Program
The following checklist provides a detailed listing of topics tobenchmark the breadth and depth of content areas. It is usedin reference to topic areas only, not to the complexity level oflearning required at each of the three curriculum exit levels.
Coordinate-level programs will have learning outcomes atlower levels of complexity for most skills than what is listed
here. See Appendix 2 to identify exit-level benchmarks andcomplexity of learning. Programs may not wish to incorporate
all the skill areas or sub-skills of the MBECS, depending on
their focus.

1. Benchmarking against the breadth of knowledge and skills
identified in competency standards. With the MBECS,
this means checking to see if all the identified categories(strategic planning, project management) and skills areincluded.
2. Benchmarking against the depth of knowledge within eachskill area. For the MBECS, this means referencing against
the sub-skills in each category of the standards. (See Figure
F1 for a sample checklist for comparing current programcontent to the breadth and depth of the MBECS. The fullchecklist can be found in Appendix 8A.)
3. Benchmarking against the complexity level of learning
required for each sub-skill as identified for each industry
role/responsibility level. This translates into the curriculum
requirements for Coordinate, Manage and Direct levels.
This level provides the most accurate and detailed level ofreferencing against the professional competencies required in
the field of meetings and business events. (See Appendix 8B
for this checklist.)

Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

F. Program Review

Page 32

Figure F1 Sample Checklist for reviewing breadth and depth of MBECS in curriculum
If you are unsure of what is intended in a standard subskill statement, check the MBECS document for details

Category

Skill (breadth)

A. STRATEGICPLANNING

1. Manage
Strategic Planfor Meeting or,]LU[

Sub-skills (depth)

We include
the topic

We don’t
include thetopic+L]LSVWTPZZPVUNVHSZ VIQLJ[P]LZ+L[LYTPULMLHZPIPSP[`VMTLL[PUNVYL]LU[
1.03 Determine requirements to carry out meeting/event+L]LSVWÄUHUJPHSZ\TTHY`
1.05 Monitor strategic plan

2. Develop:\Z[HPUHIPSP[`
Plan for Meeting
VY,]LU[0TWSLTLU[Z\Z[HPUHIPSP[`THUHNLTLU[WSHU

3. Measure=HS\LVM
Meetings and)\ZPULZZ,]LU[Z3.01 Develop evaluation plan+LTVUZ[YH[LLU]PYVUTLU[HSYLZWVUZPIPSP[`

3.02 Measure return on investment,]HS\H[LH\KP[TLL[PUNVYL]LU[
,]HS\H[LLɈLJ[P]LULZZVMYPZRTHUHNLTLU[WSHU

B. PROJECTMANAGEMENT

4. Plan Meeting
VY,]LU[+L]LSVWWYVQLJ[WSHU
4.02 Develop quality standards, policies,
procedures
4.03 Develop theme for event
4.04 Develop procurement plan,Z[HISPZOTPSLZ[VULZHUKJYP[PJHSWH[O4.06 Develop integrated communication plan
4.07 Develop evaluation/audit procedures

5. Manage
Meeting or,]LU[7YVQLJ[

5.01 Manage critical path
5.02 Manage contracts
5.03 Manage running of meeting or event

Other categories
would be added(see Appendix 8A)

SUMMARY:\IZRPSSZPUJS\KLK
in our curriculum
Additional
Z\IZRPSSHYLHZ[V
incorporate inprogram revision

Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

IncludePUUL_[revisionF. Program Review

Page 33

3. Reviewing the Complexity Level of Program Content.
The Appendix 8B checklist can be used for comparing thebreadth, depth and complexity of the skills and abilitiesstudents should be able to demonstrate on successful
completion of a program, against the competency (complexity)
level expected of an experienced meeting professional as
described in the MBECS. It is not expected that program
graduates in undergraduate programs will meet theperformance level identified in the MBECS in most sub-skills, as
they will need workplace experience to become a professional
capable of making decisions and choices in complex,
unpredictable situations. More than 50 percent of the sub-skillsin the MBECS require 5 years or more of experience to master.
Academic programs, however, can benchmark themselves
against industry standards so that their students can enter the
workplace with the required knowledge and some skill/ability
levels.
In Section C, it was noted that a group of faculty subject
matter experts has rated each of the sub-skills by identifying
a level of difficulty of learning in the Knowledge (K) and
Abilities (Performance) domains according to a revised Blooms’
taxonomy. These ratings were on a one-to-six scale, six being
highest. To relate these to applicable curriculum completionlevels, the group used the following formula of knowledge
ratings as a general parameter.
UÊ À`>ÌiÊiÝÌÊiÛiÊ­VÕÀÀVÕÕÊVÌiÌÊV«iÌ®\Ê£Ê
and K2, consideration of K3
UÊ>>}iÊiÝÌÊiÛi\Ê1«ÊÌÊ{]ÊVÃ`iÀ>ÌÊvÊx°
For sub-skills rated at a K5 or K6 and identified at a direct levelof curriculum, educators need to include these in programs at
the coordinate and manage level, but at lower levels of difficultyor complexity.
There are two parts needed to benchmark programs against thecomplexity level in the MBECS.
a. Compare curriculum level requirements at the exit levelof your program with the MBECS curriculum levels(coordinate, manage, direct) to see if you have covered theskills and sub-skills at the identified knowledge levelb. Compare the ability/performance level of program/course
outcomes against the identified performance ratings.
A review against the MBECS provides the ratings forbenchmarking against other academic programs and against
industry professional certification requirements.

Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

G. Career Path
1. Introduction
In the meeting and business event profession, individuals canprogress in role and responsibilities as they increase theirknowledge and abilities. Broad roles and responsibilities are
based on three progressive workplace roles: to coordinate,
manage and eventually direct meetings and business events.
Descriptors for these three progressive role categories are
outlined below.
Coordinate.
Individuals at this responsibility level assist a meeting manager
and are responsible for coordinating and implementing detailed
meeting plans including registration, recruitment, training andsupervision of volunteers and support staff, plus assisting with
reports and meeting evaluation. They must work independently
in areas of their responsibility and under the direction of amanager for all other responsibilities. They often gain broad
exposure to the meeting industry in this role.
Manage.
Individuals at the manage level are responsible for planningand managing meetings to achieve the goals and objectives ofa strategic plan through program design, event implementationand management. They monitor and evaluate meetingoutcomes, and train and manage staff. They have considerable
autonomy and responsibility for other staff. Where there is aposition of director in the organization, they take high-level
direction from that individual.
Direct.
Individuals at the direct level may have roles andresponsibilities as part of an executive team and be responsible
for connecting meeting and business event strategies to overall
organizational strategies and business plans. Their locationin the organization depends on the size of the organizationand the number and complexity of meetings held. They workwith other departments when applicable, and plan meetings
based on research about, knowledge of and involvement in
the broader industry. At the direct level they develop, manageand evaluate strategic objectives and financial plans and results
and have responsibility for stakeholder, sponsor and funderrelationships. They oversee all related staff members on themeeting management team.

Page 34

2. Titles and Variations in Workplace Roles andResponsibilities
Meeting and business event professionals work for manydifferent types of organizations, including associations,professional organizations and corporations. Their roles andpositioning vary according to organizational structure. For
example, a corporate planner may be positioned within a
specific department and may work directly with individuals
in other departments for specialized tasks such as creative
development, logistics, marketing, budget and finance. An
association planner may have a smaller or greater numberof responsibilities for meetings depending on the size ofthe organization and number of meetings staff members.
Independent planners may specialize in a particular type ofclientele, or may serve a variety of corporations, associations,nonprofit organizations and governments.
Job titles do not always reflect the level of responsibility
expected. Similar titles may have job roles and responsibilities
that vary widely depending on a number of factors. The
following is a list of job titles that may be used at the various
levels of responsibility. However, job titles do not necessarilyreflect responsibilities in an accurate manner. Job descriptions
provide more accurate information in this regard.
CoordinateUÊiiÌ}Ê`ÃÌÀ>ÌÀUÊ ÛiÌÊ À`>ÌÀUÊiiÌ}Ê À`>ÌÀÊUÊ ÛiÌÊ*>iÀÊÊ`ÃÌÀ>ÌÛiÊÃÃÃÌ>ÌUÊÕÀÊ ÛiÌÊ*>iÀUÊÕÀÊ viÀiViÊ*>iÀUÊ À«À>ÌiÊ ÛiÌÃÊ`ÃÌÀ>ÌÀÊUÊ*À`ÕVÌÊ À`>ÌÀUÊ `ÕV>ÌÊ À`>ÌÀÊUÊÃÃV>ÌÊiiÌ}Ê À`>ÌÀUÊ À«À>ÌiÊiiÌ}Ê À`>ÌÀUÊiiÌ}Ê*>}ÊÃÃÃÌ>ÌUÊ*À}À>Ê À`>ÌÀUÊ ÝiVÕÌÛiÊÃÃÃÌ>Ì

Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

G. Career Path

Page 35

Manage3. Specialty AreasUÊ viÀiViÊ-iÀÛViÃÊ-Õ«iÀÛÃÀ

As in other professions, there are specialty areas within themeeting and business event field. Meeting organizers may gain
additional competencies and specialize in areas such as tradeshows, exhibitions, fairs, incentive meetings, corporate meetingsor sector-specific conferences or meetings. The foundationcompetencies for all these specializations, however, are found in
the MBECS.

UÊ/À>`iÊ- ÜÊ*>iÀUÊ ÛiÌÃÊ-«iV>ÃÌUÊÕÀÊ À«À>ÌiÊ ÛiÌÊ*>iÀÊUÊÃÃV>ÌÊiiÌ}Ê*>iÀUÊ À«À>ÌiÊiiÌ}Ê*>iÀUÊÃÃV>ÌÊiiÌ}Ê>>}iÀ

4. Industry Certification and DesignationsUÊ À«À>ÌiÊiiÌ}Ê>>}iÀ

There are a number of certifications available in the field,
some for more specialized areas such as exhibitions. The
most recognized meeting management certifications are thefollowing.

UÊ`i«i`iÌÊiiÌ}Ê*>iÀUÊiiÌ}ÊEÊ ÛiÌÊ*>iÀUÊ ÛiÌÊ*>iÀUÊiiÌ}ÊÃÃV>Ìi
UÊiiÌ}Ê*>}ÊÃÃV>Ìi
UÊiiÌ}Ê*>iÀUÊiiÌ}Ê>>}iÀÊ
DirectUÊ-iÀÊ ÛiÌÊ`ÛÃÀÊUÊ-iÀÊ*À}À>Ê>>}iÀUÊ-iÀÊ ÛiÌÊ>>}iÀ
UÊiiÌ}Ê*ÀviÃÃ>
UÊ/À>`iÊ- ÜÊEÊ-«ÃÀÃ «Ê>>}iÀUÊ ÀiVÌÀ]Ê À«À>ÌiÊiiÌ}ÃÊEÊViÌÛiÃÊUÊ iÀÌwi`Ê ÛiÌÊ>>}iiÌÊ*ÀviÃÃ>Ê­ *®]Ê>Ü>À`i`Ê
by the Canadian Tourism Human Resource Council andbased on the Events Management International Competency
Standards from which the MBECS was developed. (http://
emerit.ca/en/emerit_certification)UÊ iÀÌwV>ÌiÊÊiiÌ}Ê>>}iiÌ]Ê>Ü>À`i`ÊLÞÊiiÌ}Ê
Professionals International (http://www.mpiweb.org/
education/cmm)
UÊ iÀÌwi`ÊiiÌ}Ê*ÀviÃÃ>Ê­ *®]Ê>Ü>À`i`ÊLÞÊÌ iÊ
Convention Industry Council (www.mpiweb.org/Education/
Certifications/CMP)
UÊ/ÕÀÃÊ iÀÌwi`Ê*ÀviÃÃ>Ê­/ *®]Ê ÛiÌÃÊ À`>ÌÀ]Ê
emerit certification awarded by the Canadian Tourism
Human Resource Council (http://emerit.ca/en/emerit_certification)

UÊ-iÀÊ À«À>ÌiÊ ÛiÌÊ*>iÀUÊ ÀiVÌÀÊvÊ iÛi«iÌUÊ À«À>ÌiÊ ÀiVÌÀÊvÊiiÌ}Ã
UÊ À«À>ÌiÊ-iÀÊiiÌ}Ê*>iÀUÊÃÃV>ÌÊ ÀiVÌÀÊvÊiiÌ}Ã
UÊ À«À>ÌiÊ ÀiVÌÀÊvÊiiÌ}Ã
UÊ ÀiVÌÀÊvÊ ÛiÌÃ

5. Related Career Options
Individuals with proven competency in meeting coordinationand management are sought after in many related job fields
in such as food and beverage or hotel sales departments,
which require a solid foundation in meeting organization. See
Appendix 12 for an example of how one educational institution(Indiana University) demonstrates the connectivity and career
options among related fields through a career tree diagram.

UÊ-iÀÊiiÌ}ÊEÊ ÛiÌÊ*>iÀ
UÊ-iÀÊiiÌ}Ê*>}ÊÃÃV>Ìi
UÊ-iÀÊiiÌ}Ê*>iÀUÊ ÀiVÌÀÊvÊiiÌ}ÃÊ
—See Appendix 11 for sample job descriptions

Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

H. Resources

Page 36

There are many resources available to help educators withcurriculum development. Here are some resources that provide
additional background and teaching aids related to meetings,
events and the broader tourism industry.

1. Meeting and Event ResourcesUÊiiÌ}Ê*ÀviÃÃ>ÃÊÌiÀ>Ì>Ê­*®Ê>ÌÊwww.mpiweb.
org/portal/research (you may need to sign up and log in forsome information). This site provides resources on researchareas such as measuring the business value of meetings,
corporate social responsibility, future of meetings, strategic
meetings management and virtual and hybrid events.
UÊ*ÀviÃÃ>Ê ÛiÌÊ>>}iiÌÊÃÃV>ÌÊ­* ®Êat www.pcma.org/Resources. This site provides resourcesthat can be used to inform curriculum and lesson plans, andfor setting up scenarios and assignments in four sections—industry and meeting management resources, planning tools
and research.
UÊ/iÝÌLÃ°o Art of the Event: Complete Guide to Designing and
Decorating Special Events. James C. Monroe and Robert
A. Kateso The Art of the Show. Sandra L. Morrowo CIC Manual. Convention Industry Council
o The Complete Idiot’s Guide to Trade Shows. Linda
Musgrove
o Event and Destination Management. Meeting Conference
Association. Ratandeep Singh.
o Events Design and Experience. Graham Berridge.
o Event Entertainment and Production. Mark Sondero Meetings, Expositions, Events and Conventions: An
Introduction to the Industry. George G. Fenich.
o MPI’s Planning Guide: A Source for Meetings andConventions. Meeting Professionals International. Don
McLaurin, Ted Wykes and Sandy Biback.
o A Practical Guide to Destination Management. World/ÕÀÃÊ"À}>â>ÌÊ­1 7/"®°o Professional Event Coordination. Julia Rutherford Silvers.
o Professional Meeting Management. Professional
Convention Management Association. Glen Ramsborg,
PhD (ed.).
o Special Event Production: The Process. Doug Matthews.
o Trade Show Management. Manfred Kirchgeorg, Werner°Ê ÀÃV i`Ì]Ê7 iÊiÃiÊ>`Ê ÀLiÀÌÊ-ÌiVÊ­i`Ã°®°UÊ ÕÀÃiÊ-Þ>LÊ­ÃiiÊ««i`ÝÊÈÊvÀÊÃiÊÃ>«iÊÃÞ>LÊÊ>Ê
range of formats).
UÊÌiÀ>Ì>Ê  "Ê>`ÊÀi>Ìi`ÊÌiÃÊ>ÌÊÜÜÜ°iL°org. The EMBOK is a three dimensional description of
the knowledge and skills essential to create, develop anddeliver an event. (Also, see Appendix 9 for an “Event Phase& Process Loop System” resource for progressive andconnected phases of events).

2. Learning and Assessment Development Resources
Many educational institutions have handbooks or other aids toassist their faculties in developing learning outcomes. As well,most private trainers use a form of Bloom’s Taxonomy for theircurriculum development and assessment. Here are a few links
you may wish to reference.

o Event Marketing. Leonard H. Hoyle.

UÊ À`}iÜ>ÌiÀÊ-Ì>ÌiÊ i}i°ÊÃÃiÃÃiÌÊÕ`iLÊÓ`Ê
Edition at www.bridgew.edu/assessmentguidebook.

o Event Planning. Judy Allen.

UÊ ÀÌÃ Ê ÕL>ÊÃÌÌÕÌiÊvÊ/iV }Þ°Ê7ÀÌ}Êi>À}Ê
Outcomes at www.bcit.ca/ltc/curriculum/courses.

o Fundamentals of Destination Management And
Marketing. Rich Harrill.

UÊ,i`Ê,ÛiÀÊ ÕÌÞÊ i}i°Êi>À}Ê"ÕÌViÃÊ-Õ««ÀÌÊWeb Site at https://me.rrc.mb.ca/LearningOutcomeSupport.

o The Guide to Successful Destination Management. Pat
Schaumann.

UÊ1 Ê À} >°ÊÕ`iÊÌÊi>À}Ê"ÕÌViÃÊ>ÌÊwww.
ssdd.bcu.ac.uk/outcomes.

o Hospitality Financial Accounting. Jerry J. Weygandt,
Donald E. Kieso, Paul D. Kimmel and Agnes L. DeFranco.
o Hospitality Law: Managing Legal Issues in the Hospitality
Industry. Stephen C. Barth and David K. Hayes.

UÊ >À]Ê °Ê,°Ê­Óää{®°Ê ½ÃÊ/>ÝÞÊvÊi>À}Ê
Domains. Retrieved Feb 10, 2012, at
http://nwlink.com/~donclark/leader/leader.html
http://www.nwlink.com/~donclark/hrd/bloom.html.

Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

H. Resources

Page 37

3. Source Documents

4. Guide Appendices

The authors recognize the following source documents used in
the development of this guide.

Appendix 1.
Glossary

The Alliance of Sector Councils (TASC). Setting the Standard:
Accepted Principles and Recommended Practices for National
Occupational Standards, Certification Programs, andAccreditation Programs.

Appendix 2.
Standards Rating and Curriculum Levels Chart
Appendix 3.
Checklist for Inclusion of MBECS in Curriculum
Appendix 4.
Sample Learning OutcomesAnderson, Lorin W. and David R. Krathwohl. A Taxonomy
for Learning, Teaching and Assessing: A Revision of Bloom’s
Taxonomy of Educational Objectives. Addison, WesleyLongman, Inc., 2001.

Appendix 5.
Curriculum Level-Descriptors for
Learning Outcomes

Convention Industry Council. APEX Industry Glossary– 2011 Edition. http://www.conventionindustry.org/
StandardsPractices/APEX/glossary.aspx. Accessed January
2012.

Appendix 7.
Sample Teaching and Assessment Strategies

Appendix 6.
Sample Syllabi

Appendix 8A.
Checklist for Reviewing Breadth and Depth of MBECS
in Curriculum

Cambridge Professional Development. Comparative Reviewof the Occupational Standards and Certification Programs
Offered by the Canadian Tourism Human Resource Council
and the Convention Industry Council: Annexes. 2010.

Appendix 8B.
Checklist for Reviewing Complexity of Learningof MBECS in Curriculum

Dalton, Elizabeth. The “New Bloom’s Taxonomy,” Objectives
and Assessments, December 3, 2003.

Appendix 10.
Meeting Complexity Variables andScenario Templates

Davies, Ivor K. Objectives in Curriculum Design. McGraw-Hill
Book Company (UK) Limited, 1976

Franklin, Maren. “A Guide to Job Analysis,” Info Line:
Measurement and Evaluation, ASTD Press, June 2005.

Appendix 9.
Event Phases & Process Loop System

Appendix 11.
Sample Job Descriptions
Appendix 12.
TCEM Career Tree (Connectivity and Career
Options Between Fields)

Mager, Robert F. and Kenneth M. Breach, Jr. Developing
Vocational Instruction. David S. Lake Publishers,1967.

Morrison, Gary R., Steven M. Ross, Jerrold E. Kemp,
Designing Effective Instruction, John Wiley & Sons, Inc., 2004.

South African Qualifications Authority. Developing Learning
Programmes: A Step-by-Step Guide. Part 2. 2005.

Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

Appendix 1 - Glossary

Page 1.1

These terms are defined to suit the context and purpose of the Meeting and Business Events Competency Standards(MBECS) Curriculum Guide.

Abilities

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strategies

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Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

Page 1.2

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Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

Page 1.3

Appendix 1 - Glossary

Learning
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L]LU[WYVÄSL

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H[[LUKLLZOV[LSVJJ\WHUJ`WH[[LYUZL[JMYVT(7,?0UK\Z[Y`.SVZZHY`

Occupation (NYV\WPUNVMQVIZ[OH[OH]L[OLZHTLIHZPJK\[PLZ

 :LLHSZV¸JVTWL[LUJ`Z[HUKHYKZ¹

 5V[LTWSV`LYZWLJPÄJ"MV\UKHJYVZZVYNHUPaH[PVUZHUKPUK\Z[YPLZHJJV\U[HU[[YHPULY
 7LVWSLPUHUVJJ\WH[PVUTH`OH]LZPTPSHYJVTWL[LUJPLZHUKYLZWVUZPIPSP[PLZI\[OH]LKPɈLYLU[QVI[P[SLZ
 ;OLMBEC:HWWS`[VT\S[PWSLVJJ\WH[PVUZ[OH[^VYRPUT\S[PWSL[`WLZVMVYNHUPaH[PVUZPUKLWLUKLU[VWLYH[VYZHUKSHYNLJVYWVYH[PVUZMVYWYVÄ[HUKUV[MVYWYVÄ[JVYWVYH[PVUZHZZVJPH[PVUZHUKKPɈLYLU[SL]LSZVMNV]LYUTLU[Programoutcomes ([`WLVMSLHYUPUNV\[JVTL
 .LULYHSZ[H[LTLU[Z[OH[KLZJYPIL[OLW\YWVZLHUKNVHSZVMHULK\JH[PVUWYVNYHTZ\JOHZHKPWSVTHVYIHJOLSVYZKLNYLL

Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

Page 1.4

Appendix 1 - Glossary

8\HSPÄJH[PVU *HUILPZZ\LKI`HJHKLTPJVYPUK\Z[Y`IVK` (UacademicX\HSPÄJH[PVUPZMVYTHSYLJVNUP[PVUVMPUKP]PK\HSZ\JJLZZM\SHZZLZZTLU[HNHPUZ[H
JVTIPULKZL[VMSLHYUPUNV\[JVTLZ[OH[PZYLJVNUPaLKI`HUH\[OVYP[`^P[OPUHJV\U[Y`[OH[OHZTL[[OH[JV\U[Y`»ZYLX\PYLTLU[ZPU[LYTZVMILPUNYLJVNUPaLKHZHX\HSPÄJH[PVU
 (UindustryX\HSPÄJH[PVUPZMVYTHSYLJVNUP[PVUVMZ\JJLZZM\SJVTWSL[PVUVMH]VS\U[HY`YLJVNUPaLKWYVMLZZPVUHSPUK\Z[Y`JLY[PÄJH[PVUWYVJLZZRecognition ofprior learning (ZZLZZPUNHUKYLJVNUPaPUNJVTWL[LUJLVU[OLIHZPZVML]PKLUJLWYLZLU[LK"SLHYUPUNV\[JVTLZHUKHZZLZZTLU[JYP[LYPHPUKPJH[L^OH[[OLSLHYULYOHZ[VWYV]PKLL]PKLUJLVM[VH[[HPUYLJVNUP[PVUMVY
JV\YZLTVK\SLVYX\HSPÄJH[PVU

Summativeassessment

 :LL¸HZZLZZTLU[Z[YH[LNPLZ¹

Teaching
strategies

 4L[OVKZHUKYLZV\YJLZ[OH[PUZ[Y\J[VYZ\ZL[VOLSWSLHYULYZHJOPL]LSLHYUPUNV\[JVTLZ

Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

Page 2.1

Appendix 2 - Standards Ratings and Curriclum Levels Chart
Formulas
1. The benchmark for undergraduate programs(professionals with knowledge base, but who needadditional industry experience to meet standards level in
performance).

2. Professional development beyond undergraduate level(direct level).

UÊ À`>ÌiÊiÛiÊ«À}À>ÃÊVÛiÀÊ>ÊÃÕLÃÃÊÀ>Ìi`Ê>ÌÊrÓÊ>`ÊÃiÊrÎÊ­ÌÌ>Ê£ÇÊÃÕLÃÃ®]Ê«ÕÃÊÜiÀÊiÛiÊÕÌViÃÊvÀÊ>ÊÌ iÀÊÃÕLÃÃÊ­£äxÊÃÕLÃÃ®°Ê
Performance (competency) level of outcomes will varyby program.

Note: These skills may have foundational level learningin undergraduate programs, but graduates of undergrad
programs would not be at the MBECS level of mastery in
K or P.

UÊ >>}iÊiÛiÊ«À}À>ÃÊVÛiÀÊ>ÊÃÕLÃÃÊÀ>Ìi`ÊÕ«ÊÌÊ
r{]Ê>`ÊÃiÊrxÊ­ÌÌ>ÊnxÊÃÕLÃÃ®]Ê«ÕÃÊÜiÀÊiÛiÊÕÌViÃÊvÀÊ>ÊÌ iÀÊÃÕLÃÃÊ­ÎÇÊÃÕLÃÃ®°Ê
Performance (competency) level of outcomes will varyby program.

K1 = Remember

P3 = Basic proficiency

K2 = UnderstandP4 = Expert proficiency

UÊ ÊrÈÊÃÕLÃÃÊ­ÎÓ®Ê>`ÊÃiÊrxÊÃÕLÃÃÊ­x®Ê
would not be completed until this level.

ÎÊrÊ««ÞÊÊ*xÊrÊ`>«Ì>LiÊ«ÀwViVÞ

{ÊrÊ>ÞâiÊÊ*ÈÊrÊ Ài>ÌÛiÊ«ÀwViVÞxÊrÊ Û>Õ>ÌiÈÊrÊ Ài>Ìi
Based on the above formulas, the benchmarks for curriculum exit levels are as follows.

3+L[LYTPULYLX\PYLTLU[Z[VJHYY`V\[TLL[PUNL]LU[

53+L]LSVWÄUHUJPHSZ\TTHY`34VUP[VYZ[YH[LNPJWSHU

50TWSLTLU[Z\Z[HPUHIPSP[`THUHNLTLU[WSHU

6

6+LTVUZ[YH[LLU]PYVUTLU[HSYLZWVUZPIPSP[`

6



1. Manage Strategic Plan for Meeting or Event5

2. Develop Sustainability Plan for Meeting or Event

`YZ

77



Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

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50

A. STRATEGIC PLANNING

+PYLJ[+L[LYTPULMLHZPIPSP[`VMTLL[PUNVYL]LU[

04769;(5*,6-9,8<,5*@

6;04,+L]LSVWTPZZPVUNVHSZ VIQLJ[P]LZ`YZFor ratings analysis see end of document

Academic Level
4HUHNL

Blooms Taxonomy

*VVYKPUH[L

Context Rating

7,9-694(5*,Importance Ratings:
ILPUNOPNOLZ[

256>3,+.,

Frequency Ratings:
6$VJJHZPVUHSS`"
77$WLYWYVQLJ["
99$YV\[PULS`YLN\SHYS`

Page 2.2

Appendix 2 - Standards Ratings and Curriclum Levels Chart

5,]HS\H[LH\KP[TLL[PUNVYL]LU[

5,]HS\H[LLɈLJ[P]LULZZVMYPZRTHUHNLTLU[WSHU

5+L]LSVWWYVQLJ[WSHU

6

+L]LSVWX\HSP[`Z[HUKHYKZWVSPJPLZWYVJLK\YLZ

6+L]LSVW[OLTLMVYL]LU[

6

+L]LSVWWYVJ\YLTLU[WSHU

6

3

,Z[HISPZOTPSLZ[VULZHUKJYP[PJHSWH[O6+L]LSVWPU[LNYH[LKJVTT\UPJH[PVUWSHU

6

+L]LSVWL]HS\H[PVUH\KP[WYVJLK\YLZ

64HUHNLJYP[PJHSWH[O54HUHNLJVU[YHJ[Z54HUHNLY\UUPUNVMTLL[PUNVYL]LU[

3



99

5

B. PROJECT MANAGEMENT
4. Plan Meeting or Event

5. Manage Meeting or Event Project

`YZ

`YZ

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+HPS`

5

5

Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

+PYLJ[

3. Measure Value of Meetings and Business Events

WVZ[NYHK4LHZ\YLYL[\YUVUPU]LZ[TLU[

04769;(5*,6-9,8<,5*@

6;04,+L]LSVWL]HS\H[PVUWSHU`YZ

For ratings analysis see end of document

Academic Level
4HUHNL

Blooms Taxonomy

*VVYKPUH[L

Context Rating

7,9-694(5*,Importance Ratings:
ILPUNOPNOLZ[

256>3,+.,

Frequency Ratings:
6$VJJHZPVUHSS`"
77$WLYWYVQLJ["
99$YV\[PULS`YLN\SHYS`

Page 2.3

Appendix 2 - Standards Ratings and Curriclum Levels Chart+L]LSVWTHUHNLTLU[HUKPTWSLTLU[H[PVUWSHU

6

5

+L]LSVWHUKPTWSLTLU[LTLYNLUJ`YLZWVUZLWSHU

6

5

(YYHUNLZLJ\YP[`3

34HUHNLZWVUZVYZOPWWYVJLZZ

54HUHNLKVUVYWYVJLZZ

64HUHNLWYVNYHTM\UKPUNWYVJLZZ

64HUHNLYLNPZ[YH[PVUWYVJLZZ+L]LSVWI\KNL[,Z[HISPZOWYPJPUN

6,Z[HISPZOÄUHUJPHSJVU[YVSZHUKWYVJLK\YLZ4HUHNLJHZOÅV^

34VUP[VYI\KNL[WLYMVYTHUJL

39L]PZLI\KNL[,Z[HISPZOJHZOOHUKPUNWYVJLK\YLZ

3

34VUP[VYJHZOOHUKSPUNWYVJLK\YLZ

33

6. Manage Risk Management Plan

5

D. FINANCIAL MANAGEMENT
7. Develop Financial Resources

8. Manage Budget

`YZ

`YZ

9. Manage Monetary Transactions

`Y

99

99

99

5

5

3

Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

+PYLJ[5

99

C. RISK MANAGEMENTWVZ[NYHK(UHS`aLYPZRZ

04769;(5*,-9,8<,5*@3;04,

0KLU[PM`YPZRZ`YZFor ratings analysis see end of document

Academic Level
4HUHNL

Blooms Taxonomy

*VVYKPUH[L

Context Rating

7,9-694(5*,Importance Ratings:
ILPUNOPNOLZ[

256>3,+.,

Frequency Ratings:
6$VJJHZPVUHSS`"
77$WLYWYVQLJ["
99$YV\[PULS`YLN\SHYS`

Page 2.4

Appendix 2 - Standards Ratings and Curriclum Levels Chart>YP[LYLWVY[Z5+L[LYTPUL^VYRMVYJLYLX\PYLTLU[Z55,Z[HISPZO^VYRMVYJLWVSPJPLZHUKWYVJLK\YLZ

6+L]LSVW[YHPUPUNWSHU

6

4VUP[VYO\THUYLZV\YJLZWSHU

5

3+L]LSVWZLSLJ[PVUJYP[LYPH6

9LJY\P[Z[HɈHUK]VS\U[LLYZ

50U[LY]PL^JHUKPKH[LZ3:LSLJ[ILZ[JHUKPKH[LHUKVɈLYWVZP[PVU57YV]PKLVYPLU[H[PVU

37YV]PKL[YHPUPUN

5

3

10. Perform Administrative Tasks

3

F. HUMAN RESOURCES
11. Manage Human Resource Plan

12. Acquire Staff and Volunteers

13. Train Staff and Volunteers

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99

6

6

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Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

+PYLJ[

5

+HPS`

E ADMINISTRATIONWVZ[NYHK4HUHNLPUMVYTH[PVUZ`Z[LT04769;(5*,-9,8<,5*@;04,*VVYKPUH[LVɉJLHKTPUPZ[YH[PVU

For ratings analysis see end of document

Academic Level
4HUHNL

Blooms Taxonomy

*VVYKPUH[L

Context Rating

7,9-694(5*,Importance Ratings:
ILPUNOPNOLZ[

256>3,+.,

Frequency Ratings:
6$VJJHZPVUHSS`"
77$WLYWYVQLJ["
99$YV\[PULS`YLN\SHYS`

Page 2.5

Appendix 2 - Standards Ratings and Curriclum Levels Chart

54HUHNL[LHTZ

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2

3

(ZZLZZZ[HRLOVSKLYZ*SHZZPM`Z[HRLOVSKLYZ4HUHNLZ[HRLOVSKLYHJ[P]P[PLZ

354HUHNLZ[HRLOVSKLYYLSH[PVUZOPW5+L[LYTPULWYVNYHTJVTWVULU[Z6:LSLJ[WYVNYHTJVU[LU[HUKKLSP]LY`MVYTH[Z66:[Y\J[\YLHUKZLX\LUJLWYVNYHTJVTWVULU[Z



5

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5

G. STAKEHOLDER MANAGEMENT
15. Manage Stakeholder Relationships

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99

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H. MEETING OR EVENT DESIGN
16. Design Program

`YZ

99

5

Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

+PYLJ[5

14. Manage Workforce Relations

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04769;(5*,5-9,8<,5*@5;04,:\WLY]PZLZ[HɈHUK]VS\U[LLYZ`YZ

For ratings analysis see end of document

Academic Level
4HUHNL

Blooms Taxonomy

*VVYKPUH[L

Context Rating

7,9-694(5*,Importance Ratings:
ILPUNOPNOLZ[

256>3,+.,

Frequency Ratings:
6$VJJHZPVUHSS`"
77$WLYWYVQLJ["
99$YV\[PULS`YLN\SHYS`

Page 2.6

Appendix 2 - Standards Ratings and Curriclum Levels Chart3:LSLJ[JHUKPKH[LZ33

:LJ\YLJVU[YHJ[ZHUKJVTT\UPJH[LL_WLJ[H[PVUZ

5+L[LYTPULMVVK IL]LYHNLZLY]PJLYLX\PYLTLU[Z5:LSLJ[TLU\Z

3

37SHUZLY]PJLZ[`SLZ

2

3

:LSLJ[MVVKHUKIL]LYHNLWYV]PKLYZ

33

4HUHNLHSJVOVSZLY]PJL

3 ,Z[HISPZOM\UJ[PVUHSYLX\PYLTLU[Z66 :LSLJ[KLJVYHUKM\YUPZOPUNZ

3 *VVYKPUH[LTLL[PUNVYL]LU[ZPNUHNL

23+L[LYTPULYLX\PYLTLU[ZMVYZ[HNPUNHUK[LJOUPJHSLX\PWTLU[

5(JX\PYLZ[HNPUNHUK[LJOUPJHSLX\PWTLU[

3

30UZ[HSSZ[HNPUNHUK[LJOUPJHSLX\PWTLU[

3

36]LYZLL[LJOUPJHSWYVK\J[PVUVWLYH[PVU

3

3

6

3

18. Coordinate Food and Beverage Services

19. Design Environment

20. Manage Technical Production

`YZ

`YZ

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99

77

77

5





Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

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17. Engage Speakers and Performers

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+L[LYTPULL]LU[YLX\PYLTLU[ZMVYZWLHRLYZHUKWLYMVYTLYZ`YZFor ratings analysis see end of document

Academic Level
4HUHNL

Blooms Taxonomy

*VVYKPUH[L

Context Rating

7,9-694(5*,Importance Ratings:
ILPUNOPNOLZ[

256>3,+.,

Frequency Ratings:
6$VJJHZPVUHSS`"
77$WLYWYVQLJ["
99$YV\[PULS`YLN\SHYS`

Page 2.7

Appendix 2 - Standards Ratings and Curriclum Levels Chart*VVYKPUH[LHJJVTTVKH[PVUHUK[YHUZWVY[H[PVU334HUHNLWYV[VJVSYLX\PYLTLU[Z23+L[LYTPULZP[LZWLJPÄJH[PVUZ

330KLU[PM`HUKPUZWLJ[ZP[LZ

5

3

3

5

*YLH[LSVNPZ[PJZHJ[PVUWSHUMVYZL[\W [HRLKV^U

5

3:L[\WZP[L334VUP[VYZP[LK\YPUNTLL[PUNVYL]LU[

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3+L[LYTPUL HJX\PYLYLX\PYLKJVTT\UPJH[PVULX\PWTLU[

3

3

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3

3

99



I. SITE MANAGEMENT
22. Select Site

`YZ

23. Design Site Layout

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99

77

5

5

+LZPNUZP[LSH`V\[

24. Manage Meeting or Event Site

25. Manage On-site Communication

`YZ

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99

77

5

5

Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

+PYLJ[5

21. Develop Plan for Managing Movement of Attendees

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04769;(5*,3-9,8<,5*@5;04,+L]LSVWHKTP[[HUJLJYLKLU[PHSZ`Z[LTZ`YZFor ratings analysis see end of document

Academic Level
4HUHNL

Blooms Taxonomy

*VVYKPUH[L

Context Rating

7,9-694(5*,Importance Ratings:
ILPUNOPNOLZ[

256>3,+.,

Frequency Ratings:
6$VJJHZPVUHSS`"
77$WLYWYVQLJ["
99$YV\[PULS`YLN\SHYS`

Page 2.8

Appendix 2 - Standards Ratings and Curriclum Levels Chart+L]LSVWIYHUKPUNMVYTLL[PUNVYL]LU[

6

:LSLJ[THYRL[PUNKPZ[YPI\[PVUJOHUULSZ

5

3

+L]LSVWPU[LNYH[LKTHYRL[PUNZ[YH[LN`660TWSLTLU[THYRL[PUNWSHU+L[LYTPULTHYRL[PUNTH[LYPHSZULLKLKMVYL]LU[

3+L]LSVWJVU[LU[HUKKLZPNUWHYHTL[LYZ

67YVK\JLTHYRL[PUNTH[LYPHSZ

3

3

+PZ[YPI\[LTHYRL[PUNTH[LYPHSZ

2

3

+L]LSVWWYVK\J[ZKLZPNUHUKZWLJPÄJH[PVUZ

6+L[LYTPULWYPJPUN*VU[YVSIYHUKPU[LNYP[`

57YVK\JLTLYJOHUKPZL

3

3+PZ[YPI\[LTLYJOHUKPZL

2

3*VVYKPUH[LOVZWP[HSP[`

3

3

26. Manage Marketing Plan

5

27. Manage Marketing Material

28. Manage Meeting or Event Merchandise

`YZ

`YZ

99

6

3

2

Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

+PYLJ[599

J. MARKETINGWVZ[NYHK+LÄUL[HYNL[THYRL[ZLNTLU[Z04769;(5*,5-9,8<,5*@

6;04,

*VUK\J[ZP[\H[PVUHSHUHS`ZPZ`YZFor ratings analysis see end of document

Academic Level
4HUHNL

Blooms Taxonomy

*VVYKPUH[L

Context Rating

7,9-694(5*,Importance Ratings:
ILPUNOPNOLZ[

256>3,+.,

Frequency Ratings:
6$VJJHZPVUHSS`"
77$WLYWYVQLJ["
99$YV\[PULS`YLN\SHYS`

Page 2.9

Appendix 2 - Standards Ratings and Curriclum Levels Chart +L]LSVWJVU[LZ[Z *VVYKPUH[LZHSLWYVTV[PVU3*VU[YPI\[L[VW\ISPJYLSH[PVUZZ[YH[LN`6*VU[YPI\[L[VW\ISPJP[`WSHU

3

+L]LSVWTLKPHYLSH[PVUZ

55*VU[YPI\[L[VPTWSLTLU[H[PVUVMW\ISPJP[`WSHU4HUHNLJYPZLZHUKJVU[YV]LYZPLZ

66+L]LSVWZHSLZWSHUHUKVIQLJ[P]LZ

5*VUK\J[ZHSLZHJ[P]P[PLZ

35+L[LYTPULZHSLZWSH[MVYTZ

3

5

77

5

30. Contribute to Public Relations Activities

31. Manage Sales Activities

`YZ

`YZ

77

99



5

Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

+PYLJ[6

29. Promote Meeting or EventWVZ[NYHK +L]LSVWJYVZZWYVTV[PVUHSHJ[P]P[PLZ

04769;(5*,-9,8<,5*@

6;04,

 +L]LSVWHK]LY[PZPUNWSHU`YZ

For ratings analysis see end of document

Academic Level
4HUHNL

Blooms Taxonomy

*VVYKPUH[L

Context Rating

7,9-694(5*,Importance Ratings:
ILPUNOPNOLZ[

256>3,+.,

Frequency Ratings:
6$VJJHZPVUHSS`"
77$WLYWYVQLJ["
99$YV\[PULS`YLN\SHYS`

Page 2.10

Appendix 2 - Standards Ratings and Curriclum Levels Chart

+PYLJ[K. PROFESSIONALISM
32. Exhibit Professional Behavior7YVQLJ[HWYVMLZZPVUHSPTHNL
+LTVUZ[YH[LSLHKLYZOPW+LTVUZ[YH[LL[OPJHSILOH]PV\Y>VYR^P[OJVSSLHN\LZ
>VYRPUHKP]LYZLLU]PYVUTLU[
4HUHNL[PTL4HUHNLZ[YLZZ4HRLKLJPZPVUZ :VS]LWYVISLTZ2LLW\W[VKH[L^JOHUNLZPUTLL[PUNZL]LU[PUK\Z[Y`-HJPSP[H[LJVU[PU\V\ZPTWYV]LTLU[7HY[PJPWH[LPUWYVMLZZPVUHSKL]LSVWTLU[HJ[P]P[PLZ

L. COMMUNICATION
33. Conduct Business Communications*VTT\UPJH[L]LYIHSS`*VTT\UPJH[LPU^YP[PUN<ZLJVTT\UPJH[PVU[VVSZ
4HRLLɈLJ[P]LWYLZLU[H[PVUZ7SHUHUKJVUK\J[TLL[PUNZ
,Z[HISPZOHUKJVUK\J[I\ZPULZZYLSH[PVUZOPWZ
Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

0U[LY^V]LU
[OYV\NOV\[WYVNYHTZWVZ[NYHK4HUHNL

5(

Academic Level
*VVYKPUH[L5(

7,9-694(5*,5(

For ratings analysis see end of document256>3,+.,

Blooms Taxonomy
04769;(5*,Context Rating-9,8<,5*@

Importance Ratings:
ILPUNOPNOLZ[;04,

Frequency Ratings:
6$VJJHZPVUHSS`"
77$WLYWYVQLJ["
99$YV\[PULS`YLN\SHYS`

Page 2.11

Appendix 2 - Standards Ratings and Curriclum Levels Chart
Analysis: (33 skills)

Time to Master

No. Skills

`LHY

1`LHYZ

2`LHYZ

10`LHYZ`LHYZ



5(

3

Category

No.
SkillsNo.
Sub-skills

K=6

K=5

K=4

K=3

A. Strategic
Planning

3

11



5

1

1

B. ProjectManagement

2

10



2

1

C. RiskManagement

1

5

2

1

2

D. Financial
Management

3

12



2

E. Administration

1

3

F. HumanResources

15

G. Stakeholder
Management

15

H. Meeting/Event
Design623

I. Site Mngmt.

10J. Marketing

6

28

9

5



8

Totals

31

122

32

33

18

33



2

6

2

1

8

1

2

1

2

1



3

8

2

K=2

Exit atCoordinate

Exit
at Manage

Exit
at Direct

1

3



3



1

1

3

2

6



3

1

10



1

1

3

1

3

3

18

2



6

2



15

9

6

17

68

37

8

Professionalism &Communications
not rated.
* Ratings at x.5 rounded up
Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

Page 3.1

Appendix 3 – Checklist for Inclusion of MBECS in CurriculumvÊÞÕÊ>ÀiÊÕÃÕÀiÊvÊÜ >ÌÊÃÊÌi`i`ÊÊ>ÊÃÌ>`>À`ÊÃÕLÃÊÃÌ>ÌiiÌ]ÊV iVÊÌ iÊMBECS document for details.

In order to fill out and save this document, you must have Adobe Reader 8 or higher. For a free download, please visit http://get.adobe.com/reader/otherversions/.

Category

A. STRATEGICPLANNING

Skill (breadth)Sub-skills (depth)√ Include
the topic

At what level? :LL(WWLUKP_MVY
L_P[SL]LSZ2 7YH[PUNZ
2UV^SLKNL
3L]LS+L]LSVWTPZZPVUNVHSZ VIQLJ[P]LZ
4HUHNL:[YH[LNPJ7SHUMVY
4LL[PUNVY,]LU[+L[LYTPULMLHZPIPSP[`VMTLL[PUNVYL]LU[
+L[LYTPULYLX\PYLTLU[Z[VJHYY`V\[TLL[PUNL]LU[+L]LSVWÄUHUJPHSZ\TTHY`4VUP[VYZ[YH[LNPJWSHU
+L]LSVW:\Z[HPUHIPSP[`
7SHUMVY4LL[PUNVY,]LU[0TWSLTLU[Z\Z[HPUHIPSP[`THUHNLTLU[WSHU
+LTVUZ[YH[LLU]PYVUTLU[HSYLZWVUZPIPSP[`

4LHZ\YL=HS\L +L]LSVWL]HS\H[PVUWSHU
VM4LL[PUNZHUK)\ZPULZZ,]LU[Z4LHZ\YLYL[\YUVUPU]LZ[TLU[,]HS\H[LH\KP[TLL[PUNVYL]LU[
,]HS\H[LLɈLJ[P]LULZZVMYPZRTHUHNLTLU[WSHU

B. PROJECTMANAGEMENT

7SHU4LL[PUNVY,]LU[+L]LSVWWYVQLJ[WSHU
+L]LSVWX\HSP[`Z[HUKHYKZWVSPJPLZWYVJLK\YLZ
+L]LSVW[OLTLMVYL]LU[
+L]LSVWWYVJ\YLTLU[WSHU
,Z[HISPZOTPSLZ[VULZHUKJYP[PJHSWH[O+L]LSVWPU[LNYH[LKJVTT\UPJH[PVUWSHU
+L]LSVWL]HS\H[PVUH\KP[WYVJLK\YLZ

4HUHNL
4LL[PUNVY,]LU[7YVQLJ[4HUHNLJYP[PJHSWH[O4HUHNLJVU[YHJ[Z4HUHNLY\UUPUNVMTLL[PUNVYL]LU[

Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

7LYMVYTHUJL
3L]LSPage 3.2

Appendix 3 – Checklist for Inclusion of MBECS in Curriculum

Category

C. RISK
MANAGEMENT

Skill (breadth)4HUHNL9PZR
4HUHNLTLU[7SHU

Sub-skills (depth)√ Include
the topic

At what level? :LL(WWLUKP_MVY
L_P[SL]LSZ2 7YH[PUNZ
2UV^SLKNL
3L]LS0KLU[PM`YPZRZ(UHS`aLYPZRZ+L]LSVWTHUHNLTLU[HUKPTWSLTLU[H[PVUWSHU+L]LSVWHUKPTWSLTLU[LTLYNLUJ`YLZWVUZLWSHU(YYHUNLZLJ\YP[`

D. FINANCIAL
MANAGEMENT+L]LSVW
-PUHUJPHS9LZV\YJLZ4HUHNLZWVUZVYZOPWWYVJLZZ4HUHNLKVUVYWYVJLZZ4HUHNLWYVNYHTM\UKPUNWYVJLZZ4HUHNLYLNPZ[YH[PVUWYVJLZZ4HUHNLI\KNL[

+L]LSVWI\KNL[
,Z[HISPZOWYPJPUN,Z[HISPZOÄUHUJPHSJVU[YVSZHUKWYVJLK\YLZ
4HUHNLJHZOÅV^4VUP[VYI\KNL[WLYMVYTHUJL9L]PZLI\KNL[

4HUHNL
4VUL[HY`;YHUZHJ[PVUZ

E. ADMINISTRATION 7LYMVYT(KTPUPZ[YH[P]L;HZRZ,Z[HISPZOJHZOOHUKPUNWYVJLK\YLZ
4VUP[VYJHZOOHUKSPUNWYVJLK\YLZ
*VVYKPUH[LVɉJLHKTPUPZ[YH[PVU4HUHNLPUMVYTH[PVUZ`Z[LT>YP[LYLWVY[ZMeeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

7LYMVYTHUJL
3L]LSPage 3.3

Appendix 3 – Checklist for Inclusion of MBECS in Curriculum

Category

F. HUMANRESOURCES

Skill (breadth)Sub-skills (depth)√ Include
the topic

At what level? :LL(WWLUKP_MVY
L_P[SL]LSZ2 7YH[PUNZ
2UV^SLKNL
3L]LS+L[LYTPUL^VYRMVYJLYLX\PYLTLU[Z4HUHNL/\THU9LZV\YJL
7SHU,Z[HISPZO^VYRMVYJLWVSPJPLZHUKWYVJLK\YLZ
+L]LSVW[YHPUPUNWSHU
4VUP[VYO\THUYLZV\YJLZWSHU
(JX\PYL:[HɈ
HUK=VS\U[LLYZ+L]LSVWZLSLJ[PVUJYP[LYPH9LJY\P[Z[HɈHUK]VS\U[LLYZ0U[LY]PL^JHUKPKH[LZ:LSLJ[ILZ[JHUKPKH[LHUKVɈLYWVZP[PVU;YHPU:[HɈ
HUK=VS\U[LLYZ7YV]PKLVYPLU[H[PVU7YV]PKL[YHPUPUN

4HUHNL>VYRMVYJL
9LSH[PVUZ:\WLY]PZLZ[HɈHUK]VS\U[LLYZ4V[P]H[LZ[HɈHUK]VS\U[LLYZ4HUHNL[LHTZ
,]HS\H[LZ[HɈ7YVJLZZ[LYTPUH[PVUZHUKYLZPNUH[PVUZ

G. STAKEHOLDERMANAGEMENT4HUHNL:[HRLOVSKLY
9LSH[PVUZOPWZ0KLU[PM`Z[HRLOVSKLYZ(ZZLZZZ[HRLOVSKLYZ*SHZZPM`Z[HRLOVSKLYZ4HUHNLZ[HRLOVSKLYHJ[P]P[PLZ4HUHNLZ[HRLOVSKLYYLSH[PVUZOPW

Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

7LYMVYTHUJL
3L]LSPage 3.4

Appendix 3 – Checklist for Inclusion of MBECS in Curriculum

Category

H. MEETING OR
EVENT DESIGN

Skill (breadth)+LZPNU
7YVNYHT

Sub-skills (depth)√ Include
the topic

At what level? :LL(WWLUKP_MVY
L_P[SL]LSZ2 7YH[PUNZ
2UV^SLKNL
3L]LS+L[LYTPULWYVNYHTJVTWVULU[Z:LSLJ[WYVNYHTJVU[LU[HUKKLSP]LY`MVYTH[Z,UNHNL:WLHRLYZHUK
7LYMVYTLYZ:[Y\J[\YLHUKZLX\LUJLWYVNYHTJVTWVULU[Z+L[LYTPULL]LU[YLX\PYLTLU[ZMVYZWLHRLYZHUKWLYMVYTLYZ+L]LSVWZLSLJ[PVUJYP[LYPH:LSLJ[JHUKPKH[LZ:LJ\YLJVU[YHJ[ZHUKJVTT\UPJH[L
L_WLJ[H[PVUZ

*VVYKPUH[L-VVKHUK)L]LYHNL:LY]PJLZ+L[LYTPULMVVK IL]LYHNLZLY]PJLYLX\PYLTLU[Z:LSLJ[TLU\Z7SHUZLY]PJLZ[`SLZ:LSLJ[MVVKHUKIL]LYHNLWYV]PKLYZ4HUHNLHSJVOVSZLY]PJL +LZPNU,U]PYVUTLU[

 ,Z[HISPZOM\UJ[PVUHSYLX\PYLTLU[Z :LSLJ[KLJVYHUKM\YUPZOPUNZ
 *VVYKPUH[LTLL[PUNVYL]LU[ZPNUHNL

4HUHNL;LJOUPJHS7YVK\J[PVU+L[LYTPULYLX\PYLTLU[ZMVYZ[HNPUNHUK[LJOUPJHSLX\PWTLU[
(JX\PYLZ[HNPUNHUK[LJOUPJHSLX\PWTLU[
0UZ[HSSZ[HNPUNHUK[LJOUPJHSLX\PWTLU[
6]LYZLL[LJOUPJHSWYVK\J[PVUVWLYH[PVU

+L]LSVW7SHU
MVY4HUHNPUN
4V]LTLU[VM
([[LUKLLZ+L]LSVWHKTP[[HUJLJYLKLU[PHSZ`Z[LTZ
:LSLJ[JYV^KTHUHNLTLU[[LJOUPX\LZ
*VVYKPUH[LHJJVTTVKH[PVUHUK[YHUZWVY[H[PVU4HUHNLWYV[VJVSYLX\PYLTLU[ZMeeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

7LYMVYTHUJL
3L]LSPage 3.5

Appendix 3 – Checklist for Inclusion of MBECS in Curriculum

Category

I. SITEMANAGEMENT

Skill (breadth):LSLJ[:P[L

Sub-skills (depth)√ Include
the topic

At what level? :LL(WWLUKP_MVY
L_P[SL]LSZ2 7YH[PUNZ
2UV^SLKNL
3L]LS+L[LYTPULZP[LZWLJPÄJH[PVUZ0KLU[PM`HUKPUZWLJ[ZP[LZ

+LZPNU:P[L
3H`V\[

+LZPNUZP[LSH`V\[

4HUHNL
4LL[PUNVY,]LU[:P[L*YLH[LSVNPZ[PJZHJ[PVUWSHUMVYZL[\W [HRLKV^U:L[\WZP[L4VUP[VYZP[LK\YPUNTLL[PUNVYL]LU[
;HRLKV^UZP[L4HUHNL6UZP[L*VTT\UPJH[PVU,Z[HISPZOJVTT\UPJH[PVUZMYHTL^VYR
+L[LYTPUL HJX\PYLYLX\PYLKJVTT\UPJH[PVULX\PWTLU[
:WLJPM`JVTT\UPJH[PVUWYVJLK\YLZHUK
WYV[VJVSZ

J. MARKETING4HUHNL4HYRL[PUN7SHU

*VUK\J[ZP[\H[PVUHSHUHS`ZPZ+LÄUL[HYNL[THYRL[ZLNTLU[Z+L]LSVWIYHUKPUNMVYTLL[PUNVYL]LU[:LSLJ[THYRL[PUNKPZ[YPI\[PVUJOHUULSZ+L]LSVWPU[LNYH[LKTHYRL[PUNZ[YH[LN`0TWSLTLU[THYRL[PUNWSHU

4HUHNL4HYRL[PUN
4H[LYPHS+L[LYTPULTHYRL[PUNTH[LYPHSZULLKLKMVY
L]LU[+L]LSVWJVU[LU[HUKKLZPNUWHYHTL[LYZ
7YVK\JLTHYRL[PUNTH[LYPHSZ+PZ[YPI\[LTHYRL[PUNTH[LYPHSZ

Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

7LYMVYTHUJL
3L]LSPage 3.6

Appendix 3 – Checklist for Inclusion of MBECS in Curriculum

Category

Skill (breadth)

J. MARKETING(cont.)

Sub-skills (depth)√ Include
the topic

At what level? :LL(WWLUKP_MVY
L_P[SL]LSZ2 7YH[PUNZ
2UV^SLKNL
3L]LS+L]LSVWWYVK\J[ZKLZPNUHUK4HUHNL
4LL[PUNVY,]LU[ ZWLJPÄJH[PVUZ
4LYJOHUKPZL+L[LYTPULWYPJPUN*VU[YVSIYHUKPU[LNYP[`7YVK\JLTLYJOHUKPZL+PZ[YPI\[LTLYJOHUKPZL*VVYKPUH[LOVZWP[HSP[` 7YVTV[L
4LL[PUNVY,]LU[ +L]LSVWHK]LY[PZPUNWSHU
 +L]LSVWJYVZZWYVTV[PVUHSHJ[P]P[PLZ +L]LSVWJVU[LZ[Z *VVYKPUH[LZHSLWYVTV[PVU

*VU[YPI\[L[V *VU[YPI\[L[VW\ISPJYLSH[PVUZZ[YH[LN`
7\ISPJ9LSH[PVUZ*VU[YPI\[L[VW\ISPJP[`WSHU(J[P]P[PLZ
+L]LSVWTLKPHYLSH[PVUZ*VU[YPI\[L[VPTWSLTLU[H[PVUVMW\ISPJP[`
WSHU4HUHNLJYPZLZHUKJVU[YV]LYZPLZ
4HUHNL:HSLZ(J[P]P[PLZ

+L]LSVWZHSLZWSHUHUKVIQLJ[P]LZ*VUK\J[ZHSLZHJ[P]P[PLZ
+L[LYTPULZHSLZWSH[MVYTZ

K. PROFESSIONALISM

,_OPIP[7YVMLZZPVUHS)LOH]PVY7YVQLJ[HWYVMLZZPVUHSPTHNL
+LTVUZ[YH[LSLHKLYZOPW+LTVUZ[YH[LL[OPJHSILOH]PVY>VYR^P[OJVSSLHN\LZ
>VYRPUHKP]LYZLLU]PYVUTLU[
4HUHNL[PTL4HUHNLZ[YLZZ4HRLKLJPZPVUZ :VS]LWYVISLTZ2LLW\W[VKH[L^JOHUNLZPUTLL[PUNZ
L]LU[PUK\Z[Y`-HJPSP[H[LJVU[PU\V\ZPTWYV]LTLU[7HY[PJPWH[LPUWYVMLZZPVUHSKL]LSVWTLU[HJ[P]P[PLZ

Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

7LYMVYTHUJL
3L]LSPage 3.7

Appendix 3 – Checklist for Inclusion of MBECS in Curriculum

Category

Skill (breadth)

L. COMMUNICATION

*VUK\J[)\ZPULZZ*VTT\UPJH[PVUZ

Sub-skills (depth)√ Include
the topic

At what level? :LL(WWLUKP_MVY
L_P[SL]LSZ2 7YH[PUNZ
2UV^SLKNL
3L]LS*VTT\UPJH[L]LYIHSS`*VTT\UPJH[LPU^YP[PUN<ZLJVTT\UPJH[PVU[VVSZ
4HRLLɈLJ[P]LWYLZLU[H[PVUZ7SHUHUKJVUK\J[TLL[PUNZ
,Z[HISPZOHUKJVUK\J[I\ZPULZZYLSH[PVUZOPWZSUMMARY
5VVM:\IZRPSSZ[VILPUJS\KLKPUV\Y
J\YYPJ\S\T*VTTLU[ZYLNHYKPUNJVTWSL_P[`SL]LSTH[JO[V[OL4),*:

Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

7LYMVYTHUJL
3L]LSPage 4.1

Appendix 4 – Sample MBECS Learning Outcomes*\YYPJ\S\T^PSSJV]LY[OLZ\IZRPSSZH[HUHWWSPJHISLSL]LSVMSLHYUPUNJVVYKPUH[LTHUHNLHUKKPYLJ[^P[OJVTWSL[PVU
H[[OLL_P[WVPU[ZPUKPJH[LKILSV^MBECS Categories, Skills and Subskills

Curriculum Levels
1. Coordinate

2. Manage

3. Direct (post-grad)

A. STRATEGIC PLANNING
1. Manage Strategic Plan for Meeting or Event+L]LSVWTPZZPVUNVHSZ VIQLJ[P]LZ+L[LYTPULMLHZPIPSP[`VMTLL[PUNVYL]LU[
+L[LYTPULYLX\PYLTLU[Z[VJHYY`V\[TLL[PUNL]LU[
+L]LSVWÄUHUJPHSZ\TTHY`4VUP[VYZ[YH[LNPJWSHU

2. Develop Sustainability Plan for Meeting or Event0TWSLTLU[Z\Z[HPUHIPSP[`THUHNLTLU[WSHU
+LTVUZ[YH[LLU]PYVUTLU[HSYLZWVUZPIPSP[`

3. Measure Value of Meetings and Business Events+L]LSVWL]HS\H[PVUWSHU
4LHZ\YLYL[\YUVUPU]LZ[TLU[,]HS\H[LH\KP[TLL[PUNVYL]LU[
,]HS\H[LLɈLJ[P]LULZZVMYPZRTHUHNLTLU[WSHU

Programs that cover strategic planning at the:Coordinate Level>PSSWYV]PKLNYHK\H[LZ^P[ORUV^SLKNLHUKHIPSP[PLZ[OH[WYLWHYL[OLT[VHZZPZ[^P[O[OLPTWSLTLU[H[PVUHUKTVUP[VYPUNVM
TLL[PUNWSHUZI`NH[OLYPUNKH[HHZKPYLJ[LKHUKWYV]PKPUNJVU[PU\V\ZMLLKIHJR[VTHUHNLr.
Manage Level>PSSWYV]PKLNYHK\H[LZ^P[ORUV^SLKNLHUKHIPSP[PLZ[OH[WYLWHYL[OLT[V[HRLHUVYNHUPaLKHWWYVHJO[VTLL[PUN
THUHNLTLU[I`MVYT\SH[PUNTPZZPVUNVHSZHUKVIQLJ[P]LZ"I`KL[LYTPUPUN[OLMLHZPIPSP[`VML]LU[Z"HUKI`TVUP[VYPUNHUKL]HS\H[PUNHJ[P]P[PLZ[VLUZ\YL[OL`TLL[[OLKLZPYLKV\[JVTLZHUKJVU[YPI\[L[VL]LU[Z\Z[HPUHIPSP[`Direct Level>PSSWYV]PKLNYHK\H[LZ^P[ORUV^SLKNLHUKHIPSP[PLZ[OH[WYLWHYL[OLT[VIHZLTLL[PUNZHUKI\ZPULZZL]LU[WSHUZVUYLZLHYJOHUKHUHS`ZPZ[YLUKZNVHSZHUKVIQLJ[P]LZSHYNLYVYNHUPaH[PVUHSWSHUZHUKÄUHUJPHSYLZV\YJLZ"^VYR^P[OPULJVUVTPJHUKZVJPHSYLHSP[PLZHUKJVUZPKLYPTWHJ[Z"HUK^VYR^P[OPU\UPX\LJVUKP[PVUZHUKPUOPNOS`JVTWSL_HUK\UWYLKPJ[HISLLU]PYVUTLU[Z
Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

Page 4.2

Appendix 4 – Sample MBECS Learning Outcomes*\YYPJ\S\T^PSSJV]LY[OLZ\IZRPSSZH[HUHWWSPJHISLSL]LSVMSLHYUPUNJVVYKPUH[LTHUHNLHUKKPYLJ[^P[OJVTWSL[PVU
H[[OLL_P[WVPU[ZPUKPJH[LKILSV^MBECS Categories, Skills and Subskills

Curriculum Levels
1. Coordinate

2. Manage

3. Direct (post-grad)

B. PROJECT MANAGEMENT
4. Plan Meeting or Event+L]LSVWWYVQLJ[WSHU
+L]LSVWX\HSP[`Z[HUKHYKZWVSPJPLZWYVJLK\YLZ
+L]LSVW[OLTLMVYL]LU[
+L]LSVWWYVJ\YLTLU[WSHU
,Z[HISPZOTPSLZ[VULZHUKJYP[PJHSWH[O+L]LSVWPU[LNYH[LKJVTT\UPJH[PVUWSHU
+L]LSVWL]HS\H[PVUH\KP[WYVJLK\YLZ

5. Manage Meeting or Event Project4HUHNLJYP[PJHSWH[O4HUHNLJVU[YHJ[Z4HUHNLY\UUPUNVMTLL[PUNVYL]LU[

Programs that cover project management at the:Coordinate Level>PSSWYV]PKLNYHK\H[LZ^P[ORUV^SLKNLHUKHIPSP[PLZ[OH[WYLWHYL[OLT[VWYV]PKLPUW\[PU[VHUKMVSSV^WYVQLJ[WSHUZMVY
TLL[PUNVYL]LU[HUKTHPU[HPUÅV^VMHJ[P]P[PLZI`LUZ\YPUNRL`YLZV\YJLZHUKWLYZVUULSHYLPUWSHJLManage Level>PSSWYV]PKLNYHK\H[LZ^P[ORUV^SLKNLHUKHIPSP[PLZ[OH[WYLWHYL[OLT[VTHUHNLTLL[PUNVYL]LU[[VHJOPL]LTPZZPVUNVHSZVIQLJ[P]LZHUKX\HSP[`Z[HUKHYKZ^P[OPU[OLJVUZ[YHPU[ZVM[OLTLL[PUN»ZZJVWL[PTLHUKI\KNL[Direct Level^PSSWYV]PKLNYHK\H[LZ^P[ORUV^SLKNLHUKHIPSP[PLZ[OH[WYLWHYL[OLT[VKL]LSVWJYLH[P]LHUKJVTWYLOLUZP]LTLL[PUNVY
L]LU[WSHUZIHZLKVUPUK\Z[Y`Z[HUKHYKZHUKZ[YH[LNPJWSHUHUKLZ[HISPZOVIQLJ[P]LTLHZ\YLTLU[HUKH\KP[JYP[LYPHMVYOPNOS`JVTWSL_L]LU[Z

Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

Appendix 4 – Sample MBECS Learning Outcomes

Page 4.3

Undergraduate courses that cover project management at the:Coordinate Level>PSSWYV]PKLNYHK\H[LZ^P[ORUV^SLKNLHUKHIPSP[PLZ[OH[WYLWHYL[OLT[V!7YV]PKLPUW\[PU[VWYVQLJ[WSHUZ\ZPUN[OLPYRUV^SLKNLVM[OLL]LU[HUKJYLH[P]P[`MVY[OLTHUHNLY»ZJVUZPKLYH[PVU-VSSV^[OLWYVQLJ[WSHUZ[VLUZ\YLHJ[P]P[PLZJVU[YPI\[L[VHJOPL]PUN[OLL]LU[»ZNVHSZHUKX\HSP[`Z[HUKHYKZ
4HPU[HPU[OLÅV^VMHJ[P]P[PLZK\YPUN[OLL]LU[I`MVSSV^PUN[OLHNYLLK\WVUWSHUZManage Level>PSSWYV]PKLNYHK\H[LZ^P[ORUV^SLKNLHUKHIPSP[PLZ[OH[WYLWHYL[OLT[V!
+L]LSVWHWSHU[OH[^PSSHSSV^[OLWYVQLJ[[LHT[VHJOPL]L[OLL]LU[»ZTPZZPVUNVHSZHUKVIQLJ[P]LZ
+L]LSVWX\HSP[`Z[HUKHYKZWVSPJPLZHUKWYVJLK\YLZ[VLUZ\YL[OLL]LU[TLL[ZSLNHSYLN\SH[VY`L[OPJHSHUKZVJPHSYLX\PYLTLU[Z
+L]LSVWH[OLTLMVY[OLL]LU[[OH[YLÅLJ[ZZ[HRLOVSKLYZ»L_WLJ[H[PVUZIYHUKPUNHUKJYLH[P]P[`+L]LSVWHWYVJ\YLTLU[WSHU[OH[WYV]PKLZN\PKLSPULZMVYL]LU[[LHT[VLUZ\YLULJLZZHY`WYVK\J[ZHUKZLY]PJLZHYLVI[HPULK^P[OPUI\KNL[,Z[HISPZOTPSLZ[VULZHUKHJYP[PJHSWH[OMVY[OLL]LU[I`PKLU[PM`PUNSPURZ[PTLSPULZHUKJYP[PJHSKH[LZ
+L]LSVWHJVTT\UPJH[PVUWSHU[OH[ZWLJPÄLZWVSPJPLZHUKWYVJLK\YLZMVYPUMVYTH[PVUJVSSLJ[PVUKPZ[YPI\[PVUKVJ\TLU[KLZPNUZ[VYHNLHUKZLJ\YP[`+L]LSVWL]HS\H[PVUH\KP[WVSPJPLZHUKWYVJLK\YLZ[OH[PUJVYWVYH[LJYP[PJHSZ\JJLZZMHJ[VYZ4HUHNLJYP[PJHSWH[OI`JVU[PU\HSS`TVUP[VYPUNMVY]HYPHUJLZHUKPTWSLTLU[PUNJVYYLJ[P]LHJ[PVUHZULLKLK4HUHNLWYVJ\YLTLU[WYVJLZZI`KL]LSVWPUN9-7ZL]HS\H[PUNWYVWVZHSZULNV[PH[PUNJVU[YHJ[ZHUKLUZ\YPUNJVU[YHJ[\HSVISPNH[PVUZHYLTL[Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

Page 4.4

Appendix 4 – Sample MBECS Learning Outcomes*\YYPJ\S\T^PSSJV]LY[OLZ\IZRPSSZH[HUHWWSPJHISLSL]LSVMSLHYUPUNJVVYKPUH[LTHUHNLHUKKPYLJ[^P[OJVTWSL[PVU
H[[OLL_P[WVPU[ZPUKPJH[LKILSV^MBECS Categories, Skills and Subskills

Curriculum Levels
1. Coordinate

2. Manage

3. Direct (post-grad)

C. RISK MANAGEMENT
6. Manage Risk Management Plan
0KLU[PM`YPZRZ(UHS`aLYPZRZ+L]LSVWTHUHNLTLU[HUKPTWSLTLU[H[PVUWSHU
+L]LSVWHUKPTWSLTLU[LTLYNLUJ`YLZWVUZLWSHU
(YYHUNLZLJ\YP[`

Programs that cover risk management at the:Coordinate Level>PSSWYV]PKLNYHK\H[LZ^P[ORUV^SLKNLHUKHIPSP[PLZ[OH[WYLWHYL[OLT[VYLJVNUPaLYPZRZYLSH[LK[V[HZRZHUKHKOLYL[VYPZRTHUHNLTLU[WSHUHUKHYYHUNLHUKTVUP[VYZLJ\YP[`YLX\PYLTLU[ZManage Level>PSSWYV]PKLNYHK\H[LZ^P[ORUV^SLKNLHUKHIPSP[PLZ[OH[WYLWHYL[OLT[VPKLU[PM`HUKHUHS`aLYPZRZHUKKL]LSVWHUKPTWSLTLU[IHZPJYPZRTHUHNLTLU[WSHUZ[VYLK\JL[OLWYVIHIPSP[`HUKPTWHJ[VM\UKLZPYHISLZP[\H[PVUZ
Direct Level>PSSWYV]PKLNYHK\H[LZ^P[ORUV^SLKNLHUKHIPSP[PLZ[OH[WYLWHYL[OLT[VHUHS`aLYPZRZHUKKL]LSVWJVTWYLOLUZP]LYPZRTHUHNLTLU[HUKLTLYNLUJ`YLZWVUZLWSHUZ[VJV]LY\UWYLKPJ[HISLHUKJVTWSL_ZP[\H[PVUZ

Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

Page 4.5

Appendix 4 – Sample MBECS Learning Outcomes*\YYPJ\S\T^PSSJV]LY[OLZ\IZRPSSZH[HUHWWSPJHISLSL]LSVMSLHYUPUNJVVYKPUH[LTHUHNLHUKKPYLJ[^P[OJVTWSL[PVU
H[[OLL_P[WVPU[ZPUKPJH[LKILSV^MBECS Categories, Skills and Subskills

Curriculum Levels
1. Coordinate

2. Manage

3. Direct (post-grad)

D. FINANCIAL MANAGEMENT
7. Develop Financial Resources4HUHNLZWVUZVYZOPWWYVJLZZ4HUHNLKVUVYWYVJLZZ4HUHNLWYVNYHTM\UKPUNWYVJLZZ4HUHNLYLNPZ[YH[PVUWYVJLZZ

8. Manage Budget+L]LSVWI\KNL[
,Z[HISPZOWYPJPUN,Z[HISPZOÄUHUJPHSJVU[YVSZHUKWYVJLK\YLZ
4HUHNLJHZOÅV^4VUP[VYI\KNL[WLYMVYTHUJL9L]PZLI\KNL[

9. Manage Monetary Transactions,Z[HISPZOJHZOOHUKPUNWYVJLK\YLZ
4VUP[VYJHZOOHUKSPUNWYVJLK\YLZ

Programs that cover financial management at the:Coordinate Level>PSSWYV]PKLNYHK\H[LZ^P[ORUV^SLKNLHUKHIPSP[PLZ[OH[WYLWHYL[OLT[VZ\WLY]PZLYLNPZ[YH[PVUHUKJHZOOHUKSPUNHUKMVSSV^ÄUHUJPHSJVU[YVSN\PKLSPULZManage Level>PSSWYV]PKLNYHK\H[LZ^P[ORUV^SLKNLHUKHIPSP[PLZ[OH[WYLWHYL[OLT[VKL]LSVWTVUP[VYHUKYL]PZLWYVQLJ[I\KNL["[V
TVUP[VYYL]LU\LZ[YLHTZHUKJHZOÅV^"[VTHRLVUNVPUNLɈLJ[P]LKLJPZPVUZHUK^PZLYLZV\YJLHSSVJH[PVUZ"HUK[VKL]LSVWHUKTHUHNLYLNPZ[YH[PVUWYVJLZZ
Direct Level>PSSWYV]PKLNYHK\H[LZ^P[ORUV^SLKNLHUKHIPSP[PLZ[OH[WYLWHYL[OLT[VKLZPNUHUKI\PSKHYHUNLVMYL]LU\LZ[YLHTZHUKTHUHNLÄUHUJPHSWYVJLZZLZHUKWYPJPUN

Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

Page 4.6

Appendix 4 – Sample MBECS Learning Outcomes*\YYPJ\S\T^PSSJV]LY[OLZ\IZRPSSZH[HUHWWSPJHISLSL]LSVMSLHYUPUNJVVYKPUH[LTHUHNLHUKKPYLJ[^P[OJVTWSL[PVU
H[[OLL_P[WVPU[ZPUKPJH[LKILSV^MBECS Categories, Skills and Subskills

Curriculum Levels
1. Coordinate

2. Manage

3. Direct (post-grad)

E ADMINISTRATION
10. Perform Administrative Tasks*VVYKPUH[LVɉJLHKTPUPZ[YH[PVU4HUHNLPUMVYTH[PVUZ`Z[LT>YP[LYLWVY[ZPrograms that cover administration at the:Coordinate Level>PSSWYV]PKLNYHK\H[LZ^P[ORUV^SLKNLHUKHIPSP[PLZ[OH[WYLWHYL[OLT[VZ[HUKHYKPaLHUKTVUP[VYVɉJLHKTPUPZ[YH[PVUM\UJ[PVUZZ\JOHZYLJVYKRLLWPUNHUKLX\PWTLU[ZLY]PJLMVSSV^PUMVYTH[PVUZ`Z[LTWYV[VJVSZHUKKVJ\TLU[HUKZOHYLPUMVYTH[PVUYLSH[LK[VQVIYLZWVUZPIPSP[PLZZManage Level>PSSWYV]PKLNYHK\H[LZ^P[ORUV^SLKNLHUKHIPSP[PLZ[OH[WYLWHYL[OLT[VV]LYZLLHKTPUPZ[YH[P]LM\UJ[PVUZ[VZ\WWVY[VWLYH[PVUZPUJS\KPUNJYLH[PUNHUKTVUP[VYPUN[OLTHUHNLTLU[PUMVYTH[PVUZ`Z[LTHUKWYVK\JPUNMVYTHSI\ZPULZZKVJ\TLU[Z[VTLL[VYNHUPaH[PVUHSYLWVY[PUNYLX\PYLTLU[Z

Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

Page 4.7

Appendix 4 – Sample MBECS Learning Outcomes*\YYPJ\S\T^PSSJV]LY[OLZ\IZRPSSZH[HUHWWSPJHISLSL]LSVMSLHYUPUNJVVYKPUH[LTHUHNLHUKKPYLJ[^P[OJVTWSL[PVU
H[[OLL_P[WVPU[ZPUKPJH[LKILSV^MBECS Categories, Skills and Subskills

Curriculum Levels
1. Coordinate

2. Manage

3. Direct (post-grad)

F. HUMAN RESOURCES
11. Manage Human Resource Plan
+L[LYTPUL^VYRMVYJLYLX\PYLTLU[Z,Z[HISPZO^VYRMVYJLWVSPJPLZHUKWYVJLK\YLZ
+L]LSVW[YHPUPUNWSHU
4VUP[VYO\THUYLZV\YJLZWSHU

12. Acquire Staff and Volunteers+L]LSVWZLSLJ[PVUJYP[LYPH9LJY\P[Z[HɈHUK]VS\U[LLYZ0U[LY]PL^JHUKPKH[LZ:LSLJ[ILZ[JHUKPKH[LHUKVɈLYWVZP[PVU

13. Train Staff and Volunteers7YV]PKLVYPLU[H[PVU7YV]PKL[YHPUPUN

14. Manage Workforce Relations:\WLY]PZLZ[HɈHUK]VS\U[LLYZ4V[P]H[LZ[HɈHUK]VS\U[LLYZ4HUHNL[LHTZ
,]HS\H[LZ[HɈ7YVJLZZ[LYTPUH[PVUZHUKYLZPNUH[PVUZPrograms that cover human resources at the:Coordinate Level>PSSWYV]PKLNYHK\H[LZ^P[ORUV^SLKNLHUKHIPSP[PLZ[OH[WYLWHYL[OLT[VMVSSV^O\THUYLZV\YJLWSHUHUKHZZPZ[^P[OYLJY\P[PUNHUKVYPLU[H[PUNUL^Z[HɈHUK]VS\U[LLYZManage Level>PSSWYV]PKLNYHK\H[LZ^P[ORUV^SLKNLHUKHIPSP[PLZ[OH[WYLWHYL[OLT[VZLSLJ[HUKTHUHNLZ[HɈHUK]VS\U[LLYZHJJVYKPUN
[V[OLO\THUYLZV\YJLWSHUHUK[VTV[P]H[LHUK[YHPU[LHTZHUKPUKP]PK\HSZ
Direct Level>PSSWYV]PKLNYHK\H[LZ^P[ORUV^SLKNLHUKHIPSP[PLZ[OH[WYLWHYL[OLT[VJYLH[LHUKTVUP[VYO\THUYLZV\YJLWSHU[VHJOPL]LL]LU[HUKVYNHUPaH[PVUHSNVHSZI\PSK[LHTZHUKKL]LSVW[YHPUPUNHUKKL]LSVWTLU[WSHUMVYZ[HɈMeeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

Page 4.8

Appendix 4 – Sample MBECS Learning Outcomes*\YYPJ\S\T^PSSJV]LY[OLZ\IZRPSSZH[HUHWWSPJHISLSL]LSVMSLHYUPUNJVVYKPUH[LTHUHNLHUKKPYLJ[^P[OJVTWSL[PVU
H[[OLL_P[WVPU[ZPUKPJH[LKILSV^MBECS Categories, Skills and Subskills

Curriculum Levels
1. Coordinate

2. Manage

3. Direct (post-grad)

G. STAKEHOLDER MANAGEMENT
15. Manage Stakeholder Relationships
0KLU[PM`Z[HRLOVSKLYZ(ZZLZZZ[HRLOVSKLYZ*SHZZPM`Z[HRLOVSKLYZ4HUHNLZ[HRLOVSKLYHJ[P]P[PLZ4HUHNLZ[HRLOVSKLYYLSH[PVUZOPW

Programs that cover stakeholder management at the:Coordinate Level>PSSWYV]PKLNYHK\H[LZ^P[ORUV^SLKNLHUKHIPSP[PLZ[OH[WYLWHYL[OLT[VPKLU[PM`PU[LYUHSHUKL_[LYUHSZ[HRLOVSKLYZILZLUZP[P]L[V[OLPYWV[LU[PHSPTWHJ[VU[OLTLL[PUNVYL]LU[JVVYKPUH[LZ[HRLOVSKLYHJ[P]P[PLZHUKJVTT\UPJH[LZ[HRLOVSKLYJVUJLYUZHUKPU[LYLZ[Z[VTHUHNLTLU[Manage Level>PSSWYV]PKLNYHK\H[LZ^P[ORUV^SLKNLHUKHIPSP[PLZ[OH[WYLWHYL[OLT[VZLSLJ[HUKTHUHNLZ[HɈHUK]VS\U[LLYZHJJVYKPUN
[V[OLO\THUYLZV\YJLWSHUHUK[VTV[P]H[LHUK[YHPU[LHTZHUKPUKP]PK\HSZ
Direct Level>PSSWYV]PKLNYHK\H[LZ^P[ORUV^SLKNLHUKHIPSP[PLZ[OH[WYLWHYL[OLT[VI\PSKHUKTHUHNLZ[HRLOVSKLYYLSH[PVUZOPWZ[VILULÄ[VYNHUPaH[PVUHUKZ[HRLOVSKLYZHUKL]HS\H[LZ[HRLOVSKLYZH[PZMHJ[PVU

Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

Page 4.9

Appendix 4 – Sample MBECS Learning Outcomes*\YYPJ\S\T^PSSJV]LY[OLZ\IZRPSSZH[HUHWWSPJHISLSL]LSVMSLHYUPUNJVVYKPUH[LTHUHNLHUKKPYLJ[^P[OJVTWSL[PVU
H[[OLL_P[WVPU[ZPUKPJH[LKILSV^MBECS Categories, Skills and Subskills

Curriculum Levels
1. Coordinate

2. Manage

3. Direct (post-grad)

G. STAKEHOLDERH.
MEETING OR EVENTMANAGEMENTDESIGN
15. Design
16.
ManageProgram
Stakeholder Relationships
0KLU[PM`Z[HRLOVSKLYZ+L[LYTPULWYVNYHTJVTWVULU[Z(ZZLZZZ[HRLOVSKLYZ:LSLJ[WYVNYHTJVU[LU[HUKKLSP]LY`MVYTH[Z*SHZZPM`Z[HRLOVSKLYZ:[Y\J[\YLHUKZLX\LUJLWYVNYHTJVTWVULU[Z4HUHNLZ[HRLOVSKLYHJ[P]P[PLZ
17.
Engage Speakers and Performers
4HUHNLZ[HRLOVSKLYYLSH[PVUZOPW+L[LYTPULL]LU[YLX\PYLTLU[ZMVYZWLHRLYZ
HUKWLYMVYTLYZ+L]LSVWZLSLJ[PVUJYP[LYPH:LSLJ[JHUKPKH[LZ:LJ\YLJVU[YHJ[ZHUKJVTT\UPJH[LL_WLJ[H[PVUZ

18. Coordinate Food and Beverage Services+L[LYTPULMVVK IL]LYHNLZLY]PJLYLX\PYLTLU[Z:LSLJ[TLU\Z7SHUZLY]PJLZ[`SLZ:LSLJ[MVVKHUKIL]LYHNLWYV]PKLYZ4HUHNLHSJVOVSZLY]PJL

19. Design Environment ,Z[HISPZOM\UJ[PVUHSYLX\PYLTLU[Z :LSLJ[KLJVYHUKM\YUPZOPUNZ
 *VVYKPUH[LTLL[PUNVYL]LU[ZPNUHNL

20. Manage Technical Production+L[LYTPULYLX\PYLTLU[ZMVYZ[HNPUNHUK[LJOUPJHSLX\PWTLU[
(JX\PYLZ[HNPUNHUK[LJOUPJHSLX\PWTLU[
0UZ[HSSZ[HNPUNHUK[LJOUPJHSLX\PWTLU[
6]LYZLL[LJOUPJHSWYVK\J[PVUVWLYH[PVU
Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

Page 4.10

Appendix 4 – Sample MBECS Learning Outcomes*\YYPJ\S\T^PSSJV]LY[OLZ\IZRPSSZH[HUHWWSPJHISLSL]LSVMSLHYUPUNJVVYKPUH[LTHUHNLHUKKPYLJ[^P[OJVTWSL[PVU
H[[OLL_P[WVPU[ZPUKPJH[LKILSV^MBECS Categories, Skills and Subskills

Curriculum Levels
1. Coordinate

2. Manage

3. Direct (post-grad)

H. MEETING OR EVENT DESIGN (continued)
21. Develop Plan for Managing Movement of Attendees+L]LSVWHKTP[[HUJLJYLKLU[PHSZ`Z[LTZ
:LSLJ[JYV^KTHUHNLTLU[[LJOUPX\LZ
*VVYKPUH[LHJJVTTVKH[PVUHUK[YHUZWVY[H[PVU4HUHNLWYV[VJVSYLX\PYLTLU[ZPrograms that cover meeting or event design at the:Coordinate Level>PSSWYV]PKLNYHK\H[LZ^P[ORUV^SLKNLHUKHIPSP[PLZ[OH[WYLWHYL[OLT[VHZZPZ[^P[OTLL[PUNVYL]LU[KLZPNUI`WYV]PKPUN
PUW\[VUWYVNYHTJVTWVULU[ZHUKZLSLJ[PUNZWLHRLYZHUKWLYMVYTLYZ"WSHUMVVKHUKIL]LYHNLZLY]PJLHUKZLSLJ[JVU[YHJ[VYZ"JVVYKPUH[LKtJVYZ[HNPUN[LJOUPJHSLX\PWTLU[WYVK\J[PVUHJJVTTVKH[PVUHUK[YHUZWVY[H[PVU"HUKTHUHNLWYV[VJVSYLX\PYLTLU[ZManage Level>PSSWYV]PKLNYHK\H[LZ^P[ORUV^SLKNLHUKHIPSP[PLZ[OH[WYLWHYL[OLT[VKL[LYTPULWYVNYHTJVTWVULU[ZHUKZLX\LUJL"KL]LSVWZLSLJ[PVUJYP[LYPHMVYULNV[PH[LHUKL_LJ\[LJVU[YHJ[ZMVYZWLHRLYZHUKWLYMVYTLYZ"KL[LYTPULMVVKHUKIL]LYHNLYLX\PYLTLU[Z[OLKLZPYLKKLZPNULU]PYVUTLU[[OLTLHUKKtJVYHUKYLX\PYLTLU[ZMVYZ[HNPUNHUK[LJOUPJHSLX\PWTLU[HUKWYVK\J[PVU"HUKKL]LSVWHKTP[[HUJLJYLKLU[PHSZ`Z[LTZHUKYLSH[LKJYV^KTHUHNLTLU[[LJOUPX\LZ
Direct Level>PSSWYV]PKLNYHK\H[LZ^P[ORUV^SLKNLHUKHIPSP[PLZ[OH[WYLWHYL[OLT[VKLZPNUWYVNYHTJVTWVULU[ZHUKKLSP]LY`MVYTH[Z
HUKKL[LYTPULM\UJ[PVUHSYLX\PYLTLU[Z

Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

Page 4.11

Appendix 4 – Sample MBECS Learning Outcomes*\YYPJ\S\T^PSSJV]LY[OLZ\IZRPSSZH[HUHWWSPJHISLSL]LSVMSLHYUPUNJVVYKPUH[LTHUHNLHUKKPYLJ[^P[OJVTWSL[PVU
H[[OLL_P[WVPU[ZPUKPJH[LKILSV^MBECS Categories, Skills and Subskills

Curriculum Levels
1. Coordinate

2. Manage

3. Direct (post-grad)

I. SITE MANAGEMENT
22. Select Site+L[LYTPULZP[LZWLJPÄJH[PVUZ0KLU[PM`HUKPUZWLJ[ZP[LZ

23. Design Site Layout+LZPNUZP[LSH`V\[

24. Manage Meeting or Event Site*YLH[LSVNPZ[PJZHJ[PVUWSHUMVYZL[\W [HRLKV^U:L[\WZP[L4VUP[VYZP[LK\YPUNTLL[PUNVYL]LU[
;HRLKV^UZP[L

25. Manage On-site Communication,Z[HISPZOJVTT\UPJH[PVUZMYHTL^VYR
+L[LYTPUL HJX\PYLYLX\PYLKJVTT\UPJH[PVULX\PWTLU[
:WLJPM`JVTT\UPJH[PVUWYVJLK\YLZHUKWYV[VJVSZPrograms that cover site management at the:Coordinate Level>PSSWYV]PKLNYHK\H[LZ^P[ORUV^SLKNLHUKHIPSP[PLZ[OH[WYLWHYL[OLT[VKL]LSVWZP[LZWLJPÄJH[PVUZ"HZZPZ[^P[OZP[LSH`V\[ZÅVVYWSHUZ"ZL[\WTVUP[VYHUK[HRLKV^UZP[LZMVSSV^PUNSVNPZ[PJZHJ[PVUWSHU"HUKVI[HPUHUKTVUP[VYVWLYH[PVUVMVUZP[LJVTT\UPJH[PVULX\PWTLU[Manage Level>PSSWYV]PKLNYHK\H[LZ^P[ORUV^SLKNLHUKHIPSP[PLZ[OH[WYLWHYL[OLT[VTHUHNLTLL[PUNVYL]LU[ZP[LZI`JVTWSL[PUNZP[LPUZWLJ[PVUZHUKZLSLJ[PUN[OLILZ[VW[PVU"JYLH[PUNZP[LSH`V\[ZÅVVYWSHUZ"KL]LSVWPUN[OLSVNPZ[PJZWSHU"TVUP[VYPUN[OLZL[\W[HRLKV^UHUKY\UUPUNVM[OLL]LU["HUKLZ[HISPZOPUNVUZP[LJVTT\UPJH[PVUWYV[VJVS

Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

Appendix 4 – Sample MBECS Learning Outcomes

Page 4.12

Undergraduate courses that cover site management at the:Coordinate Level>PSSWYV]PKLNYHK\H[LZ^P[ORUV^SLKNLHUKHIPSP[PLZ[OH[WYLWHYL[OLT[V!
+L]LSVWZP[LZWLJPÄJH[PVUVW[PVUZ[OH[PUJVYWVYH[LHSSPKLU[PÄLKYLX\PYLTLU[ZMVYTHUHNLY»ZYL]PL^9LZLHYJOHUKL]HS\H[LWYVWVZHSZMYVTWV[LU[PHSZP[LZVY]LU\LZ\ZPUNZP[LZWLJPÄJH[PVUZJVU[HPULKPU9-7[VTHRLYLJVTTLUKH[PVUZ
[VTHUHNLY
:L[\WTVUP[VYHUK[HRLKV^UZP[LZMVSSV^PUNSVNPZ[PJZHJ[PVUWSHUWYV]PKLKI`THUHNLY[VLUZ\YLHJ[P]P[PLZHYLJVTWSL[LKHZZWLJPÄLK
6I[HPU[OLYLX\PYLKVUZP[LJVTT\UPJH[PVULX\PWTLU[[VLUHISL[OLZOHYPUNVMPUMVYTH[PVUK\YPUNZL[\WY\UUPUNHUK[HRLKV^UVM[OLZP[LManage Level>PSSWYV]PKLNYHK\H[LZ^P[ORUV^SLKNLHUKHIPSP[PLZ[OH[WYLWHYL[OLT[V!
0UZWLJ[YLJVTTLUKLKZP[LZ[VKL[LYTPULOV^^LSSLHJOVULTH[JOLZ[OLPKLU[PÄLKZP[LZWLJPÄJH[PVUJYP[LYPH
:LSLJ[ILZ[ZP[LIHZLKVUYH[PUNZHUKKL]LSVWYH[PVUHSLMVYJOVPJLZ*YLH[LZP[LSH`V\[ÅVVYWSHUZ[VTHRL[OLTVZ[LɉJPLU[HUKLɈLJ[P]L\ZLVMMHJPSP[PLZHUKZWHJL
+L]LSVWSVNPZ[PJZHJ[PVUWSHU[VZWLJPM`[OLHWWYVWYPH[LZLX\LUJPUNHUK[PTPUNVMHJ[P]P[PLZYLX\PYLKMVYZL[\WY\UUPUNHUK[HRLKV^UVMZP[L4VUP[VY[OLZL[\W[HRLKV^UHUKY\UUPUNVM[OLTLL[PUN[VLUZ\YLHZTVV[OL_LJ\[PVUVM[OLSVNPZ[PJZHJ[PVUWSHU
,Z[HISPZOVUZP[LJVTT\UPJH[PVUWYV[VJVS[VJSHYPM`JVTT\UPJH[PVUL_WLJ[H[PVUZMVYL]LU[[LHT

Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

Page 4.13

Appendix 4 – Sample MBECS Learning Outcomes*\YYPJ\S\T^PSSJV]LY[OLZ\IZRPSSZH[HUHWWSPJHISLSL]LSVMSLHYUPUNJVVYKPUH[LTHUHNLHUKKPYLJ[^P[OJVTWSL[PVU
H[[OLL_P[WVPU[ZPUKPJH[LKILSV^MBECS Categories, Skills and Subskills

Curriculum Levels
1. Coordinate

2. Manage

3. Direct (post-grad)

J. MARKETING
26. Manage Marketing Plan
*VUK\J[ZP[\H[PVUHSHUHS`ZPZ+LÄUL[HYNL[THYRL[ZLNTLU[Z+L]LSVWIYHUKPUNMVYTLL[PUNVYL]LU[:LSLJ[THYRL[PUNKPZ[YPI\[PVUJOHUULSZ+L]LSVWPU[LNYH[LKTHYRL[PUNZ[YH[LN`0TWSLTLU[THYRL[PUNWSHU

27. Manage Marketing Material+L[LYTPULTHYRL[PUNTH[LYPHSZULLKLKMVYL]LU[+L]LSVWJVU[LU[HUKKLZPNUWHYHTL[LYZ
7YVK\JLTHYRL[PUNTH[LYPHSZ+PZ[YPI\[LTHYRL[PUNTH[LYPHSZ

28. Manage Meeting or Event Merchandise+L]LSVWWYVK\J[ZKLZPNUHUKZWLJPÄJH[PVUZ+L[LYTPULWYPJPUN*VU[YVSIYHUKPU[LNYP[`7YVK\JLTLYJOHUKPZL+PZ[YPI\[LTLYJOHUKPZL*VVYKPUH[LOVZWP[HSP[`

29. Promote Meeting or Event +L]LSVWHK]LY[PZPUNWSHU
 +L]LSVWJYVZZWYVTV[PVUHSHJ[P]P[PLZ +L]LSVWJVU[LZ[Z *VVYKPUH[LZHSLWYVTV[PVU
Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

Page 4.14

Appendix 4 – Sample MBECS Learning Outcomes*\YYPJ\S\T^PSSJV]LY[OLZ\IZRPSSZH[HUHWWSPJHISLSL]LSVMSLHYUPUNJVVYKPUH[LTHUHNLHUKKPYLJ[^P[OJVTWSL[PVU
H[[OLL_P[WVPU[ZPUKPJH[LKILSV^MBECS Categories, Skills and Subskills

Curriculum Levels
1. Coordinate

2. Manage

3. Direct (post-grad)

30. Contribute to Public Relations Activities*VU[YPI\[L[VW\ISPJYLSH[PVUZZ[YH[LN`*VU[YPI\[L[VW\ISPJP[`WSHU
+L]LSVWTLKPHYLSH[PVUZ*VU[YPI\[L[VPTWSLTLU[H[PVUVMW\ISPJP[`WSHU
4HUHNLJYPZLZHUKJVU[YV]LYZPLZ

31. Manage Sales Activities+L]LSVWZHSLZWSHUHUKVIQLJ[P]LZ*VUK\J[ZHSLZHJ[P]P[PLZ
+L[LYTPULZHSLZWSH[MVYTZ

Programs that cover marketing at the:Coordinate Level>PSSWYV]PKLNYHK\H[LZ^P[ORUV^SLKNLHUKHIPSP[PLZ[OH[WYLWHYL[OLT[V\ZLTHYRL[PUNWSHUZ[VWYVK\JLHUKKPZ[YPI\[L
THYRL[PUNTH[LYPHSZHUKTLYJOHUKPZLHUKVYNHUPaLOVZWP[HSP[`ZLY]PJLZHUKMHJPSP[PLZManage Level>PSSWYV]PKLNYHK\H[LZ^P[ORUV^SLKNLHUKHIPSP[PLZ[OH[WYLWHYL[OLT[VHZZPZ[^P[O[OLKL]LSVWTLU[VMHTHYRL[PUNWSHUHUK[OLUPTWSLTLU[P[JVTT\UPJH[LLɈLJ[P]LS`^P[OWV[LU[PHSH[[LUKLLZ[VTH_PTPaLZHSLZHUKYLNPZ[YH[PVUHUKKLZPNUWYVK\J[HUKLZ[HISPZOWYPJPUNMVYTLYJOHUKPZL
Direct Level>PSSWYV]PKLNYHK\H[LZ^P[ORUV^SLKNLHUKHIPSP[PLZ[OH[WYLWHYL[OLT[VKL]LSVWTHYRL[PUNWSHUZHUKZ[YH[LNPLZIHZLKVUZP[\H[PVUHSHUHS`ZPZHUKKLÄULK[HYNL[THYRL[ZHUKKL]LSVWJVU[LU[VMHUKKLZPNUWHYHTL[LYZMVYTHYRL[PUNTH[LYPHSZHUKWYVK\J[Z

Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

Page 4.15

Appendix 4 – Sample MBECS Learning Outcomes(ZUVYH[PUNZ^LYLWYV]PKLKMVY[OLZ\IZRPSSZPU[OPZJH[LNVY`
VUS`[OLJVU[LU[VM[OLZ[HUKHYKZ^HZ\ZLK[VKL]LSVW[OLWYVNYHTV\[JVTLZMBECS Categories, Skills and Subskills

Curriculum Levels
1. Coordinate

2. Manage

3. Direct (post-grad)

K. PROFESSIONALISM
32. Exhibit Professional Behaviour7YVQLJ[HWYVMLZZPVUHSPTHNL
+LTVUZ[YH[LSLHKLYZOPW+LTVUZ[YH[LL[OPJHSILOH]PV\Y>VYR^P[OJVSSLHN\LZ
>VYRPUHKP]LYZLLU]PYVUTLU[
4HUHNL[PTL4HUHNLZ[YLZZ

0U[LY^V]LU[OYV\NOV\[WYVNYHTZ

4HRLKLJPZPVUZ :VS]LWYVISLTZ2LLW\W[VKH[L^JOHUNLZPUTLL[PUNZL]LU[PUK\Z[Y`-HJPSP[H[LJVU[PU\V\ZPTWYV]LTLU[7HY[PJPWH[LPUWYVMLZZPVUHSKL]LSVWTLU[HJ[P]P[PLZ

Programs that cover professionalism at the:Coordinate Level>PSSWYV]PKLNYHK\H[LZ^P[ORUV^SLKNLHUKHIPSP[PLZ[OH[WYLWHYL[OLT[VL_OPIP[KLZPYHISLWLYZVUHSHUKWYVMLZZPVUHSJOHYHJ[LYPZ[PJZHUKILOH]PVYZ^VYRLɈLJ[P]LS`HUKL[OPJHSS`^P[OPU[LYUHSHUKL_[LYUHSZ[HRLOVSKLYZPUHKP]LYZLLU]PYVUTLU[HUKZLLRVUNVPUNWYVMLZZPVUHSKL]LSVWTLU[Manage Level>PSSWYV]PKLNYHK\H[LZ^P[ORUV^SLKNLHUKHIPSP[PLZ[OH[WYLWHYL[OLT[VLUZ\YLWYVMLZZPVUHSPZTVM[LHTTLTILYZI`
LZ[HISPZOPUNL_WLJ[H[PVUZHUKWYVJLK\YLZMVYZ[HɈHUKVYNHUPaH[PVUHUKKL]LSVWPUNZ[YH[LNPLZHUKWYV]PKPUNZ\WWVY[MVY
JVU[PU\V\ZPTWYV]LTLU[Direct Level>PSSWYV]PKLNYHK\H[LZ^P[ORUV^SLKNLHUKHIPSP[PLZ[OH[WYLWHYL[OLT[VMHJPSP[H[LWYVMLZZPVUHSPZTPU[OLPUK\Z[Y`[OYV\NO
SLHKLYZOPWHUKWHY[PJPWH[PVUPUPUK\Z[Y`VYNHUPaH[PVUZ[OH[PUJS\KLNVHSZ[VWYV]PKLUL[^VYRPUNPUMVYTH[PVUZOHYPUNWYVMLZZPVUHSKL]LSVWTLU[VYPUK\Z[Y`Z[HUKHYKZKL]LSVWTLU[Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

Page 4.16

Appendix 4 – Sample MBECS Learning Outcomes(ZUVYH[PUNZ^LYLWYV]PKLKMVY[OLZ\IZRPSSZPU[OPZJH[LNVY`
VUS`[OLJVU[LU[VM[OLZ[HUKHYKZ^HZ\ZLK[VKL]LSVW[OLWYVNYHTV\[JVTLZMBECS Categories, Skills and Subskills

Curriculum Levels
1. Coordinate

2. Manage

3. Direct (post-grad)

L. COMMUNICATION
33. Conduct Business Communications*VTT\UPJH[L]LYIHSS`*VTT\UPJH[LPU^YP[PUN<ZLJVTT\UPJH[PVU[VVSZ
0U[LY^V]LU[OYV\NOV\[WYVNYHTZ
4HRLLɈLJ[P]LWYLZLU[H[PVUZ7SHUHUKJVUK\J[TLL[PUNZ
,Z[HISPZOHUKJVUK\J[I\ZPULZZYLSH[PVUZOPWZPrograms that cover communication at the:Coordinate Level>PSSWYV]PKLNYHK\H[LZ^P[ORUV^SLKNLHUKHIPSP[PLZ[OH[WYLWHYL[OLT[VJVTT\UPJH[L^P[OZ[HɈ]VS\U[LLYZHUKZ\WWSPLYZ[VI\PSKYLSH[PVUZOPWZ"JHYY`V\[QVIYLZWVUZPIPSP[PLZ"HUKHJOPL]LTLL[PUNVYL]LU[NVHSZ
Manage Level>PSSWYV]PKLNYHK\H[LZ^P[ORUV^SLKNLHUKHIPSP[PLZ[OH[WYLWHYL[OLT[V\ZLJVTT\UPJH[PVUZRPSSZHUK[VVSZHUKPUÅ\LUJL[OLILOH]PVYVMPU[LYUHSHUKL_[LYUHSZ[HRLOVSKLYZHUKJVU[HJ[ZPUVYKLY[VTLL[WYVQLJ[HUKVYNHUPaH[PVUHSNVHSZ
Direct Level>PSSWYV]PKLNYHK\H[LZ^P[ORUV^SLKNLHUKHIPSP[PLZ[OH[WYLWHYL[OLT[V\ZLJVTT\UPJH[PVUZRPSSZHUK[LJOUVSVN`[VI\PSKVYNHUPaH[PVUHSYLSH[PVUZOPWZPTWHY[RL`TLZZHNLZHUKLUZ\YLJSHYP[`VM\UKLYZ[HUKPUN^P[O]HYPV\ZHUKKP]LYZLH\KPLUJLZHUKMHJPSP[H[LJVUZLUZ\ZI\PSKPUNPUKPɉJ\S[ZP[\H[PVUZHUK^OLYLKPɈLYLUJLZPUVWPUPVUHUKULLKL_PZ[HTVUNZ[HRLOVSKLYZ

Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

Appendix 5 - Curriculum Levels: Descriptors for Learning Outcomes

Page 5.1

1. Knowledge Domain – Level Descriptors

Coordinate

BASED ON ADAPTED BLOOM’SKNOWLEDGE TAXONOMY*
K1

9LTLTILY

2UV^^OH[!9LJHSSKH[HVYPUMVYTH[PVUHUK
X\V[LY\SLZKLÄUP[PVUZHUKSH^Z

K2<UKLYZ[HUK

2UV^^O`!<UKLYZ[HUK[OLTLHUPUNHUK[YHUZSH[LPU[LYWVSH[LHUKPU[LYWYL[PUZ[Y\J[PVUZHUKWYVISLTZ:[H[LHWYVISLTPUVUL»ZV^U
^VYKZ

K3(WWS`

2UV^OV^!<ZLHJVUJLW[PUHUL^ZP[\H[PVUVY\UWYVTW[LK\ZLVMHUHIZ[YHJ[PVU(WWS`^OH[^HZSLHYULKPU[OLJSHZZYVVTPU[VUV]LSZP[\H[PVUZPU[OL^VYRWSHJL7\[H[OLVY`
PU[VWYHJ[PJHSLɈLJ[+LTVUZ[YH[LZVS]LHWYVISLTHUKTHUHNLHUHJ[P]P[`

BASED ON NATIONALQUALIFICATION FRAMEWORKS.YHK\H[LZVM[OPZSL]LSZOV\SKWVZZLZZ!
 )HZPJNLULYHSRUV^SLKNLVM
[OLPUK\Z[Y` *VUJYL[LRUV^SLKNLPU]VS]PUNMHJ[ZJVUJLW[ZWYVJLK\YLZ[LJOUVSVN` (^HYLULZZVMKPɈLYLU[WLYZWLJ[P]LZHUKHWWYVHJOLZ^P[OPU[OLPYHYLHZVM^VYR
 (^HYLULZZVM[OLIV\UKHYPLZVM[OLPYRUV^SLKNL

K3 will span Coordinate and Manage levels

Manage2

K5(UHS`aL,]HS\H[L2UV^OV^!,_HTPULPUMVYTH[PVUPUVYKLY[V\UKLYZ[HUKL_WSHPUVYWYLKPJ[:LWHYH[L
TH[LYPHSVYJVUJLW[ZPU[VJVTWVULU[WHY[ZZV[OH[P[ZVYNHUPaH[PVUHSZ[Y\J[\YLTH`IL
\UKLYZ[VVK+PZ[PUN\PZOIL[^LLUMHJ[ZHUK
PUMLYLUJLZ0U[LYWYL[LSLTLU[ZVYNHUPaH[PVUHSWYPUJPWSLZZ[Y\J[\YLJVUZ[Y\J[PVUHUKPU[LYUHSYLSH[PVUZOPWZ+L[LYTPULX\HSP[`HUKYLSPHIPSP[`
VMPUKP]PK\HSJVTWVULU[Z
2UV^OV^!>LPNOPKLHZHUKTHRLQ\KNTLU[Z
HIV\[[OL]HS\LVMPKLHZVYTH[LYPHSZ(ZZLZZ[OLLɈLJ[P]LULZZVM^OVSLJVUJLW[ZPU
YLSH[PVU[V]HS\LZV\[W\[ZLɉJHJ`HUK]PHIPSP[`,_LYJPZLJYP[PJHS[OPURPUN*VUK\J[Z[YH[LNPJJVTWHYPZVUHUKYL]PL^HUKTHRLQ\KNTLU[ZYLSH[PUN[VL_[LYUHSJYP[LYPH.YHK\H[LZVM[OPZSL]LSZOV\SKWVZZLZZ!
 (K]HUJLKRUV^SLKNLVM[OLPUK\Z[Y` 2UV^SLKNL[OH[PZJVTWYLOLUZP]LHUKZWLJPHSPaLK^P[OPU[LNYH[PVUVMJVUJLW[ZHUK[OLVYPLZHJYVZZH]HYPL[`VMJVTWL[LUJ`HYLHZ
 0UKLW[ORUV^SLKNLVMKPɈLYLU[WLYZWLJ[P]LZHWWYVHJOLZHUKZJOVVSZVM[OV\NO[YLSL]HU[[V[OL
PUK\Z[Y`HUK[OLYLHZVUPUNILOPUK[OLT 9LJVNUP[PVUVM[OLSPTP[H[PVUZVM[OLPYRUV^SLKNLHKKP[PVUHSRUV^SLKNLULLKLKHUKZV\YJLZMVYVUNVPUNWYVMLZZPVUHSKL]LSVWTLU[

K5 will span Manage and Direct levels

DirectK6*YLH[L2UV^OV^!)YPUNPUMVYTH[PVU[VNL[OLYZV[OH[ZVTL[OPUNJHUILKLJPKLKVYHJ[LK\WVU)\PSKHZ[Y\J[\YLVYWH[[LYUMYVTKP]LYZLLSLTLU[Z7\[WHY[Z[VNL[OLY[VMVYTH^OVSL^P[OLTWOHZPZVUJYLH[PUNHUL^TLHUPUN
VYZ[Y\J[\YL*YLH[LUL^WH[[LYUZJVUJLW[Z
Z[Y\J[\YLZZ`Z[LTZTVKLSZHWWYVHJOLZHUK
PKLHZ

.YHK\H[LZVM[OPZSL]LSZOV\SKWVZZLZZ!
 /PNOS`JVTWYLOLUZP]LHUKZWLJPHSPaLKRUV^SLKNL 2UV^SLKNL[OH[PZH[[OLMVYLMYVU[VM[OLPUK\Z[Y`
HUKZLY]LZHZ[OLIHZPZMVYVYPNPUHS[OPURPUNHUKVYYLZLHYJO *YP[PJHSH^HYLULZZVMRUV^SLKNLPZZ\LZHUK[YLUKZPU[OLPUK\Z[Y`HUKH[[OLPU[LYMHJLIL[^LLU
KPɈLYLU[ÄLSKZ

;HRLUMYVT[OLYLWVY[[V[OL*HUHKPHU;V\YPZT/\THU9LZV\YJL*V\UJPS¸*VTWL[LUJ`:[HUKHYKZHUK8\HSPÄJH[PVUZ
-YHTL^VYRZ!,_WSVYPUN[OL=HS\LVM)SVVT»Z;H_VUVT`HZH;VVSMVY4HWWPUNHUK(UHS`ZPZ¹I`5PNLS3SV`K

Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

Page 5.2

Appendix 5 - Curriculum Levels: Descriptors for Learning Outcomes
2. Performance Domain – Level Descriptors

BASED ON ADAPTED BLOOM’SSKILL TAXONOMY*:(^HYLULZZ*VUZJPV\ZPUJVTWL[LUJL:

9LHKPULZZ

2UV^HUKILYLHK`[VHJ[\WVUHZLX\LUJLVMZ[LWZPUHWYVJLZZ
9LJVNUPaLVUL»ZHIPSP[PLZHUK
SPTP[H[PVUZOLHS[OHUKZHML[`:

([[LTW[PUN

0TP[H[PVU!6IZLY]LHUKWH[[LYU
ILOH]PVYHM[LYZVTLVULLSZLMVSSV^PUNPUZ[Y\J[PVUZHUK
WYHJ[PJPUN7LYMVYTHUJLTH`ILVM
SV^X\HSP[`

BASED ON NATIONALQUALIFICATION FRAMEWORKS.YHK\H[LZVM[OPZSL]LSZOV\SKIL

Coordinate

HISL[V!

Guided Response:3LHYUHJVTWSL_ZRPSSLHYS`Z[HNLZPUJS\KPUNPTP[H[PVUHUK[YPHSHUK
LYYVY(KLX\HJ`VMWLYMVYTHUJLPZHJOPL]LKI`WYHJ[PJPUN:)HZPJ
7YVÄJPLUJ`

3LHYULKYLZWVUZLZOH]LILJVTLOHIP[\HSHUK[OLTV]LTLU[ZJHUILWLYMVYTLK^P[OZVTLJVUÄKLUJLWYLJPZPVUHUKWYVÄJPLUJ`-L^
LYYVYZHYLHWWHYLU[*VUZJPV\ZJVTWL[LUJL *VTWSL[L[HZRZ[OH[HYL
^LSSKLÄULKHUKYV\[PULHUKZVTL[PTLZJVTWSL_HUKUVU
YV\[PUL
 (WWS`RUV^UZVS\[PVUZ[VH
]HYPL[`VMWYLKPJ[HISLWYVISLTZHUKZVTL[PTLZWYVISLTZ[OH[HYLUV[WYLKPJ[HISL 0U[LYWYL[PUMVYTH[PVUMYVTWYV]PKLKZV\YJLZBASED ON WORKPLACERESPONSIBILITIESAND AUTONOMY
0UKP]PK\HSZ^VYRPUNH[[OLJVVYKPUH[LSL]LSHZZPZ[HTLL[PUNTHUHNLYHUKHYLYLZWVUZPISLMVYJVVYKPUH[PUNHUKPTWSLTLU[PUNKL[HPSLKTLL[PUNWSHUZHUK[OL
YLNPZ[YH[PVUWYVJLZZ"YLJY\P[PUN[YHPUPUNHUKZ\WLY]PZPUN]VS\U[LLYZHUKZ\WWVY[Z[HɈ"HUKHZZPZ[PUN^P[OYLWVY[ZHUK
L]LU[L]HS\H[PVU -VSSV^Z[HUKHYKZHUKYLX\PYLTLU[Z ;HRLYLZWVUZPIPSP[`MVYPUP[PH[PUN
HUKJVTWSL[PUNHZZPNULK[HZRZ ,_LYJPZLH\[VUVT`HUKQ\KNTLU[[OH[PZZ\IQLJ[[VV]LYHSSKPYLJ[PVUHUKN\PKHUJL
 :\WLY]PZL[OLYV\[PUL^VYR
VMV[OLYZ[HRPUNZVTLYLZWVUZPIPSP[`MVY[OLL]HS\H[PVUHUKPTWYV]LTLU[VM^VYR
HJ[P]P[PLZ ;HRLYLZWVUZPIPSP[`MVYV^U
SLHYUPUN^P[OPUHZ\WLY]PZLKLU]PYVUTLU[*Taken from the report to the Canadian Tourism Human Resource Council “Competency Standards and Qualifications
ÊÊÀ>iÜÀÃ\Ê Ý«À}ÊÌ iÊ6>ÕiÊvÊ ½ÃÊ/>ÝÞÊ>ÃÊ>Ê/ÊvÀÊ>««}Ê>`Ê>ÞÃÃ»ÊLÞÊ }iÊÞ`Ê­Óä£ä®°
Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

Page 5.3

Appendix 5 - Curriculum Levels: Descriptors for Learning Outcomes
2. Performance Domain – Level Descriptors:

BASED ON ADAPTED BLOOM’SSKILL TAXONOMY*BASED ON NATIONALQUALIFICATION FRAMEWORKS

7YVMLZZPVUHS :RPSM\SWLYMVYTHUJLPU]VS]LZ.YHK\H[LZVM[OPZSL]LSZOV\SKIL

7YVÄJPLUJ`JVTWSL_WH[[LYUZ7YVÄJPLUJ`PZ

HISL[V!

PUKPJH[LKI`X\PJRHJJ\YH[LHUK ,_LYJPZLQ\KNTLU[PUWSHUUPUNKLZPNU[LJOUPJHSHUKVY
Z\WLY]PZVY`M\UJ[PVUZYLSH[LK[VWYVK\J[ZZLY]PJLZVWLYH[PVUZ
VYWYVJLZZLZOPNOS`JVVYKPUH[LKWLYMVYTHUJLYLX\PYPUNHTPUPT\TVMLULYN`*VVYKPUH[LHUKPU[LNYH[LHZLYPLZVMHJ[PVUZHJOPL]PUNOHYTVU`HUKPU[LYUHSJVUZPZ[LUJ`;OPZ
JH[LNVY`PUJS\KLZWLYMVYTPUN^P[OV\[OLZP[H[PVUHUKH\[VTH[PJ

ManageWLYMVYTHUJL +L[LYTPULHKHW[HUK\ZL
HWWYVWYPH[LTL[OVKZHUKZRPSSZ[VJVTWSL[L[HZRZ
 (KKYLZZWYVISLTZ[OH[HYL
IYVHKS`KLÄULKHUKJVTWSL_ 0UP[PH[LHUK\ZLPU]LZ[PNH[PVU[V
PUMVYTHJ[PVUZBASED ON WORKPLACERESPONSIBILITIESAND AUTONOMY
0UKP]PK\HSZ^VYRPUNH[[OLTHUHNLSL]LSHYLYLZWVUZPISLMVYWSHUUPUNHUKTHUHNPUNTLL[PUNZ
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Z[YH[LNPJWSHU[OYV\NOWYVNYHTKLZPNUL]LU[PTWSLTLU[H[PVUHUKTHUHNLTLU[;OL`
TVUP[VYHUKL]HS\H[L
TLL[PUNV\[JVTLZHUK[YHPUHUKTHUHNLZ[HɈ;OL`YLWVY[[VVY[HRLKPYLJ[PVUMYVTHTLL[PUNKPYLJ[VY ,]HS\H[LHJ[PVUZTL[OVKZHUKYLZ\S[Z 0KLU[PM`HUHS`aLHUKL]HS\H[L
PUMVYTH[PVUMYVTH]HYPL[`VM
ZV\YJLZ
 4VUP[VYX\HSP[`HNHPUZ[L_PZ[PUNZ[HUKHYKZHUKYLX\PYLTLU[Z ;HRLYLZWVUZPIPSP[`MVYWSHUUPUNJV\YZLZVMHJ[PVUPUJS\KPUN[OL^VYRVMV[OLYZ
 ,_LYJPZLH\[VUVT`HUKQ\KNTLU[^P[OPUIYVHKS`KLÄULK
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 (JJLW[HJJV\U[HIPSP[`MVY
KL[LYTPUPUNHUKHJOPL]PUNWLYZVUHSHUKNYV\WV\[JVTLZ YL]PL^HUKKL]LSVW[OL
WLYMVYTHUJLVMZLSMHUKV[OLYZ*Taken from the report to the Canadian Tourism Human Resource Council “Competency Standards and Qualifications
ÊÊÀ>iÜÀÃ\Ê Ý«À}ÊÌ iÊ6>ÕiÊvÊ ½ÃÊ/>ÝÞÊ>ÃÊ>Ê/ÊvÀÊ>««}Ê>`Ê>ÞÃÃ»ÊLÞÊ }iÊÞ`Ê­Óä£ä®°
Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

Page 5.4

Appendix 5 - Curriculum Levels: Descriptors for Learning Outcomes
2. Performance Domain – Level Descriptors
BASED ON ADAPTED BLOOM’SSKILL TAXONOMY*:(KHW[HISL
7YVÄJPLUJ`:*YLH[P]L

Direct7YVÄJPLUJ`BASED ON NATIONALQUALIFICATION FRAMEWORKS<UJVUZJPV\ZJVTWL[LUJL/PNOSL]LSWLYMVYTHUJLILJVTLZ
UH[\YHS^P[OV\[ULLKPUN[V[OPUR
T\JOHIV\[P[:RPSSZHYL^LSSKL]LSVWLKHUK[OLPUKP]PK\HSJHU
TVKPM`TV]LTLU[WH[[LYUZ[VÄ[ZWLJPHSYLX\PYLTLU[Z9LZWVUKLɈLJ[P]LS`[V\UL_WLJ[LK
L_WLYPLUJLZ-VYL_HTWSL!4VKPM`
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[OLSLHYULYZ.YHK\H[LZVM[OPZSL]LSZOV\SKILHISL[V!

*YLH[LUL^TV]LTLU[WH[[LYUZ[VÄ[HWHY[PJ\SHYZP[\H[PVUVYZWLJPÄJWYVISLT3LHYUPUNV\[JVTLZLTWOHZPaLJYLH[P]P[`IHZLK\WVUOPNOS`KL]LSVWLKZRPSSZ+L]LSVWUL^[LJOUPX\LZHUKVYWYVJLK\YLZ

 +LZPNUHUK\UKLY[HRLYLZLHYJOKL]LSVWTLU[VYZ[YH[LNPJHJ[P]P[PLZ[VPUMVYT[OLPUK\Z[Y`
VYWYVK\JLVYNHUPaH[PVUHSVYWYVMLZZPVUHSJOHUNL *VUJLW[\HSPaLHUKHKKYLZZWYVISLTH[PJZP[\H[PVUZPU[OL
VYNHUPaH[PVUVYPUK\Z[Y`[OH[PU]VS]LTHU`PU[LYHJ[PUNMHJ[VYZ
 4HUHNLHUK[YHUZMVYTZP[\H[PVUZ[OH[HYLJVTWSL_\UWYLKPJ[HISLHUKYLX\PYLUL^
Z[YH[LNPJHWWYVHJOLZ :OHYLHUKWYVTV[LUL^PUZPNO[Z^P[OWLLYZHUK[OLJVTT\UP[` .LULYH[LVYPNPUHSRUV^SLKNLHUK\UKLYZ[HUKPUN[VTHRLHZ\IZ[HU[PHSJVU[YPI\[PVU[V[OL
PUK\Z[Y`BASED ON WORKPLACERESPONSIBILITIESAND AUTONOMY
0UKP]PK\HSZ^VYRPUNH[[OLKPYLJ[SL]LSTH`ILH[HUL_LJ\[P]LSL]LSPUHUVYNHUPaH[PVUYLZWVUZPISLMVYJVUULJ[PUNTLL[PUNZHUKI\ZPULZZL]LU[Z[VV]LYHSSVYNHUPaH[PVUHSZ[YH[LNPLZHUKI\ZPULZZ
WSHUZ;OL`^VYR^P[O
V[OLYKLWHY[TLU[Z^OLYLHWWSPJHISL;OL`
WSHUTLL[PUNZIHZLKVUYLZLHYJORUV^SLKNLVMHUKPU]VS]LTLU[PU[OLIYVHKLYPUK\Z[Y`;OL`KL]LSVWTHUHNLHUKL]HS\H[LZ[YH[LNPJVIQLJ[P]LZHUKÄUHUJPHSWSHUZHUKYLZ\S[Z;OL`
HYLLZWVUZPISLMVY
Z[HRLOVSKLYZWVUZVYM\UKLYYLSH[PVUZOPWZHUKV]LYZLLHSSYLSH[LKZ[HɈTLTILYZ 0KLU[PM`ULLKMVYHUKKL]LSVWX\HSP[`Z[HUKHYKZHUKYLX\PYLTLU[Z :[YH[LNPJHSS`JVUULJ[TLL[PUNZ»VIQLJ[P]LZHUKWSHUZ[VJVYWVYH[LVYVYNHUPaH[PVUHSNVHSZ
 ;HRLYLZWVUZPIPSP[`MVYWSHUUPUNHUKKL]LSVWPUNJV\YZLZVM
HJ[PVU[OH[PUP[PH[LVY\UKLYWPUZ\IZ[HU[PHSJOHUNLZVYKL]LSVWTLU[ZPU[OLPUK\Z[Y` +LTVUZ[YH[LZ\IZ[HU[PHS
H\[OVYP[`PUUV]H[PVU
H\[VUVT`ZJOVSHYS`HUKWYVMLZZPVUHSPU[LNYP[`HUK
Z\Z[HPULKJVTTP[TLU[[V[OLKL]LSVWTLU[VMUL^PKLHZVYWYVJLZZLZH[[OLMVYLMYVU[VM
^VYRVYYLZLHYJO*Taken from the report to the Canadian Tourism Human Resource Council “Competency Standards and Qualifications
ÊÊÀ>iÜÀÃ\Ê Ý«À}ÊÌ iÊ6>ÕiÊvÊ ½ÃÊ/>ÝÞÊ>ÃÊ>Ê/ÊvÀÊ>««}Ê>`Ê>ÞÃÃ»ÊLÞÊ }iÊÞ`Ê­Óä£ä®°
Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

Page 6.1

Appendix 6 - Sample Syllabi
SAMPLE SYLLABUS No. 1
Department of Hospitality Management­>Õ>ÀÞÊÓä£ÓÊ>iÊV >}iÊÌÊ-V ÊvÊÃ«Ì>ÌÞÊi>`iÀÃ «®
East Carolina University
Bachelor’s Degree ProgramÊÃÌÕ`iÌÃÊÀÊÊ ÕÃiÃÃÊ­£nÊVÀi`ÌÃ®
Concentration in Meetings Conventions Events Overview:-« ÀiÊÞi>À\ÊÊÌÀ`ÕVÌÊÌÊÌ iÊiiÌ}]Ê ÛiÌÊ>`Ê ÛiÌÊ`ÕÃÌÀÞÊ­/ÊÓÓää®
ÕÀÊÞi>À\Ê*>}ÊiiÌ}ÃÊ>`Ê ÛiÌÃÊ­/ÊÎ{ää®
Junior/senior year: Internship in Meetings, Conventions and Events-iÀÊÞi>À\Ê ÛiÌÊ->iÃÊ>`Ê-iÀÛViÃÊ­/Ê{{ää®
``Ì>ÊVÕÀÃiÊLi}Ê`iÛi«i`ÊÊ*À`ÕV}ÊiiÌ}Ã]Ê ÛiÌÃÊ>`Ê ÛiÌÃÊvÀÊÕÀÉÃiÀÊÞi>À

East Carolina University
Meeting and Event Planning HMGT3400
Fall 2011
Instructor:
Dr. George Fenich
College of Human Ecology
Department of Hospitality ManagementÊ­ÓxÓ®ÊÎÓnÓ£äfenichg@ecu.edu
Graduate Assistant: />ÞÊ*iÌÌ}ÀiÜ]Ê*iÌÌ}ÀiÜÌ£äJÃÌÕ`iÌÃ°iVÕ°i`ÕOffice Hours:Ê ÞÊ>««ÌiÌ]Ê£Ê«°°ÊÊÓÊ«°°Ê>`ÊÎ\ÎäÊ«°°ÊÊ{\ÎäÊ«°°Ê/ÊÊ
Scheduled Classes:Ê"ÃÌiÊÓÊ«°°ÊÊÎ\£xÊ«°°Ê/ ÕÀÃ`>ÞÃÊÊ,ÛiÀÃÊ,ÊÓ£Ó]Ê/ÕiÃ`>ÞÃÊLÞÊÛÀÌÕ>ÊV>ÃÃÀSemester Duration: ÊÕ}°ÊÓÎ]ÊÓä££ÊÌÊ iV°Ê£Î]ÊÓä££Prerequisites:Ê «iÌÊvÊ/ÊÓÓääÊÜÌ Ê>Ê}À>`iÊvÊ>Ê ÊÀÊLiÌÌiÀÊÀÊVÃiÌÊvÊÃÌÀÕVÌÀStudent Commitment in hours per week: ÕÊ£äÊObjectives of this Course:
1. To assist the learner in developing an understanding of how to plan for meeting, exhibition, event and convention (MEEC)
activities.
2. To develop an ability to evaluate MEEC activities.
3. To comprehend the financial issues of MEEC activities.
{°Ê/ÊÀiV}âiÊÌ iÊi}>ÊÃÃÕiÃÊ>ÃÃV>Ìi`Ê>`ÊÛÛi`ÊÊ
x°Ê/ÊiÝ«iÀiViÊ«>}Ê>Ê

Ê>VÌÛÌiÃ°

Ê>VÌÛÌÞ°

È°Ê/ÊiÝ«ÀiÊÌ iÊÀiÊ>`ÊvÕVÌÊ>ÃÊ>ÊiiÌ}Ê«>iÀ°Ê© Dr. George Fenich
Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

Page 6.2

Appendix 6 - Sample Syllabi

Methods:ÊÃÌÀÕVÌ>ÊiÌ `ÃÊÕÃi`Ê`ÕÀ}ÊÌ iÊVÕÀÃiÊÜÊVÕ`iÊiVÌÕÀi]Ê*ÜiÀ*Ì]Ê}ÀÕ«Ê`ÃVÕÃÃÃ]ÊÃ>Ê}ÀÕ«É«ÀiVÌÊÜÀÊ>`ÊÀi«ÀÌÃ]Ê}ÕiÃÌÊÃ«i>iÀÃ]ÊÀi>`}]ÊÕÀ>ÊiÌÀiÃ]ÊÕÌiÊ«>«iÀÃÊ>`Ê>ÃÃiÃÃiÌÊÌ ÀÕ} ÊiÝ>ÃÊ>`ÊÌiÃÌÃ°Ê

Technology Requirements: You will need consistent, reliable access to the Internet in order to successfully complete this class. ItÜÕ`ÊLiÊLiÃÌÊvÊÞÕÊ >ÛiÊ>Ê } Ã«ii`ÊViVÌÊÌÊÌ iÊÌiÀiÌ]Ê>ÃÊÌ iÀiÊÜÊLiÊÀi>`}ÃÊÌÊ`Ü>`°ÊÀÊvÕÀÌ iÀÊvÀ>ÌÊÊÌiV }ÞÊÀiµÕÀiiÌÃ]Ê}ÊÌÊÜÜÜ°iVÕ°i`ÕÉVÃ>V>`É«ÌÃÉÌiV }Þ°Vv°Ê/ iÀiÊ>ÀiÊÊÃ«iV>ÊÃvÌÜ>ÀiÊÀiµÕÀiiÌÃÊvÀÊ
this course. However, if you are using a word processing package other than Word for Windows, please save your documents as
Rich Text before sending.
Required Text: Professional Meeting Management (5th Edition)Ê-\ÊÇnäÇxÇxÓÈÈÈ{Classroom Environment & Class Requirements:£®ÊÊ*>ÀÌV«>Ì°ÊÃÊ>ÊVÕÌÞÊvÊ>`ÕÌÊi>ÀiÀÃ]ÊÜiÊLÀ}ÊÌÊÌ ÃÊV>ÃÃÊ>Ê>ÃÃÀÌiÌÊvÊviÊ>`Êi`ÕV>Ì>ÊiÝ«iÀiViÃ]Ê
VÕÌÕÀ>ÊL>V}ÀÕ`ÃÊ>`Ê`Û`Õ>Ê«iÀÃ«iVÌÛiÃ°Ê*>ÀÌV«>ÌÊÊÌ ÃÊV>ÃÃ]ÊLiÊÌÊv>ViÌv>ViÊÀÊi]ÊÃÊÛÌ>ÊLiV>ÕÃiÊÃ >Ài`ÊiÝ«iÀiViÃÊ>`Ê«iÀÃ«iVÌÛiÃÊ>ÃÃÃÌÊÊ«iiÀÊi>À}°Ê*>ÀÌV«>ÌÊÛÛiÃÊVÌÀLÕÌ}Ê>`]ÊÌ iÀivÀi]ÊÌÊÃÊÀiÊÌ >ÊÕÃÌÊtalking. It is completing the readings and other assignments and being prepared to share and discuss the topic at hand in ameaningful way. Participation in this class includes the following:>®ÊÃVÕÃÃÊ >À`\Ê*ÃÌÊµÕiÃÌÃ]ÊViÌÃ]Ê>`ÊLÃiÀÛ>ÌÃÊÊÌ iÊ ÃVÕÃÃÊ >À`]ÊÜ V ÊÃÊ>Ê>ÃÞV ÀÕÃÊ­ÌÊÀi>time) discussion tool. You can post to the Discussion Board whenever you want. Plan on posting and responding to at least
two questions for each unit in this course. Do not wait until the last day of discussion to post your questions and comments.
®ÊÃVÕÃÃÊ >À`Ê}Õ`iiÃ\Ê-«iÊÃÌ>ÌiiÌÃÊiÊº/ >Ì½ÃÊ>Ê}`Ê«Ì»ÊÀÊºÊ>}ÀiiÊÜÌ ÊÜ >ÌÊÞÕ½ÛiÊÃ>`»Ê>ÀiÊÌÊÃÕLÃÌ>ÌÛi]ÊÃÌ>ÌiÊÌ iÊLÛÕÃÊÀÊ`ÊÌ }ÊÌÊvÕÀÌ iÀÊÌ iÊ`ÃVÕÃÃ°Ê``ÊiÜÊ«iÀÃ«iVÌÛiÃ]ÊvÀ>ÌÊÀÊiÝ«iÀiViÊ
to the discussion thread or ask a question that forces the discussion to reconsider the topic being discussed or moves theanalysis to a deeper level. It is perfectly acceptable and encouraged for you to disagree or challenge ideas and question
>ÌiÀ>°ÊÊÜiÛiÀ]ÊÞÕÊ>ÀiÊÀiµÕÀi`ÊÌÊi}>}iÊÊ>««À«À>ÌiÊÀiÃ«iVÌvÕÊÌiÀ>VÌÊ>`Ê«À«iÀÊiiÌµÕiÌÌi°ÊÊ®Ê ÃVÕÃÃÊ >À`ÃÊ>ÀiÊÜÀÌ Ê£ääÊ«ÌÃ°Ê >V ÊÃÕLÃÌ>ÌÛiÊ«ÃÌ}ÊÌ iÀivÀiÊÃÊÜÀÌ ÊÎÎÊ«ÌÃ°L®Ê iÌÀ>Ê­ ÌÌ«\ÉÉViÌÀ>°iVÕ°i`Õ®\Ê}ÊÌÊ iÌÀ>ÊÕÃ}ÊÞÕÀÊ*À>ÌiÊ Ê>`Ê«>ÃÃÜÀ`°Ê/ ÃÊÃÊ>ÊÊiÌ `ÊvÊVÕV>ÌÊthat will give you the opportunity to discuss topics using your webcam, microphone and/or in text format. These chats areÀiVÀ`i`Ê>`ÊÜÊÀi>Ê«iÊÌ ÀÕ} ÕÌÊÌ iÊÃiiÃÌiÀÊÃÊÞÕÊ>ÞÊÕÌâiÊÌ ÃÊi>À}ÊÌÊ>ÌÊÞÕÀÊ`ÃVÀiÌÊÌÊiiÌÊÜÌ Ê
your fellow classmates. NOTE: Centra participation is required for case studies.
V®Ê ÌÌi`>Vi\Ê,iÃ«ÃLÌÞÊvÀÊV>ÃÃÊ>ÌÌi`>ViÊÀiÃÌÃÊÜÌ ÊÌ iÊÃÌÕ`iÌ°ÊÌÌi`>ViÊÃÊÛÌ>ÊvÀÊÃÕVViÃÃÊvÀÊÌ ÃÊV>ÃÃ°ÊÌÊÃÊÌ iÊ
student’s responsibility to be punctual and prepared to learn in all learning environments.
d) Minute Papers: Minute papers are assigned randomly through the semester. They are to be completed in class and will countÌÜ>À`ÃÊÞÕÀÊ}À>`i°Ê/ iÀiÊ>ÀiÊ£äÊÊÌ iÊÃiiÃÌiÀÊÌ«VÃÊ>ÀiÊ}iiÀ>Ìi`ÊvÀÊÀi>`}Ê>`ÉÀÊiVÌÕÀiÊ>ÌiÀ>°Ê`Ê>ÌÌi`>ViÊand a disciplined reading schedule are vital ingredients to receiving these points.
e) Journal Entries: Journal entries are designed to assist you as a study guide for each unit, for preparing for future assignments
and for your examinations. There is a lot of flexibility when it comes to these entries as far as format and content.
f) Notes: You are encouraged to take notes in this class on class lectures and on reading material.
2) Responsibility of the Instructor.
a) Be punctual and prepared to assist the learner in developing concept and theory of material.
© Dr. George Fenich
Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

Page 6.3

Appendix 6 - Sample Syllabib) Maintain scheduled office hours.
c) Promote a classroom environment conducive of learning.
Î®ÊÊ Ì VÃ°Ê*i>ÃiÊÀi>`ÊEÊ>` iÀiÊÌÊÌ iÊ
academic_integrity.cfm.

1Ê-Ì>ÌiiÌÊÊV>`iVÊÌi}ÀÌÞÊvÕ`Ê>ÌÊÜÜÜ°iVÕ°i`ÕÉVÃÃÌÕ`iÌÃviÉ«VÞ ÕLÉ{®ÊÊ Ê «>Vi°Ê >ÃÌÊ >À>Ê1ÛiÀÃÌÞÊÃiiÃÊÌÊV«ÞÊvÕÞÊÜÌ ÊÌ iÊiÀV>ÃÊÜÌ Ê Ã>LÌiÃÊVÌÊ­ ®°Ê-ÌÕ`iÌÃÊ
requesting accommodations based on a disability must be registered with the Department for Disability Support Services locatedÊ->ÞÊ,Ê£În]Ê­ÓxÓ®ÊÇÎÇ£ä£ÈÊ­6ViÉ//9®]Ê`ÃÃ`i«ÌJiVÕ°i`Õ°x®Ê ÕÀÃiÊÕÌÃ]Ê>ÃÃ}iÌÃ]Ê>ÃÃiÃÃiÌÊ>`Ê«ÀiVÌÃ°a) Course Units: This class has been divided into course units. Each unit is found under the Course Unit tab on Blackboard.
>V Êv`iÀÊVÌ>ÃÊÞÕÀÊÀi>`}]ÊÕÌÊ>ÃÃ}iÌÃ]Ê>ÃÃV>Ìi`Ê*ÜiÀ*Ì­Ã®]Ê>``Ì>ÊÀiÃÕÀViÃÊ>`ÊÌ iÊÕÌÊÌiÃÌ°ÊÊ
breakdown of the assignments and point values are listed in the table below.
L®Ê ÃÃ}iÌÃ\ÊÊ>ÃÃ}iÌÃÊÜÊLiÊ«ÃÌi`ÊÌÊÌ iÊ`ÃVÕÃÃÊL>À`ÊÕiÃÃÊÌ iÀÜÃiÊÌi`°ÊÃÃ}iÌÃÊÀiµÕiÃÌi`ÊLÞÊ`À«Ê
box, email or through an assignment link should be copied to yourself and retained for the duration of the semester as proofof submission.
V®Ê ÃÃiÃÃiÌ\Ê/iÃÌÃÊ>ÀiÊÀiµÕÀi`Ê>ÌÊÌ iÊi`ÊvÊi>V ÊÕÌÊ>`Ê>ÀiÊ>Ü>ÞÃÊ`ÕiÊ>ÌÊ`} Ì°Ê9ÕÊ >ÛiÊÌ iÊ«ÌÊÌÊÌ>iÊi>V ÊÌiÃÌÊ
­iÝVÕ`}ÊÌ iÊ`ÌiÀÊ>`Êw>ÊiÝ>®Ê>ÃÊ>ÞÊÌiÃÊ>ÃÊÞÕÊÜÃ ÆÊ ÜiÛiÀ]Ê" 9ÊÌ iÊ>ÃÌÊ>ÌÌi«ÌÊÜÊ>««ÞÊÌÜ>À`ÊÞÕÀÊ}À>`i°Ê/iÃÌÊµÕiÃÌÃÊ>ÀiÊÀ>`âi`°Ê9ÕÊ>ÞÊÌÊ}iÌÊÌ iÊÃ>iÊÌiÃÌÊi>V ÊÌiÊ>`Êi>V ÊÌiÃÌÊÃÊÌi`°Ê*i>ÃiÊ`ÊÌÊiÝVii`ÊÌ iÊ>ÌÌi`ÊÌiÊÀÊ£äÊ«ÌÃÊÜÊLiÊ`i`ÕVÌi`ÊvÀÊÞÕÀÊw>ÊÌiÃÌÊ}À>`i°Ê`ÌiÀÊ>`Ê>ÊiÝ>ÃÊ>ÀiÊVÕÕ>ÌÛi°Ê/ iÊ`ÌiÀÊÜÊVÛiÀÊ1ÌÃÊ£{Ê>`ÊÌ iÊ>ÊÜÊVÛiÀÊ1ÌÃÊ£n°ÊÊ`®Ê Ýi«Ì\Ê-ÌÕ`iÌÃÊÜÊLiÊiÝi«ÌÊvÀÊÌ>}ÊÌ iÊw>ÊiÝ>ÊvÊÌ iÞÊÃVÀiÊ>Ê6 , ÊvÊxÊÊ>ÊÌiÃÌÃÊvÀÊi>V ÊÕÌÊ«ÀiÃiÌi`ÊÊ`ÕÀ}ÊÌ iÊÃiiÃÌiÀÊ>`ÊÌ iÊ`ÌiÀÊiÝ>°Ê/ ÃÊÃÊ>Ê>ÛiÀ>}iÊvÊ>ÊÞÕÀÊÌiÃÌÃÊVLi`Ê>`ÊÌÊxÊÀÊLiÌÌiÀÊ
Êi>V ÊÌiÃÌ°Ê/ ÕÃ]Ê>ÊÃÌÕ`iÌÊÜ ÊÀiViÛi`Ê£ääÊÊÃÌÊVÕ`Ê}iÌÊÃiÌ }ÊiÃÃÊÊiÊÀÊÌÜÊ>`ÊÃÌÊLiÊiÝi«Ì°ÊÊ

Assignment

Occurence

Point Value

Total Points

Journal Entries

8

25

200

Discussion Board

9

100

900

Case Studies

2

50

100

Syllabus Quiz

1

100

100

Minute Papers

10

10

100

Introduction

1

100

100

Projects

2

100

200

RFP Assignment

1

100

100

Tests

10

100

1000

Exams

2

100

200

Total



© Dr. George Fenich
Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

3000

Page 6.4

Appendix 6 - Sample Syllabii®Ê *ÀiVÌÃ\Ê/ iÀiÊÜÊLiÊÌÜÊ«ÀiVÌÃÊvÀÊÌ iÊÃiiÃÌiÀ°ÊÊ/ iÊ`ÌiÀÊ«ÀiVÌÃÊ>ÀiÊ«iiÀÊ>`ÊÃÌÀÕVÌÀÊ>ÃÃiÃÃi`pviÜÊclassmates will assess half of your grade and the instructor will assess the other half. Industry and academic experts will>ÃÃiÃÃÊÞÕÀÊw>Ê«ÀiVÌ°È®ÊÊ ÝÌÀ>Ê Ài`Ì°Ê ÝÌÀ>ÊVÀi`ÌÊÃÊ>Û>>LiÊLÞÊ«ÃÌ}Ê>ÌÊÕÊÌÜÊÌÞ«i`Ê«>}iÃÊvÊÌiÃÊÌÊÌ iÊ`ÃVÕÃÃÊL>À`ÊvÀÕÊÌÊ>ÃÃÃÌÊ
your classmates with any unit assigned. You may use your class lecture notes, notes you have taken from the reading material,ÀÊiÛiÊV«ÞÊ>`Ê«>ÃÌiÊiÊÌ iÊ>ÃÃ}i`Ê«ÀÛ>ÌiÊÕÀ>ÊiÌÀiÃ°Ê/ ÃÊ«ÌÊvÀÊiÝÌÀ>ÊVÀi`ÌÊÜÊLiÊ>Û>>LiÊÌÜÊÌiÃÊ`ÕÀ}Ê
Ì iÊÃiiÃÌiÀÊ>`ÊÜÊLiÊ>««i`ÊÌÊÞÕÀÊÜiÃÌÊÌiÃÌÊÃVÀi°Ê/ iÊÛ>ÕiÊvÊÌ ÃÊ>ÃÃ}iÌÊÃÊ£äÊ«ÌÃÊvÀÊi>V Ê«ÃÌÊvÀÊ>ÊÌÌ>ÊvÊÓäÊ>``Ì>Ê«ÌÃÊvÀÊÌ iÊÃiiÃÌiÀ°Ê
Grade

Percentage(

 

)

*

+

7) Grades.
n®Ê ÕÀÃiÊ*ViÃ°a) Due dates: Due Dates are established and are noted for each assignment. You may and are encouraged to turn in assignments«ÀÀÊÌÊÌ iÊÃiÌÊ`ÕiÊ`>Ìi°Ê>ÌiÊ>ÃÃ}iÌÃÊ>ÀiÊÌÊ«iÀÌÌi`°ÊÊ>ÃÃ}iÌÃÊ>ÀiÊÌÊLiÊ«ÃÌi`ÊÊÌ iÊ ÃVÕÃÃÊÀÕÊ
where indicated unless otherwise noted.
b) Cell phones: Cell phones are to be turned off prior to class.
c) Grade Disputes: Please review the grade book frequently and address concerns immediately. No changes to grades will bemade one week prior to the end of the semester.
d) Conduct: ECU has implemented a disruptive behavior policy. Students are expected to follow these policies. Failure tocomply may result in removal from this class.
®Ê>Ê/«Ã°ÊÊÜÀÌÌiÊÜÀÊÜÊLiÊiÛ>Õ>Ìi`ÊÊÌ iÊL>ÃÃÊvÊÌ iÊvÜ}ÊVÀÌiÀ>\Êa) Fulfills assignmentb) Is comprehensivec) Is concised) Is appropriatee) Is of high qualityf) Examines concepts and assumptionsg) Can be supported with a reasonable argument or resourceh) Communicates ideas clearlyi) Has quality, therefore, is free of spelling/grammar/punctuation errors. “It’s not possible or appropriate for us to try to teachgrammar and spelling in a college course. But that doesn’t mean we can’t demand it. …The main thing students need toi>ÀÊ>LÕÌÊVÀÀiVÌÊÃ«i}Ê>`Ê}À>>ÀÊÃÊÃV â« ÀiV\Ê ÀÀiVÌiÃÃÊÃÊÌÊ«ÀÌ>ÌÊvÀÊÀÕ} ÊiÝ«À>ÌÀÞÊÜÀÌ}]ÊLÕÌÊ
Ì½ÃÊVÀÕV>ÊvÀÊw>Ê`À>vÌ°»ÊVi>V iÊ>`Ê-ÛVÊ­ÓääÈ®]Ê«°Óxx°Ê7 >ÌÊ`iÃÊÌ ÃÊi>¶ÊÊ>ÊÕÌÃ i]Ê`ÊÌÊÃÕLÌÊÃ««ÞÊ
unedited work in this class.
© Dr. George Fenich

Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

Page 6.5

Appendix 6 - Sample Syllabi
Unit/Duration

.L[[PUN:[HY[LKReadingClass
Meeting

PMM
*O

PPT
1

Lesson/Task+)0U[YVK\J[PVUZUnit Due+\LI`

:`SSHI\Z8\Pa

 :`SSHI\Z9L]PL^ *V\YZL6]LY]PL^<UP[7(9;





+\LI` ;LZ[L_JS\KLZJOHW[LYWNZ :[YH[LN`

1V\YUHS,U[Y`  
 3LJ[\YL<UP[7(9;

*O 
WNZ :[YH[LN` 


1V\YUHS,U[Y`+\LI` 

;LZ[
9-7(ZZPNUTLU[  
 3LJ[\YL<UP[

*O



+\LI` 

+PZJ\ZZPVU)VHYKWNZ

 -PUHUJPHS9PZR

1V\YUHS,U[Y`;LZ[

 9PZR4HUHNLTLU[    3LJ[\YL<UP[
/\THU9LZV\YJLZ*O 

 

1V\YUHS,U[Y` +PZJ\ZZPVU)VHYKWNZ

7YVMLZZPVUHSPZT *HZL:[\K`,[OPJZ

 ;LZ[*HZL:[\K`VU*LU[YH'WT
+\LI`
 
 3LJ[\YL<UP[



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1V\YUHS,U[Y`

4HYRL[PUN:[LW\W +PZJ\ZZPVU)VHYK 

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 ;LZ[+\LI` 

 3LJ[\YL

4PK[LYT7YLW
 9L]PL^ 3LJ[\YL<UP[Z-HSS)YLHR
© Dr. George Fenich
Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

Page 6.6

Appendix 6 - Sample Syllabi
Unit/Duration

Class
Meeting

Reading
PMM

PPT



Lesson/Task
 7YVQLJ[*VUJLW[+\L

Unit Due ;LHT4LTILY
,]HS\H[PVU+\L

4PK[LYT,_HT 9LX\LZ[[V;LYTPUH[L;LHT4LTILY+\L

<UP[7HY[



WNZ

¶

 +PZJ\ZZPVU)VHYK

+\LI`

 ;LZ[:P[L4HUHNLTLU[ 3LJ[\YL<UP[7HY[
WNZ

:P[L4HUHNLTLU[

 3LJ[\YL +PZJ\ZZPVU)VHYK+)+\LI`

 +PZJ\ZZPVU)VHYK 1V\YUHS,U[Y`<UP[+\L

 ;LZ[ ;LYTPUH[PVU/LHYPUNZ<UP[





WNZ

4LL[PUN7YVK\J[PVU +PZJ\ZZPVU)VHYK+\LI`

 .\LZ[:WLHRLY
 ;LZ[¶
 3LJ[\YL<UP[:\WWSPLYZ *VU[YHJ[LK:LY]PJLZ



 1V\YUHS,U[Y`WNZ

WNZ

 +PZJ\ZZPVU)VHYK*HZL:[\K`VU*LU[YH'WT

 *HZL:[\K`

 ;LZ[ 3LJ[\YL


;)+

;)+

 1V\YUHS,U[Y`<UP[

 +PZJ\ZZPVU)VHYK:[\KLU[Z*OVPJL -PUHS7YVQLJ[6\[SPUL+\L

+\LI`

 ;LZ[;OHURZNP]PUN)YLHR¶
-PUHS7YVQLJ[ 7YVQLJ[7YLZLU[H[PVUZ+\LI`WT

-PUHS,_HT7YLW



 1V\YUHS,U[Y`+\LI`


 3LJ[\YL 9L]PL^<UP[Z
8-PUHS,_HT

!WT© Dr. George Fenich
Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

Page 6.7

Appendix 6 - Sample Syllabi
APPENDIX – SAMPLE SYLLABUS No. 2
Department of Tourism, Convention and Event Management
Indiana University, Indianapolis

Bachelor and Masters of Science Degree Program, Certificate in Event Management
Mechanics of Meeting Planning
TCEM- 271, Spring 2011iiÌ}Ê/iÃ\Ê ÊÊ£\£xÊ«°°Ê`>ÞÃÊ>`Ê7i`iÃ`>ÞÃ]Ê* /Êi>À}Ê>LÊ­7®
Required Text: Professional Meeting Management (5th Edition), Editor: Glen Ramsborg, PhD
Instructor:
>`>Ê iV]Ê*]Ê *]Ê/"vwVi\Ê* ÊÓxn ]Ê/ii« i\ÊÓÇn°nxÈÊÊ
Email: akcecil@iupui.edu

Course Description
Ê>>ÞÃÃÊvÊ`iÌ>ÃÊ«iÀÌiÌÊÌÊÌ iÊÀ}>â>ÌÊ>`ÊiÝiVÕÌÊvÊ>ÊiiÌ}°Ê/«VÃÊVÕ`iÊw>ViÃÊ>`ÊVÌÀ>VÌÃ]ÊÃÌiÊÃiiVÌ]Ê
program development, marketing, and evaluation and wrap up.

Course ObjectivesÃÊ«>ÀÌÊvÊÌ iÊ`i«>ÀÌiÌ½ÃÊ}}ÊivvÀÌÊÌÊ>ÃÃiÃÃÊi>V ÊVÕÀÃiÊ>`ÊVÃiµÕiÌÞÊÌ iÊ«À}À>Ê>ÃÊ>ÊÜ i]Ê>ÊÌÜÃÌi«ÊiÌ `ÊÃÊÕÃi`ÊÌÊ`iÌvÞÊÌ iÊ«ÕÀ«ÃiÊvÊi>V ÊLiVÌÛi\
Step 1) Selection of the appropriate learning domain from a list of three that includes:ÊUÊ Õ`>ÌÊ­®\ÊÜi`}iÊ>`ÊV«Ài iÃÊUÊ ««V>ÌÊ­®\Ê*À>VÌVi]Ê>>ÞÃÃ]ÊÃÞÌ iÃÃÊUÊ ÝiVÕÌÊ­ ®\Ê ÌÕÕÃÊi>À}

Step 2) Selection of the appropriate principle(s) of undergraduate learning form a list adopted by the Schoolof Physical Education and Tourism Management that includes:ÊUÊ ÀiÊÃÃÊ­ -®\Ê,i>`}]ÊÜÀÌ}]ÊÃ«i>}]ÊÃÌi}]ÊµÕ>ÌÌ>ÌÛiÊ>>ÞÃÃÊ>`ÊÕÃiÊvÊvÀ>ÌÊÌiV }ÞÊUÊ ÀÌV>ÊÌ }Ê­ /®

ÊUÊ ÌiiVÌÕ>ÊLÀi>`Ì ]Ê`i«Ì Ê>`Ê>`>«ÌÛiiÃÃÊ­ÊUÊ Ìi}À>ÌÊ>`Ê>««V>ÌÊvÊÜi`}iÊ­®

ÊUÊ -ViÌÞÊ>`ÊVÕÌÕÀiÊ­- ®

Ê

UÊ 6>ÕiÃÊ>`Ê Ì VÃÊ­6 ®

^>`>Ê iV]Ê*]Ê *]Ê/®

Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

Page 6.8

Appendix 6 - Sample Syllabi
In this course, you will learn toUÊ Ý«>ÊÌ iÊ«ÀÌ>ViÊvÊ`iw}ÊiiÌ}Ê}>Ê>`ÊLiVÌÛiÃÊ­]Ê -®
UÊ iÛi«Ê>ÊiiÌ}ÊLÕ`}iÌÊ>`ÊÕ`iÀÃÌ>`ÊÌÃÊiiiÌÃÊ­]Ê]Ê -]Ê /®
UÊ `iÌvÞÊÌ iÊL>ÃVÊÃÌi«ÃÊÊÃiiVÌ}Ê>ÊÃÌiÊ­]Ê]Ê®°UÊ iÃÌÀ>ÌiÊÌi}À>Ìi`Ê>ÀiÌ}ÊÃÌÀ>Ìi}iÃÊ­]Ê]Ê -®
UÊ iwiÊ>`ÊÕ`iÀÃÌ>`ÊÌ iÊÀiÃÊvÊVÌÌiiÃ]ÊÛÕÌiiÀÃ]ÊVÛiÌÊ>`ÊÛÃÌÀÃÊLÕÀi>ÕÃ]ÊÃÕ««iÀÃÊ>`ÊÌ À`Ê
party vendors (F)UÊ `iÌvÞÊÌ iÊi}>Ê>`ÊiÌ V>ÊÀiÃ«ÃLÌiÃÊvÊ>ÊiiÌ}Ê«>iÀÊ­]Ê -]Ê]Ê6 ®
UÊ >ÞâiÊÌ iÊiiiÌÃÊvÊ>ÊivviVÌÛiÊi>À}ÊiÛÀiÌÊ­]Ê]Ê ]Ê -]Ê /]Ê®
UÊ Ý«ÀiÊÌ iÊÀiÊvÊ>ÊiiÌ}Ê«>iÀÊÊÌ iÊ«ÀiiÛiÌ]ÊÃÌiÊ>`Ê«ÃÌiÛiÌÊÃÌ>}iÊ­]Ê]Ê -®
UÊ `iÌvÞÊiÜÊiiÌ}ÊÌiV }Þ]ÊÌÀi`ÃÊ>`ÊvÕÌÕÀiÊi >ViiÌÃÊ­]Ê]Ê ]Ê -]Ê®

Evaluation`/iÀÊÊÊÊ£ääÊ«ÌÃiiÌ}Ê Ý«iÀiViÊÊÊÊÓxÊ«ÌÃ+ÕâÊ£ÊÊÊÊÊxäÊ«ÌÃ,i>`}ÊµÕââiÃÊ

ÊÊxäÊ«ÌÃÊ­£äÊJÊxÊ«ÌÃÊi>V ®

>Ê ÊÊÊÊ£ÓxÊ«ÌÃ>ÃiÊ-ÌÕ`iÃÊÊ ÊÊÊ£ääÊ«ÌÃÊ­{ÊJÊÓxÊ«ÌÃ®

ÊÊ{xäÊ«ÌÃ/"/\ÊÊÊGrading ScaleÊrÊ{£{{xäÊ­Ó£ää¯®Ê ÊÊrÊÎÈ{£ÎÊ­nÓ£¯®Ê ÊrÊÎÓ{ÎÈnÊ­ÇÓn£¯®
rÊÓÇÎÓÎÊ­ÈÈÇ£¯®
rÊäÓÈÊ­äÈx¯®

Course ExpectationsUÊ ÌÌi`>ViÉÊ«>ÀÌV«>Ì°ÊV>ÃÃÊ`ÃVÕÃÃÊ>`Ê«>ÀÌV«>ÌÊ>``Ê>Ê}Ài>ÌÊ`i>ÊÌÊÌ iÊÛiÀ>Êi>À}Ê«ÀViÃÃ°Ê7 iÊ>ÊV>ÃÃÊÃÊÃÃi`]ÊÌ >ÌÊ>Ã«iVÌÊvÊi>À}ÊÃÊÃÃi`Ê>Ã°ÊÌÌi`}Ê>`Ê«>ÀÌV«>Ì}ÊÊV>ÃÃÊÃÊ>Êv>VÌÀÊÊÞÕÀÊVÕÀÃiÊ}À>`i°Ê*i>ÃiÊ
contact the instructor immediately with special circumstances that require a period of class time missed (serious illness, familyVÀVÕÃÌ>Vi®°ÊÊÌ iÃiÊÃÌ>ViÃ]Ê>ÊÌiÃÌÊÀÊµÕâÊV>ÊLiÊ>`iÊÕ«ÊÀÊ>Ê>ÃÃ}iÌÊ>VVi«Ìi`Ê>Ìi°Ê/ iÊÃÌÀÕVÌÀÊÜÊ>ÃÃ}Ê³ÊÀÊqÊto your grade based on your participation and attendance. I will only consider rounding up a grade at the end of the semester if
you have attended and participated in class regularly and all assignments were submitted on time.
UÊ ÕÀÃiÊVÌiÌÊ>`Ê>ÌiÀ>Ã°Ê-ÌÕ`iÌÃÊ>ÀiÊÀiµÕÀi`ÊÌÊÀi>`Ê>`ÊÀiÛiÜÊÌ iÊiÌÀiÊÀiµÕÀi`ÊÌiÝÌ°Ê ÌÊ>Ê>ÌiÀ>ÊÜÊLiÊVÛiÀi`Ê
in the classroom. The instructor may add, delete or expand on certain course topics.
UÊ ÃÃ}iÌÃ°ÊÊ>ÃÃ}iÌÃÊÕÃÌÊLiÊÌÞ«i`ÊÊn»ÊÝÊ££»Ê«>«iÀ]Ê`ÕLiÃ«>Vi`ÊÜÌ Ê>Ê£Ó«ÌÊvÌ°Ê>`ÜÀÌÌiÊ>ÌiÀ>Ê
is not acceptable. Please ensure your name is clearly typed at the top of the page. Spelling and grammar mistakes are not^>`>Ê iV]Ê*]Ê *]Ê/

Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

Appendix 6 - Sample Syllabi

Page 6.9

acceptable. Five points per mistake will be deducted from typed assignments.
ÃÃ}iÌÃÊ>ÀiÊ`ÕiÊ>ÌÊÊÊÌ iÊ`>ÌiÊÃÌi`ÊÊÌ iÊVÕÀÃiÊ>}i`>°ÊÃÃ}iÌÃÊÃÕLÌÌi`ÊLiÌÜiiÊ£Ó\ä£Ê«°°Ê>`Ê{\xÊ«°°Ê
Ì >ÌÊ`>ÞÊÜÊLiÊ>VVi«Ìi`Ê>ÌÊxäÊ«iÀViÌÊVÀi`Ì°ÊvÌiÀÊxÊ«°°ÊÊÌ iÊ`ÕiÊ`>Ìi]ÊÊ>ÌiÊ>ÃÃ}iÌÃÊÜÊLiÊ>VVi«Ìi`°ÊUÊ ÊVÕÀÌiÃÞ°Ê*i>ÃiÊÌÕÀÊvvÊViÊ« iÃ]Ê«>}iÀÃÊ>`Ê i>`ÃiÌÃÊÜ iÊÊV>ÃÃ°Ê ÊÌÊÌiÝÌÊiÃÃ>}iÊÀÊi>Ê`ÕÀ}ÊV>ÃÃ°Ê
>«Ì«ÃÊ>ÀiÊ>Üi`ÊÌÊÌ>iÊV>ÃÃÊÌiÃÊÞ°Ê*i>ÃiÊÃÌÊÊÌ iÊvÀÌÊÀÜÊvÊÃi>ÌÃÊvÊÞÕÊ«ÀiviÀÊÌÊÕÃiÊ>ÊV«ÕÌiÀÊvÀÊÌiÊ
Ì>}°ÊiiÊvÀiiÊÌÊLÀ}Ê>Ê`ÀÊÌÊV>ÃÃÆÊ ÜiÛiÀ]ÊÊi>Ì}ÊÃÊ«iÀÌÌi`°Ê ÊÌÊLÀ}Ê}ÕiÃÌÃÊÌÊV>ÃÃÊÕiÃÃÊ>««ÀÛi`ÊLÞÊÌ iÊÃÌÀÕVÌÀ°Ê7>}ÊÊ>ÌiÊÌÊV>ÃÃÊÃÊÀÕ`iÆÊ«i>ÃiÊLiÊÊÌi°ÊvÊÞÕÊ>ÀiÊÌiÝÌ}Ê`ÕÀ}ÊV>ÃÃ]ÊÊÜÊi>ÊÞÕÊÌ >ÌÊÞÕÊÕÃÌÊV«iÌiÊ>Ê£ä«>}iÊÀiÃi>ÀV Ê«>«iÀÊÊiÛiÌÊÌiV }Þ°ÊvÊÞÕÊii`ÊÌÊÌ>iÊ>ÊV>ÊÀÊÃi`Ê>ÊiÃÃ>}i]Ê«i>ÃiÊi>ÛiÊÌ iÊi>À}Ê
environment.
UÊ >ÌiÊ>ÃÃ}iÌÃÊÀÊ>iÕ«ÊiÝ>Ã°ÊÃÃ}iÌÃÊÌÕÀi`ÊÊ>ÌiÊÜÊÌÊLiÊ>VVi«Ìi`Ê>`Ê>iÕ«ÊiÝ>ÃÊÜÊÌÊLiÊ«iÀÌÌi`°ÊvÊÞÕÊ >ÛiÊ>ÊÕÕÃÕ>ÊVÀVÕÃÌ>Vi]Ê«i>ÃiÊVÌ>VÌÊÌ iÊÃÌÀÕVÌÀÊ*,",ÊÌÊÌ iÊiÝ>°ÊÃÃ}iÌÃÊÜÊLiÊViVÌi`Ê>ÌÊÌ iÊ
beginning of the class session they are due. If noted, the assignment must be placed in the Oncourse drop box by the time listedon the syllabus.
UÊ Ý>ÃÊ>`Ê}À>`iÃ°Ê/ iÊvÀ>ÌÊ>`ÊVÌiÌÊvÊÌ iÊ`ÌiÀÊ>`Êw>ÊiÝ>ÊÜÊLiÊÀiÛiÜi`Ê«ÀÀÊÌÊÌ iÊÃV i`Õi`ÊiÝ>Ê`>Ìi°ÊÃÊÕ««iÀÊiÛiÊVi}iÊÃÌÕ`iÌÃ]ÊÞÕÊ>ÀiÊiÝ«iVÌi`ÊÌÊ>VÌÊ>`ÊLi >ÛiÊ>VVÀ`}ÊÌÊÌ iÊÀÕiÃÊ>`ÊÀi}Õ>ÌÃÊ`iÌwi`ÊÊÌ iÊ1*1Ê-ÌÕ`iÌÊÕ`i°ÊÊÃÌÕ`iÌÃÊ>ÀiÊiÝ«iVÌi`ÊÌ\ÊUÊ /Ài>ÌÊiÛiÀÞiÊÜÌ ÊÌ iÊV>ÃÃÊÜÌ ÊÌ iÊÀiÃ«iVÌÊ`ÕiÊÌÊ>Ê Õ>ÊLi}Ã°UÊ ÌÌi`ÊV>ÃÃ]Ê}ÛiÊÞÕÀÊvÕÊ>ÌÌiÌÊÌÊÌ iÊ>ÌiÀ>Ê>`ÊV`ÕVÌÊÞÕÀÃivÊÊ>Ê>««À«À>ÌiÊ>iÀ°
UÊ />iÊiVÌÕÀiÊÌiÃÊ>`ÊÀiÛiÜÊÌ iÊ>ÃÃ}i`ÊÀi>`}ÃÊLivÀiÊiÛiÀÞÊV>ÃÃ°ÊUÊ }ÀiiÊÌÊ`ÊÌ iÊÜÀÊÕÌi`ÊÊÌ iÊVÕÀÃiÊÃÞ>LÕÃÊÊÌi°UÊ VÜi`}iÊÌ >ÌÊ«ÀiÛÕÃÊ>V>`iVÊ«Ài«>À>ÌÊ­ÜÀÌ}ÊÃÃ®ÊÜÊ>vviVÌÊÞÕÀÊ«iÀvÀ>Vi°UÊ ÌÊ«>}>ÀâiÊÀÊÃÌi>ÊÌ iÊÜÀÊvÊÌ iÀÃ°UÊ VÜi`}iÊÌ >ÌÊÞÕÀÊ«iÀVi«ÌÊvÊivvÀÌ]ÊLÞÊÌÃiv]ÊÃÊÌÊiÕ} ÊÌÊÕÃÌvÞÊ>Ê`ÃÌ}ÕÃ i`Ê}À>`i°Ê

Academic Misconduct
IUPUI has established general guidelines concerning student academic conduct. These guidelines respect the right of every student
to fully exercise their freedom to learn without interference. The university has established parameters of academic misconduct,
which include, but are not limited to, cheating, fabrication, plagiarism, interference, violation of course rules and facilitating
academic dishonesty. Failure to adhere to these policies may be grounds for receiving a failing grade for the ENTIRE course as well>ÃÊLi}ÊÃÕLiVÌi`ÊÌÊvÕÀÌ iÀÊ`ÃV«>ÀÞÊ>VÌ°Ê*i>ÃiÊÀiviÀÊÌÊ«>}iÃÊÓnÓÊÊÌ iÊ1*1Ê `iÊvÊ-ÌÕ`iÌÊ,} ÌÃ]Ê,iÃ«ÃLÌiÃ]Ê
and Conduct for further clarification (http://dsa.indiana.edu/Code/index.html). The following list of forms of academic misconduct
will not be tolerated in any way in this class.
UÊ

i>Ì}°Ê1ÃiÊvÊ>Ê>ÕÌ Àâi`Êº>`»ÊÜ iÊÌ>}Ê>ÊÌiÃÌ]Ê >Û}Ê>Ì iÀÊ«iÀÃÊÌ>iÊ>ÊiÝ>ÊÀÊµÕâÊÊÌ iÊ«>ViÊvÊ>ÊÃÌÕ`iÌ]Ê
ÃÌi>}Ê>ÊiÝ>>Ì]ÊÕÃ}Ê}ÀÕ«ÊÜÀÊ>ÃÊ>Ê`Û`Õ>ÊÃÌÕ`iÌ½ÃÊÜÀÊÀÊÕ>ÕÌ Àâi`ÊÕÃiÊvÊ>ÃÃÃÌ>ViÊvÀÊ>Ê>LÊÀÊ
computer technician.

UÊ >LÀV>Ì°Ê>ÃvÞ}Ê`>Ì>ÊÊ>LÀ>ÌÀÞÊÀiÃÕÌÃ]ÊÛiÌ}ÊvÀ>ÌÊvÀÊ>ÊÀi«ÀÌÊÀÊv>ÃvÞ}ÊVÌ>ÌÃÊÌÊÃÕÀViÃÊvÊ
information.
UÊ >VÌ>Ì}ÊV>`iVÊ Ã iÃÌÞ°Ê`}Ê>Ì iÀÊÃÌÕ`iÌÊÊVÌÌ}Ê>V>`iVÊÃV`ÕVÌ°UÊ ÌiÀviÀiVi°Ê-Ìi>}]ÊV >}}]Ê`iÃÌÀÞ}ÊÀÊ«i`}Ê>Ì iÀÊÃÌÕ`iÌ½ÃÊÜÀ°Ê«i`}ÊVÕ`iÃÊÃÌi>}]Ê`iv>V}ÊÀÊ
mutilating resources to deprive someone the use of resources.
UÊ *>}>ÀÃ°Ê1Ã}ÊÌ iÊ`i>Ã]ÊÜÀ`Ã]ÊÀÊÃÌ>ÌiiÌÃÊvÊ>Ì iÀÊ«iÀÃÊÜÌ ÕÌÊ}Û}ÊVÀi`ÌÊÌÊÌ >ÌÊ«iÀÃ°ÊÊÃÌÕ`iÌÊÃ >Ê}ÛiÊ
credit to the works of others if the student uses another person’s words, ideas, opinions or theories or borrows facts, statistics or^>`>Ê iV]Ê*]Ê *]Ê/

Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

Page 6.10

Appendix 6 - Sample Syllabi
other illustrative material unless the information is common knowledge.

UÊ 6>ÌÊvÊ ÕÀÃiÊ,ÕiÃ°ÊÊÃÌÕ`iÌÊÃ >ÊvÜÊVÕÀÃiÊÀÕiÃÊÊÌ iÊVÕÀÃiÊÃÞ>LÕÃÊÜ iÊÌ ÃiÊÀÕiÃÊ>ÀiÊÀi>Ìi`ÊÌÊÌ iÊVÕÀÃiÊ
content or to the enhancement of the learning process in the course.
ÀÃÌÊÌiÊÛ>ÌÃÊvÊÌ iÊÀÕiÃÊÃÌi`Ê>LÛiÊÜÊÀiÃÕÌÊÊ>ÊºâiÀ»ÊvÀÊÌ iÊ>ÃÃ}iÌÊÀÊiÝ>°Ê-ÕLÃiµÕiÌÊÛ>ÌÃÊÀÊi}Ài}ÕÃÊ
Û>ÌÃÊ>ÞÊÀiÃÕÌÊÊ>Êº»ÊvÀÊÌ iÊVÕÀÃi°Any student needing special assistance with course information should contact the TCEM department at 274-2599.
TCEM 271 - Course Agenda
Class Date

ModuleChapter(s) to Read

Assignment

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Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

Page 6.11

Appendix 6 - Sample Syllabi
APPENDIX – SAMPLE SYLLABUS No. 3
iiÌ}ÊEÊ ÛiÌÊ>>}iiÌÊÃÃV>ÌiÊ i}Àii°Ê>`ÃÊ i}i°Ê>`Ã]Ê7ÃVÃÊ1-
Exposition Management
Fall 2011 Class Syllabus
Madison Area Technical College

Course Information£ä£ä££ÓÊNÊ >ÃÃÊ ÕLiÀ\ÊÎnnÈÊ
>ÃÃÊÃÌ>ÀÌÊ`>Ìi\Ê/ ÕÀÃ`>Þ]Ê-i«Ì°Ê£]ÊÓä££>ÃÃÊi`Ê`>Ìi\Ê/ ÕÀÃ`>Þ]Ê Û°Ê£Ç]ÊÓä££Credits: 2
Course Format: Online*Ài,iµÕÃÌiÃ\ÊÕ`>iÌ>ÃÊvÊiiÌ}Ê>>}iiÌ]Ê£ä£ä£äÓÊ>`ÊiiÌ}Ê`ÕÃÌÀÞÊ Õ`}iÌÊ>`Ê>V>Ê>>}iiÌÊ£ä£ä£än

Instructor
Janet Sperstad, CMP
>\ÊÃ«iÀÃÌ>`J>`ÃVi}i°À}"vwVi\ÊÈänÓ{ÈÈxnx
Office Hours:

Required Textbook
The Art of the Show, Third EditionÊ­-ÊäÈxÇnÓÓ{®

Course Objectives/Description
This course provides the student with an understanding of exhibitions as a source of revenue for the sponsor, as well as an««ÀÌÕÌÞÊvÀÊLÕÞiÀÃÊ>`ÊÃiiÀÃÊÌÊÌiÀ>VÌÊv>ViÌv>ViÊÊ>Êi`ÕV>Ì>ÊiÛÀiÌ°Ê-ÌÕ`iÌÃÊiÝ«ÀiÊVÀÌV>ÊiiiÌÃÊÊ>ÊÜi`iÃ}i`ÊyÀÊ«>]Ê`iÌvÞÊVÌÀ>VÌÀÃÊiViÃÃ>ÀÞÊvÀÊ«À`ÕV}ÊÌ iÊÃ ÜÊ>`Êi>ÀÊ ÜÊÌÊivviVÌÛiÞÊÌiÀ>VÌÊ>`Ê
communicate with exhibitors throughout the process.
UÊ `iÌvÞÊÛ>ÀÕÃÊiÝ«ÃÌÊ>ÀiÌ}ÊÌiV µÕiÃUÊ iÌiÀiÊVÀÌV>ÊiiiÌÃÊvÊ>ÊvÕVÌ>ÊyÀÊ«>UÊ `iÌvÞÊÌ iÊÃÌÊVÊÌÞ«iÃÊvÊLÌ ÃÊ­ÀÊÃÌ>`Ã®
UÊ Ý«ÀiÊv>VÌÀÃÊÌ >ÌÊ«>VÌÊÌÀ>vwVÊyÜÊÊ>ÊyÀÊ«>ÊUÊ -Õ>ÀâiÊÌ iÊ«À`ÕVÌÃÊ>`ÊÃiÀÛViÃÊvÊ>Ê}iiÀ>ÊÃiÀÛViÊVÌÀ>VÌÀ

Attendance/participation©Janet Sperstad, CMP
Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

Appendix 6 - Sample Syllabi

Page 6.12

ÌÌi`}Ê>`Ê«>ÀÌV«>Ì}ÊÊV>ÃÃÊÃÊ>Êv>VÌÀÊÊÞÕÀÊVÕÀÃiÊ}À>`i°Ê/Ê`ÊÜi]ÊÞÕÊii`ÊÌÊ«>ÀÌV«>ÌiÊÊV>ÃÃÊ`ÃVÕÃÃÃÊ>`ÊVÕÀÃiÜÀ°ÊÃÊ>ÊVÕÌÞÊvÊ>`ÕÌÊi>ÀiÀÃ]ÊÜiÊ>ÊLÀ}ÊÌÊÌ ÃÊV>ÃÃÊ>Ê>ÃÃÀÌiÌÊvÊviÊ>`Êi`ÕV>Ì>ÊiÝ«iÀiViÃ]Ê
VÕÌÕÀ>ÊL>V}ÀÕ`Ã]Ê>`Ê`Û`Õ>Ê«iÀÃ«iVÌÛiÃ°Ê*>ÀÌV«>ÌÊÊÌ ÃÊV>ÃÃ]ÊÜ iÌ iÀÊv>ViÌv>ViÊÀÊi]ÊÃÊÛÌ>ÊLiV>ÕÃiÊÃ >Ài`Ê
experiences and perspectives assist in learn from each other. Participation involves contributing and therefore it implies criticalthinking and thoughtful comments and ideas. It is completing the readings and other assignments and being prepared to share anddiscuss the topic at hand in a meaningful way. Participation points are assigned randomly throughout the semester and will be
conducted in the classroom.

Assignments and quizzes
Under no circumstance are late assignments accepted. Take note of the due dates for activities and assignments and make sure youiiÌÊÌ iÊ`i>`iÊÌÊÀiViÛiÊvÕÊVÀi`Ì°ÊÊÃÕLÌÌi`Ê>ÃÃ}iÌÃÊÕÃÌÊLiÊÌÞ«i`Ê>`ÊVÕ`iÊwÀÃÌÊ>`Ê>ÃÌÊ>i]ÊVÕÀÃiÊ>iÊ>`Ê>ÃÃ}iÌÊ>i°Ê ÌiÊ>ÊÌiÃÊÃÌi`ÊÊÌ iÊÃÞ>LÕÃÊ>ÀiÊ iÌÀ>Ê-Ì>`>À`Ê/i°ÊÃÃ}iÌÃÊÌÕÀi`ÊÊ>ÌiÊÜÊÌÊLiÊ>VVi«Ìi`Ê>`Ê>iÕ«ÊµÕââiÃÊÜÊÌÊLiÊ«iÀÌÌi`°ÊvÊÞÕÊ >ÛiÊ>Ê6 ,9ÊÕÕÃÕ>ÊVÀVÕÃÌ>Vi]Ê«i>ÃiÊVÌ>VÌÊÌ iÊÃÌÀÕVÌÀÊ*,",ÊÌÊÌ iÊµÕâ°Ê

Student conductÃÊVi}iÊÃÌÕ`iÌÃÊÞÕÊ>ÀiÊiÝ«iVÌi`ÊÌ\ÊUÊ /Ài>ÌÊiÛiÀÞiÊÜÌ ÊÀiÃ«iVÌÊUÊ *>ÀÌV«>ÌiÊÊÜiiÞÊ`ÃVÕÃÃÃÊUÊ ii«ÊÕ«ÊÊÀi>`}Ê>`ÊiVÌÕÀiÃÊ>`ÊÀiÛiÜÊÌ iÊ>ÃÃ}i`ÊÀi>`}ÃÊLivÀiÊiÛiÀÞÊV>ÃÃ°ÊUÊ }ÀiiÊÌÊ`ÊÌ iÊÜÀÊÕÌi`ÊÊÌ iÊVÕÀÃiÊÃÞ>LÕÃÊÊÌi°UÊ VÜi`}iÊÌ >ÌÊ«ÀiÛÕÃÊ>V>`iVÊ«Ài«>À>ÌÊ­i°}°ÊÜÀÌ}ÊÃÃ®ÊÜÊ>vviVÌÊÞÕÀÊ«iÀvÀ>ViÊÊÌ ÃÊV>ÃÃ°UÊ ÌÊ«>}>ÀâiÊÀÊÃÌi>ÊÌ iÊÜÀÊvÊÌ iÀÃ°Quizzes/tests/exams/ iÀiÊÜÊLiÊÌÜÊµÕââiÃÊ`ÕÀ}ÊÌ iÊÃiiÃÌiÀ]ÊÜÀÌ Ê£ääÊ«ÌÃÊi>V °Ê-ÌÕ`iÌÃÊ>ÞÊÌ>iÊÌ iÊµÕâÊ>ÞÊÌiÊ`ÕÀ}ÊÌ iÊvÜ}Ê
ÜiiÊÌ >ÌÊÌ iÊµÕâÊÃÊ«ÃÌi`°ÊÀÊÃÌ>Vi]Ê+ÕâÊ °Ê£ÊÜÊLiÊ«ÃÌi`Ê>ÌÊxÊ«°°Ê/ ÕÀÃ`>Þ]Ê-i«Ì°ÊÓÓ°ÊÊ-ÌÕ`iÌÃÊÜÊLiÊ>LiÊÌÊ>VViÃÃÊÌ iÊiÝ>ÊÕÌÊxÊ«°°Ê/ ÕÀÃ`>Þ]Ê-i«Ì°ÊÓ°Ê/ iÀiÊÃÊ>ÊV«Ài iÃÛiÊw>ÊiÝ>ÊÊÌ ÃÊVÕÀÃi°Ê

Points/ Grading SystemxnxÊÊx{{ÊÊ

x{ÎÊÊx£{Ê Êx£ÎÊÊ{nxÊÊ{n{ÊÊ{xÈÊÊ{xxÊÊ{ÓÇÊÊ{ÓÈÊÊÎÇÊÊiÜÊÎÈÊGrade Breakdown

Total©Janet Sperstad, CMP
Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

Page 6.13

Appendix 6 - Sample Syllabi>«ÌiÀÊ>ÃÃ}iÌÃÊ­Î®ÊÈäÌiÀÛiÜÊ«>«iÀÃÊ­Ó®Ê£ää"ÃÌiÊÛ`iÊÕÀ>Ê­£®Ê£Óx+ÕââiÃÊ­Ó®Ê£ääÊ

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Course Overview by Week
Date

Weekly Content
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Weekly Assignments. Assignments due by 5:00 p.m.
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.LULYHS:LY]PJL*VU[YHJ[VYZ9-7MVYZLY]PJLZ,_OPIP[PVU;YLUKZ>LLRS`9LHKPUN!0UK\Z[Y`(Y[PJSL,_OPIP[PVU)LZ[7YHJ[PJLZHUK;YLUKZ=PKLV:SPKLZOV^!([[LUKHUL_OPIP[PVUVY[YHKLZOV^VM
`V\YJOVPJL*YLH[LH]PKLVZSPKLZOV^\ZPUN(UPTV[V^P[O^YP[[LUQV\YUHSVM`V\YZP[L]PZP[7VZ[`V\Y]PKLVZSPKLZOV^HUKQV\YUHSVU)SHJRIVHYKI`5V]

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7VZ[`V\Y]PKLVQV\YUHSHUKYL]PL^JVSSLHN\L»ZWVZ[Z*VTWYLOLUZP]L-PUHS,_HT-PUHS,_HTPZH]HPSHISLMYVTWT;O\YZKH`5V]
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JPYJ\TZ[HUJLZ^PSSL_[LUZPVUZILNP]LU[V[HRLL_HT©Janet Sperstad, CMP
Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

Appendix 6 - Sample Syllabi

Page 6.14

Syllabus ChangesÃÊÞÕÀÊÃÌÀÕVÌÀ]ÊÊÀiÌ>ÊÌ iÊÀ} ÌÊÌÊ>iÊV >}iÃÊL>Ãi`ÊÊÌ iÊÌiiÊvÊÌ iÊV>ÃÃ]Êvii`L>VÊvÀÊi>ÀiÀÃÊ>`ÉÀÊ}ÃÌV>Ê
issues and will inform you as soon as a change is made.

BlackboardÊÌÊ ÌÌ«\ÉÉL>VL>À`°>ÌV>`Ã°i`Õ°ÊÊ >VL>À`ÊÜiLÊÃÌiÊ >ÃÊLiiÊVÀi>Ìi`ÊvÀÊÌ ÃÊV>ÃÃ°Ê9ÕÊÃ Õ`ÊV iVÊÌ ÃÊÃÌiÊ>ÊviÜÊ
times a week for announcements, reminders and course information. You can access my PowerPoint slides or email me directlyfrom this site.

Blackboard Support InformationUÊ ÊÌÊ ÌÌ«\ÉÉ>ÌV>`Ã°i`ÕÉL>VL>À` i«°UÊ ÃÕÌÊiÊvÊÞÕÊii`Ê >VL>À`ÊÃÕ««ÀÌÊvÀÊÌ ÃÊV>ÃÃ°UÊ «ÕÌiÀÊ`vwVÕÌiÃÊ>ÀiÊÌÊ>Ê}ÌiÀÊiÝVÕÃiÊvÀÊ«>ÀÌV«>Ì°ÊvÊÞÕÊiÝ«iÀiViÊ«ÀLiÃÊÜÌ ÊÞÕÀÊV«ÕÌiÀ]ÊV>ÊÌ iÊV«ÕÌiÀÊ i«Ê`iÃÊ>ÌÊÈänÓ{Î{{{{ÊÀÊÌvÀiiÊ>ÌÊnÈÈÓÇÇ{{{x°Ê/ iÞÊV>ÊÌ>ÊÞÕÊÌ ÀÕ} ÊwÝ}Ê>ÞÊ«ÀLiÃ°UÊ >`ÃÊ i}iÊ`iÃÊÌÃÊLiÃÌÊÌÊii«ÊÕÀÊ >VL>À`ÊV>ÃÃÀÊÕ«Ê>`ÊÀÕ}ÆÊ ÜiÛiÀ]Ê`iÃ«ÌiÊÕÀÊLiÃÌÊivvÀÌÃ]Ê >VL>À`Ê
may go down unexpectedly. If you cannot access Blackboard, phone the student help desk at the number listed above. They canoften resolve your problem over the phone.

Core Abilities>`ÃÊ i}i½ÃÊ ÀiÊLÌiÃÊ>ÀiÊi} ÌÊiÞÊviÊ>`ÊÃÕVViÃÃÊÃÃÊÌ >ÌÊVÌÀLÕÌiÊÌÊÌ iÊ`iÛi«iÌÊvÊÃÌÕ`iÌÃÊ>ÃÊvi}Ê
i>ÀiÀÃÊÊÌ iÊL]Ê>ÌÊ iÊ>`ÊÊÌ iÊVÕÌÞ°Ê/ iÊVÀiÊ>LÌiÃÊ>ÀiÊÃÃÊ>`Ê>LÌiÃÊÌ>Õ} ÌÊ>`Ê>ÃÃiÃÃi`ÊÊV>ÃÃiÃ]Ê>LÃÊ>`Êwi`ÊiÝ«iÀiViÃÊ>ÌÊ>`ÃÊ i}i°ÊÊ>``ÌÊÌÊÃ«iVwVÊLÀi>Ìi`ÊÌÀ>}]Ê>`ÃÊ i}iÊ >ÃÊ`iÌwi`ÊVÀiÊ>LÌiÃÊ
Ì >ÌÊ>ÀiÊÌÀ>ÃviÀ>LiÊÌÊ}ÊLiÞ`ÊÌ iÊVÌiÝÌÊvÊ>ÊÃ«iVwVÊVÕÀÃi°ÊÀÊÀiÊvÀ>ÌÊÊ ÀiÊLÌiÃ]Ê«i>ÃiÊÛÃÌÊ ÌÌ«\ÉÉ
>ÌV>`Ã°i`ÕÉVÀi>LÌiÃ°Ê/ ÃÊV>ÃÃÊ>``ÀiÃÃiÃÊÌ iÊvÜ}ÊVÀiÊ>LÌiÃ\ÊVÕV>Ì]ÊVÀÌV>ÊÌ }Ê>`Ê>Ì i>ÌVÃ°Responsibilities and Policies
Student Responsibilities. Students are expected to be familiar with Madison College’s policies and procedures. Many of the«ÀÌ>ÌÊ«ViÃÊ>`Ê«ÀVi`ÕÀiÃÊ>ÀiÊÊÌ iÊ>`ÃÊ i}iÊÜiLÃÌi]ÊV>Ìi`Ê>ÌÊ ÌÌ«\ÉÉ>ÌV>`Ã°i`ÕÉÃÌÕ`iÌÀ} ÌÃ
responsibilities.
V>`iVÊÌi}ÀÌÞÊÃÊ>ÊiÝ«iVÌ>ÌÊÊ>Ê>`ÃÊ i}iÊV>ÃÃiÃ°Ê*>}>ÀÃ]ÊV i>Ì}Ê>`ÊVÕÃÊ>ÀiÊ«À LÌi`Ê>ÌÊ>`ÃÊCollege. Plagiarism is defined as passing off another person’s work as your own. Students who fail to observe these standards areÃÕLiVÌÊÌÊ`ÃV«>ÀÞÊ>VÌ°Ê>`ÃÊ i}iÊ >ÃÊ>ÊÃÌÀ}Ê«VÞÊÊV>`iVÊÃV`ÕVÌÊÜ V ÊÃÊ«ÕLÃ i`ÊÊÌ iÊ>`ÃÊCollege website. Please refer to this page on the website to review all academic integrity and misconduct policies located at http://
>ÌV>`Ã°i`ÕÉ>V>`iVÌi}ÀÌÞ°Student Email. Madison College offers a student email account for all students. You are responsible for monitoring your student
email account. This is the email account all course content will be used to communicate with you, so be sure and make sure you set
it up and know now to log on. Student email can be accessed at http://stu.matcmadison.edu.
Academic Misconduct. The following list of forms of academic misconduct will not be tolerated in any way in this class:£®Ê i>Ì}\Ê1ÃiÊvÊ>Ê>ÕÌ Àâi`Êº>`»ÊÜ iÊÌ>}Ê>ÊÌiÃÌ]Ê >Û}Ê>Ì iÀÊ«iÀÃÊÌ>iÊ>ÊiÝ>ÊÀÊµÕâÊÊÌ iÊ«>ViÊvÊ>ÊÃÌÕ`iÌ]Ê
ÃÌi>}Ê>ÊiÝ>>Ì]ÊÕÃ}Ê}ÀÕ«ÊÜÀÊ>ÃÊ>Ê`Û`Õ>ÊÃÌÕ`iÌ½ÃÊÜÀÊÀÊÕ>ÕÌ Àâi`ÊÕÃiÊvÊ>ÃÃÃÌ>ViÊvÀÊ>Ê>LÊÀÊ
computer technician.
2)Fabrication: Falsifying data in laboratory results, inventing information for a report or falsifying citations to sources of
information.
©Janet Sperstad, CMP
Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

Appendix 6 - Sample Syllabi

Page 6.15

Î®Ê>VÌ>Ì}ÊV>`iVÊ Ã iÃÌÞ\Ê`}Ê>Ì iÀÊÃÌÕ`iÌÊÊVÌÌ}Ê>V>`iVÊÃV`ÕVÌ°4)Interference: Stealing, changing, destroying or impeding another student’s work. Impeding includes stealing, defacing or
mutilating resources to deprive someone the use of resources.
x®Ê*>}>ÀÃ\Ê1Ã}ÊÌ iÊ`i>Ã]ÊÜÀ`Ã]ÊÀÊÃÌ>ÌiiÌÃÊvÊ>Ì iÀÊ«iÀÃÊÜÌ ÕÌÊ}Û}ÊVÀi`ÌÊÌÊÌ >ÌÊ«iÀÃ°ÊÊÃÌÕ`iÌÊÃ >Ê}ÛiÊ
credit to the works of others if the student uses another person’s words, ideas, opinions or theories or borrows facts, statistics orother illustrative material unless the information is common knowledge.
È®Ê6>ÌÊvÊ ÕÀÃiÊ,ÕiÃ\ÊÊÃÌÕ`iÌÊÃ >ÊvÜÊVÕÀÃiÊÀÕiÃÊÊÌ iÊVÕÀÃiÊÃÞ>LÕÃÊÜ iÊÌ ÃiÊÀÕiÃÊ>ÀiÊÀi>Ìi`ÊÌÊÌ iÊVÕÀÃiÊ
content or to the enhancement of the learning process in the course.

ÀÃÌÊÌiÊÛ>ÌÃÊvÊÌ iÊÀÕiÃÊÃÌi`Ê>LÛiÊÜÊÀiÃÕÌÊÊ>ÊºâiÀ»ÊvÀÊÌ iÊ>ÃÃ}iÌÊÀÊµÕâ°Ê-ÕLÃiµÕiÌÊÛ>ÌÃÊÀÊi}Ài}ÕÃÊ
Û>ÌÃÊ>ÞÊÀiÃÕÌÊÊ>Êº»ÊvÀÊÌ iÊVÕÀÃi°Withdrawal Policy. If a situation arises that prevents the successful completion of this course, please note that it is each student’s
responsibility to formally withdraw from this course.

Technical Assistance/ iÊ-ÌÕ`iÌÊ «ÕÌiÀÊi«Ê iÃÊÃÊV>Ìi`ÊÊÌ iÊ/ÀÕ>ÝÊ >«ÕÃÊLÀ>ÀÞ]Ê,ÊÓÎä°Ê-ÌÕ`iÌÊ>LÊ>ÃÃÃÌ>ÌÃÊ>ÀiÊ>Û>>LiÊÊ«iÀÃÊ>`ÊLÞÊ« iÊ>ÌÊÈänÓ{Î{{{{ÊÀÊÌvÀiiÊ>ÌÊnÈÈÓÇÇ{{{xÊÀÊLÞÊi>Ê>ÌÊ ÌÌ«\ÉÉ>ÌV>`Ã°i`ÕÉÃÌÕ`iÌ i«`iÃÊÌÊ«ÀÛ`iÊV«ÕÌiÀÊÃÕ««ÀÌÊÌÊviÜÊÃÌÕ`iÌÃ°Ê/ iÃiÊÃiÀÛViÃÊ>ÀiÊ>Û>>LiÊÇ\ÎäÊ>°°ÊÊ\ääÊ«°°Ê`>ÞÊÊ/ ÕÀÃ`>Þ]ÊÇ\ÎäÊ>°°ÊÊ{\ÎäÊ«°°ÊÀ`>ÞÊ>`ÊÊ>°°ÊÊ£Ê«°°Ê->ÌÕÀ`>Þ°ÊÊ>``Ì]ÊÃÌÕ`iÌÃÊV>ÊV>Ê>Ê>vÌiÀ ÕÀÃÊ i«Ê`iÃÊÕÌÊ£äÊ«°°ÊÃÌÊ`>ÞÃÊ>ÌÊÈänÓ{ÈÈÈÈÈ°Ê

Disability Act Statement>`ÃÊ i}iÊV«iÃÊÜÌ Ê>Ê«ÀÛÃÃÊvÊÌ iÊiÀV>ÃÊÜÌ Ê Ã>LÌiÃÊVÌÊ>`Ê>iÃÊÀi>Ã>LiÊ>VV`>ÌÃÊÕ«ÊÀiµÕiÃÌ°Ê*i>ÃiÊVÌ>VÌÊ Ã>LÌÞÊ,iÃÕÀViÃÊ-iÀÛViÃÊ>ÌÊÈänÓ{ÈÈÇ£ÈÊ­-ÌÕ`iÌÃÊÜ Ê>ÀiÊ`i>vÊÛ>Ê,i>ÞÊÇ££®]ÊÊ/ÀÕ>ÝÊ,Ê£xÊ
or by email at drs@matcmadison.edu. If you have an accommodation card from that office indicating you have a disability that
requires academic accommodations, please present it to me so we can discuss the accommodations that you might need in thisclass. It is best to request these accommodations at the beginning of, if not before, the first class so there is ample time to make theaccommodations.

Other ResourcesUÊ -ÌÕ`iÌÊ7ÀÌ}Ê iÌiÀÊÃÃÃÌ>Vi\ÊÈänÓ{Î{Ón]Ê ÌÌ«\ÉÉ>ÌV>`Ã°i`ÕÉÜÀÌ}ViÌiÀUÊ *iiÀÌ*iiÀÊ/ÕÌÀ}Ê-iÀÛViÃ\ÊÈänÓ{ÈÈ{xÎ]Ê ÌÌ«\ÉÉ>ÌV>`Ã°i`ÕÉ}iÌÌÕÌÀUÊ ÕÃi}Ê-iÀÛViÃ\ÊÈänÓ{ÈÈäÇÈ]Ê ÌÌ«\ÉÉ>ÌV>`Ã°i`ÕÉVÕÃi}ÃiÀÛViÃUÊ `ÛÃ}Ê>`Ê >ÀiiÀÊ,iÃÕÀViÃ\ÊÈänÓ{ÈÈ{ä£]Ê ÌÌ«\ÉÉ>ÌV>`Ã°i`ÕÉVÌ>VÌÕÃ>`ÛÃ}©Janet Sperstad, CMP
Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

Page 7.1

Appendix 7 – Sample Teaching and Assessment Strategies
Category B. Project Management
Coordinate Level

Manage Level

Program Outcomes

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ULNV[PH[PUNJVU[YHJ[ZHUKLUZ\YPUNJVU[YHJ[\HSVISPNH[PVUZHYLTL[Foundation Knowledge and Abilities
Needed for this Topic 7YVQLJ[THUHNLTLU[·[OLVY`HUKRL`Z[LWZPUWYVJLZZ"WVSPJPLZHUKWYVJLK\YLZ
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Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

Page 7.2

Appendix 7 – Sample Teaching and Assessment Strategies
Summative Assessment Strategies

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Page 7.3

Appendix 7 – Sample Teaching and Assessment Strategies
Teaching and Formative Assessment Strategies

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Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

Page 7.4

Appendix 7 – Sample Teaching and Assessment Strategies
Teaching and Formative Assessment Strategies

Resources 9LSL]HU[Z[YH[LN`7YLZLU[SLHYULYZ^P[OHUL_HTWSLVMHTLL[PUN^P[OHUTVU[OWSHUUPUNJ`JSL
MVYHUHUU\HSL]LU[9L]PL^[OLPU[LYKLWLUKLUJLVMLHJO[HZRHNHPUZ[[OLL]LU[»ZVIQLJ[P]LZI\KNL[JHZOÅV^YPZRL[J+P]PKLSLHYULYZPU[VNYV\WZLHJOVULHZZPNULKHKPɈLYLU[WSHUUPUNWLYZWLJ[P]LI\KNL[WYVNYHTZJOLK\SPUNHUKTHYRL[PUN/H]LNYV\WZV\[SPULHUTVU[OWSHUUPUNJ`JSLMYVT[OLWLYZWLJ[P]L
HZZPNULKHUKJYLH[LHNYV\WZ\TTHY`\Z\HSS`PU,_JLSVY>VYKMVYNYHKPUN*VTWPSL[OLYLZ\S[ZVM[OLWYVQLJ[Z[VWYLWHYLHJYP[PX\LMVYHWYLZLU[H[PVUHUK[VMHJPSP[H[LKPZJ\ZZPVU^P[OSLHYULYZ4HUHNL3L]LS+PZJ\ZZJVTT\UPJH[PVUWSHUZ[OLPYJVTWVULU[ZHUK^O`[OL`»YLPTWVY[HU[[VI\ZPULZZL]LU[Z\JJLZZHUK[LHT^VYR7YLZLU[SLHYULYZ^P[OHZHTWSLVYNHUPaH[PVUHSZ[Y\J[\YLMVYSHYNLJVYWVYH[PVUVYHZZVJPH[PVU+PZJ\ZZ[OLWYPVYP[PLZVM[OLKPɈLYLU[YVSLZHUKYLZWVUZPIPSP[PLZPU[OLVYNHUPaH[PVUHSJOHY[-VYL_HTWSLI\KNL[PZHWYPVYP[`MVY[OLÄUHUJPHSKLWHY[TLU[SLNPZSH[PVUPZHWYPVYP[`MVYHKTPUPZ[YH[PVUHUKWYVTV[PVUZHYLHWYPVYP[`MVY[OLTHYRL[PUNKLWHY[TLU[+PZJ\ZZOV^[OLPYKPɈLYLU[WYPVYP[PLZHYL
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MHJ[VYZ[OH[KL[LYTPULZ\JJLZZVYMHPS\YLMVYLHJOLSLTLU[HUKPSS\Z[YH[LOV^[OL^LPNO[PUNZVM[OLZLMHJ[VYZ]HY`HTVUNL]LU[Z0KLU[PM`^OH[PUMVYTH[PVUPZ[`WPJHSS`JVSSLJ[LKMVYL]HS\H[PVUZHUKPU^OH[MVYTH[P[PZJVTT\UPJH[LK7YV]PKLHZHTWSLVMWVSPJPLZHUKWYVJLK\YLZ[OH[^LYLJYLH[LK[VN\PKL[OLJVSSLJ[PVUHUHS`ZPZHUKYLWVY[PUNVML]HS\H[PVUYLZ\S[Z7YV]PKLSLHYULYZ^P[OKH[HMYVTHUH[[LUKLLZH[PZMHJ[PVUZ\Y]L`HUKOH]L[OLTTHRLYLJVTTLUKH[PVUZMVYJOHUNLZ[V[OLUL_[WYVQLJ[WSHUIHZLKVU[OVZLKH[H4HUHNL3L]LS

Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

Page 7.5

Appendix 7 – Sample Teaching and Assessment Strategies
Teaching and Formative Assessment Strategies

Resources 9LSL]HU[Z[YH[LN`

Executing the project management plan (Skill 5)

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HIV\[^OH[PZHWWYVWYPH[L[VULNV[PH[LOV[LSYH[LZHUK^OH[PZUV[HWWYVWYPH[L[VULNV[PH[LNYH[\P[PLZ7YV]PKLPUMVYTH[PVUHIV\[[OLULNV[PH[PVUWYVJLZZLZHUK[LJOUPX\LZ)YLHRSLHYULYZPU[VNYV\WZVM[^V[VWSH`[OLYVSLVML]LU[WYVMLZZPVUHSHUKZ\WWSPLY/H]L[OLWHPYZWYLZLU[[OLYLZ\S[ZVM[OLPYULNV[PH[PVUYVSLWSH`PUNHUK
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Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

Page 7.6

Appendix 7 – Sample Teaching and Assessment Strategies
I. Site Management
Coordinate Level

Manage Level

Program Outcomes

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Course Outcomes
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Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

Page 7.7

Appendix 7 – Sample Teaching and Assessment Strategies
Summative Assessment Strategies

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Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

Page 7.8

Appendix 7 – Sample Teaching and Assessment Strategies
Summative Assessment Strategies

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Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

Page 7.9

Appendix 7 – Sample Teaching and Assessment Strategies
Summative Assessment Strategies

Resources 9LSL]HU[Z[YH[LN` *VTMVY[JHSJ\SH[PVU[VVSMVYLHJO
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Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

Page 7.10

Appendix 7 – Sample Teaching and Assessment Strategies
Summative Assessment Strategies
Site management (Skill 24)
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7YV]PKLSLHYULYZ^P[OKLZJYPW[PVUZVMKPɈLYLU[ZL[\WHUK[HRLKV^UZJLUHYPVZHUKOH]L[OLTPKLU[PM`WVZZPISLWYVISLTZHUKZVS\[PVUZ*VVYKPUH[L3L]LS,SHIVYH[LVUMHJ[VYZ[OH[ULLK[VILJVUZPKLYLK^OLU^VYRPUN^P[OZP[LZHUKZ\WWSPLYZ
^P[O\UPVULTWSV`LLZ+PZJ\ZZ\UPVUJVU[YHJ[JVUKP[PVUZ[OH[PTWHJ[TLL[PUNZL[\W
PTWSLTLU[H[PVU[HRLKV^UHUKI\KNL[0U]P[LN\LZ[ZWLHRLYZ[VJSHZZ[VWYLZLU[[OLWLYZWLJ[P]LZVM\UPVUZTLL[PUNWYVMLZZPVUHSZHUK]LU\LTHUHNLYZ/H]LSLHYULYZWYLWHYLX\LZ[PVUZMVYN\LZ[ZWLHRLYZHUKMHJPSP[H[LHNYV\WKPZJ\ZZPVUMVSSV^PUN[OLPYWYLZLU[H[PVUZ[VOPNOSPNO[RL`WVPU[Z4HUHNL3L]LS7YV]PKLSLHYULYZ^P[OHTLL[PUNWYVÄSLÅVVYWSHUHUKSVNPZ[PJZWSHU/H]L[OLSLHYULYZ
\ZL[OLZLKVJ\TLU[Z[VJVTWSL[LHTLL[PUNZL[\WHUK[HRLKV^UPUHT\S[PW\YWVZLYVVTH[[OLPUZ[P[\[PVU*VVYKPUH[L3L]LS+LZJYPILWYVISLTZJLUHYPVZ[OH[JV\SK[HRLWSHJLK\YPUNHTLL[PUNHUKKLZJYPILHWWYVWYPH[LHJ[PVUZVYKLJPZPVUZ[OH[ZVS]LK[OLT7YV]PKLSLHYULYZ^P[OHKKP[PVUHSZJLUHYPVZHUKOH]L[OLTNLULYH[LZVS\[PVUZPUZTHSSNYV\WZ*VVYKPUH[L3L]LS.P]LHWYLZLU[H[PVUVU[OLPTWVY[HUJLVMHUKWYVJLK\YLZMVYZOPWWPUNHUKYLJLP]PUNZ[VYHNLHUKKYH`HNL[OL[YHUZMLYVML_OPIP[WPLJLZMYVT[OLWVPU[VMHYYP]HS[V[OLL_OPIP[ZP[L7YV]PKLHZHTWSL[YHJRPUNTHUPMLZ[MVYZOPWWPUNHUKYLJLP]PUN7YV]PKLSLHYULYZ^P[O
HKLZJYPW[PVUVMHTLL[PUNHUKOH]L[OLTJYLH[LH[YHJRPUNTHUPMLZ[MVYP[LTZ[OH[ULLK[VILIYV\NO[VUZP[L*VVYKPUH[L3L]LSResources 9LSL]HU[Z[YH[LN` +LZJYPW[PVUZVMKPɈLYLU[ZL[\WHUK[HRLKV^UZJLUHYPVZ .\LZ[ZWLHRLYZ·\UPVUYLWYLZLU[H[P]LTLL[PUNWYVMLZZPVUHSHUK]LU\LYLWYLZLU[H[P]L )HJRNYV\UKPUMVYTH[PVUMVYZL[\WHUK[HRLKV^UHJ[P]P[PLZZ\JOHZTLL[PUNWYVÄSLÅVVYWSHUHUKSVNPZ[PJZWSHU 7YVISLTZJLUHYPVZHUKZVS\[PVUZMVY
PUZ[Y\J[VY»ZWYLZLU[H[PVUHIV\[VUZP[L
TLL[PUNWYVK\J[PVU 7YVISLTZJLUHYPVZMVYSLHYULYZ[VZVS]L :HTWSL[YHJRPUNTHUPMLZ[MVYZOPWWPUNHUKYLJLP]PUN
 +LZJYPW[PVUVMHTLL[PUN[OH[SLHYULYZ^PSS\ZL[VJYLH[LH[YHJRPUNTHUPMLZ[ 4LL[PUNWYVMLZZPVUHSZ^PSSPUN[VOH]LSLHYULYZH[[LUKVULVM[OLPYTLL[PUNZ
HZVIZLY]LYZHUK[OLUILPU[LY]PL^LK
HM[LY

/H]LSLHYULYZH[[LUKHTLL[PUN[VVIZLY]LMHJ[VYZZ\JOHZ[YHɉJÅV^LɈLJ[P]LULZZVMYVVTSH`V\[HUKJVVWLYH[PVUVM]LU\LZ[HɈHUKZ\WWSPLYZ^P[O[OLTLL[PUNWYVMLZZPVUHS/H]LSLHYULYZKVJ\TLU[L_WLYPLUJL^P[OWOV[VZPMHWWYVWYPH[L[HRLUV[LZHUKPKLU[PM`
X\LZ[PVUMVYHWVZ[L]LU[PU[LY]PL^^P[O[OLTLL[PUNWYVMLZZPVUHS;OLUOH]L[OLTNP]LHWYLZLU[H[PVUOPNOSPNO[PUNRL`RUV^SLKNLNHPULKMYVTL_WLYPLUJL*VVYKPUH[L3L]LSSummative Assessment Strategies
Onsite communication (Skill 25)
/H]LSLHYULYZYLZLHYJOKPɈLYLU[[`WLZVMVUZP[LJVTT\UPJH[PVU[VVSZ\ZLKI`TLL[PUNWYVMLZZPVUHSZ[^V^H`YHKPVZSHUKSPULWOVULZJLSSWOVULZ[L_[TLZZHNLZLTHPSZHUKKLZJYPIL[OLPZZ\LZHK]HU[HNLZHUKKPZHK]HU[HNLZVMLHJO[^V^H`YHKPVZ!
OLHKZL[ZUVOLHKZL[Z"UVPZLPU[LYY\W[PVUWYP]HJ`HUKPU^OH[ZP[\H[PVUZ[OL`HYL
HWWYVWYPH[L/H]LSLHYULYZWYLZLU[[OLOPNOSPNO[ZVM[OLPYYLZLHYJOYLZ\S[Z[V[OLJSHZZHUKKLTVUZ[YH[L[OL\ZLVMHU`[VVSZ[OH[V[OLYSLHYULYZHYLUV[MHTPSPHY^P[O(ZSLHYULYZNP]LWYLZLU[H[PVUZPKLU[PM`VWWVY[\UP[PLZ[VKPZJ\ZZ]HYPV\ZWYV[VJVSZ[OH[JV\SKHɈLJ[[OL\ZLVMLHJO[`WLVMJVTT\UPJH[PVU[VVSHUKZOHYLZVTLYLHSSPMLL_HTWSLZVMNHɈLZ
PUWYV[VJVSWVSPJPLZHUKV]LYHSSJVTT\UPJH[PVUVUZP[L+PZJ\ZZOV^[OLNHɈLZ^LYL
HKKYLZZLKHUKOV^[OL`JV\SKOH]LILLUH]VPKLK4HUHNL3L]LSResources 9LSL]HU[Z[YH[LN` 6UZP[LJVTT\UPJH[PVU[VVSZMVY
KLTVUZ[YH[PVUZ ;^VZL[ZVMZJLUHYPVZVMKPɈLYLU[[`WLZ
VMJSPLU[ZHUKTLL[PUNH[[LUKLLZ·VULMVYPSS\Z[YH[PVUHUKVULMVYSLHYULY
HJ[P]P[` :HTWSLJYP[PJHSWH[OHUKVUZP[L[PTLMYHTL

Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

Page 7.11

Appendix 7 – Sample Teaching and Assessment Strategies
Summative Assessment Strategies

Resources 9LSL]HU[Z[YH[LN`/H]LSLHYULYZHSZVYLZLHYJOWVZZPISLSVJHSZV\YJLZMVYVUZP[LJVTT\UPJH[PVULX\PWTLU[^OLYLP[JHUILIV\NO[YLU[LKVYIVYYV^LKVUZP[L/H]LSLHYULYZKVJ\TLU[LX\PWTLU[MLH[\YLZHUKJVZ[Z*VVYKPUH[L3L]LS7YV]PKLZJLUHYPVZVM[OLKPɈLYLU[KLTVNYHWOPJZVMJSPLU[ZHUKTLL[PUNH[[LUKLLZHUKKPZJ\ZZOV^[OLJVTT\UPJH[PVU[LJOUVSVN`JOVZLUULLKZ[VILHWWYVWYPH[LMVY
[OLPYSL]LSZVM[LJOUVSVNPJHSWYVÄJPLUJ`7YV]PKLHKKP[PVUHSZJLUHYPVZHUKOH]LSLHYULYZZ\NNLZ[[OLHWWYVWYPH[LJVTT\UPJH[PVU[LJOUVSVN`MVY[OVZLWHY[PJ\SHYJSPLU[ZHUK
TLL[PUNH[[LUKLLZ/H]LSLHYULYZYLZLHYJOHUKPKLU[PM`PUUV]H[P]L[LJOUVSVN`[OH[TH`IL\ZLKPUHTLL[PUNZP[\H[PVUHUKPKLU[PM`ILULÄ[ZHUKJOHSSLUNLZ9L]PL^PTWHJ[VM
ZLSLJ[PVUVUV[OLYTLL[PUNJVTWVULU[ZZ\JOHZI\KNL[4HUHNL3L]LS>VYRPUN^P[OHZHTWSLJYP[PJHSWH[OZOV^SLHYULYZOV^[VI\PSKHYYHUNLTLU[ZMVY
[OLKLSP]LY`HUKYL[\YUVMJVTT\UPJH[PVULX\PWTLU[PU[V[OLVUZP[L[PTLMYHTLUV[PUNZWLJPÄJSVJH[PVUHUKLUZ\YPUNHKLX\H[L[PTLMVYJOHYNPUNLX\PWTLU[PMYLX\PYLK/H]LSLHYULYZIYHPUZ[VYTWV[LU[PHSWYVISLTZ[OH[JV\SKJVTL\WYLSH[LK[V[OLKLSP]LY`VM
JVTT\UPJH[PVULX\PWTLU[HUKWV[LU[PHSZVS\[PVUZ*VVYKPUH[L3L]LS

Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

Page 8A.1

Appendix 8A: Checklist for Breadth & Depth of MBECS in Curriculum Review

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Category
A. STRATEGICPLANNING

Skill (breadth)Sub-skills (depth)

IncludeDon’t Include+L]LSVWTPZZPVUNVHSZ VIQLJ[P]LZ
4HUHNL:[YH[LNPJ7SHUMVY
4LL[PUNVY,]LU[+L[LYTPULMLHZPIPSP[`VMTLL[PUNVYL]LU[
+L[LYTPULYLX\PYLTLU[Z[VJHYY`V\[TLL[PUNL]LU[+L]LSVWÄUHUJPHSZ\TTHY`4VUP[VYZ[YH[LNPJWSHU
+L]LSVW:\Z[HPUHIPSP[`
7SHUMVY4LL[PUNVY,]LU[0TWSLTLU[Z\Z[HPUHIPSP[`THUHNLTLU[WSHU
+LTVUZ[YH[LLU]PYVUTLU[HSYLZWVUZPIPSP[`

4LHZ\YL=HS\L +L]LSVWL]HS\H[PVUWSHU
VM4LL[PUNZHUK)\ZPULZZ,]LU[Z4LHZ\YLYL[\YUVUPU]LZ[TLU[,]HS\H[LH\KP[TLL[PUNVYL]LU[
,]HS\H[LLɈLJ[P]LULZZVMYPZRTHUHNLTLU[WSHU

B. PROJECTMANAGEMENT

7SHU4LL[PUNVY,]LU[+L]LSVWWYVQLJ[WSHU
+L]LSVWX\HSP[`Z[HUKHYKZWVSPJPLZWYVJLK\YLZ
+L]LSVW[OLTLMVYL]LU[
+L]LSVWWYVJ\YLTLU[WSHU
,Z[HISPZOTPSLZ[VULZHUKJYP[PJHSWH[O+L]LSVWPU[LNYH[LKJVTT\UPJH[PVUWSHU
+L]LSVWL]HS\H[PVUH\KP[WYVJLK\YLZ

4HUHNL
4LL[PUNVY,]LU[7YVQLJ[4HUHNLJYP[PJHSWH[O4HUHNLJVU[YHJ[Z4HUHNLY\UUPUNVMTLL[PUNVYL]LU[

Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

Include innext revision

Page 8A.2

Appendix 8A: Checklist for Breadth & Depth of MBECS in Curriculum Review
Category

Skill (breadth)

C. RISK
MANAGEMENT

4HUHNL9PZR
4HUHNLTLU[7SHU

Sub-skills (depth)

IncludeDon’t Include0KLU[PM`YPZRZ(UHS`aLYPZRZ+L]LSVWTHUHNLTLU[HUKPTWSLTLU[H[PVUWSHU+L]LSVWHUKPTWSLTLU[LTLYNLUJ`YLZWVUZLWSHU(YYHUNLZLJ\YP[`

D. FINANCIAL
MANAGEMENT+L]LSVW
-PUHUJPHS9LZV\YJLZ4HUHNLZWVUZVYZOPWWYVJLZZ4HUHNLKVUVYWYVJLZZ4HUHNLWYVNYHTM\UKPUNWYVJLZZ4HUHNLYLNPZ[YH[PVUWYVJLZZ4HUHNLI\KNL[

+L]LSVWI\KNL[
,Z[HISPZOWYPJPUN,Z[HISPZOÄUHUJPHSJVU[YVSZHUKWYVJLK\YLZ
4HUHNLJHZOÅV^4VUP[VYI\KNL[WLYMVYTHUJL9L]PZLI\KNL[

4HUHNL
4VUL[HY`;YHUZHJ[PVUZ

E. ADMINISTRATION 7LYMVYT(KTPUPZ[YH[P]L;HZRZ,Z[HISPZOJHZOOHUKPUNWYVJLK\YLZ
4VUP[VYJHZOOHUKSPUNWYVJLK\YLZ
*VVYKPUH[LVɉJLHKTPUPZ[YH[PVU4HUHNLPUMVYTH[PVUZ`Z[LT>YP[LYLWVY[ZMeeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

Include innext revision

Page 8A.3

Appendix 8A: Checklist for Breadth & Depth of MBECS in Curriculum Review
Category
F. HUMANRESOURCES

Skill (breadth)Sub-skills (depth)

IncludeDon’t Include+L[LYTPUL^VYRMVYJLYLX\PYLTLU[Z4HUHNL/\THU9LZV\YJL
7SHU,Z[HISPZO^VYRMVYJLWVSPJPLZHUKWYVJLK\YLZ
+L]LSVW[YHPUPUNWSHU
4VUP[VYO\THUYLZV\YJLZWSHU
(JX\PYL:[HɈ
HUK=VS\U[LLYZ+L]LSVWZLSLJ[PVUJYP[LYPH9LJY\P[Z[HɈHUK]VS\U[LLYZ0U[LY]PL^JHUKPKH[LZ:LSLJ[ILZ[JHUKPKH[LHUKVɈLYWVZP[PVU;YHPU:[HɈ
HUK=VS\U[LLYZ7YV]PKLVYPLU[H[PVU7YV]PKL[YHPUPUN

4HUHNL>VYRMVYJL
9LSH[PVUZ:\WLY]PZLZ[HɈHUK]VS\U[LLYZ4V[P]H[LZ[HɈHUK]VS\U[LLYZ4HUHNL[LHTZ
,]HS\H[LZ[HɈ7YVJLZZ[LYTPUH[PVUZHUKYLZPNUH[PVUZ

G. STAKEHOLDERMANAGEMENT4HUHNL:[HRLOVSKLY
9LSH[PVUZOPWZ0KLU[PM`Z[HRLOVSKLYZ(ZZLZZZ[HRLOVSKLYZ*SHZZPM`Z[HRLOVSKLYZ4HUHNLZ[HRLOVSKLYHJ[P]P[PLZ4HUHNLZ[HRLOVSKLYYLSH[PVUZOPW

Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

Include innext revision

Page 8A.4

Appendix 8A: Checklist for Breadth & Depth of MBECS in Curriculum Review
Category
H. MEETING OR
EVENT DESIGN

Skill (breadth)+LZPNU
7YVNYHT

Sub-skills (depth)

IncludeDon’t Include+L[LYTPULWYVNYHTJVTWVULU[Z:LSLJ[WYVNYHTJVU[LU[HUKKLSP]LY`MVYTH[Z,UNHNL:WLHRLYZHUK
7LYMVYTLYZ:[Y\J[\YLHUKZLX\LUJLWYVNYHTJVTWVULU[Z+L[LYTPULL]LU[YLX\PYLTLU[ZMVYZWLHRLYZHUKWLYMVYTLYZ+L]LSVWZLSLJ[PVUJYP[LYPH:LSLJ[JHUKPKH[LZ:LJ\YLJVU[YHJ[ZHUKJVTT\UPJH[L
L_WLJ[H[PVUZ

*VVYKPUH[L-VVKHUK)L]LYHNL:LY]PJLZ+L[LYTPULMVVK IL]LYHNLZLY]PJLYLX\PYLTLU[Z:LSLJ[TLU\Z7SHUZLY]PJLZ[`SLZ:LSLJ[MVVKHUKIL]LYHNLWYV]PKLYZ4HUHNLHSJVOVSZLY]PJL +LZPNU,U]PYVUTLU[

 ,Z[HISPZOM\UJ[PVUHSYLX\PYLTLU[Z :LSLJ[KLJVYHUKM\YUPZOPUNZ
 *VVYKPUH[LTLL[PUNVYL]LU[ZPNUHNL

4HUHNL;LJOUPJHS7YVK\J[PVU+L[LYTPULYLX\PYLTLU[ZMVYZ[HNPUNHUK[LJOUPJHSLX\PWTLU[
(JX\PYLZ[HNPUNHUK[LJOUPJHSLX\PWTLU[
0UZ[HSSZ[HNPUNHUK[LJOUPJHSLX\PWTLU[
6]LYZLL[LJOUPJHSWYVK\J[PVUVWLYH[PVU

+L]LSVW7SHU
MVY4HUHNPUN
4V]LTLU[VM
([[LUKLLZ+L]LSVWHKTP[[HUJLJYLKLU[PHSZ`Z[LTZ
:LSLJ[JYV^KTHUHNLTLU[[LJOUPX\LZ
*VVYKPUH[LHJJVTTVKH[PVUHUK[YHUZWVY[H[PVU4HUHNLWYV[VJVSYLX\PYLTLU[ZMeeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

Include innext revision

Page 8A.5

Appendix 8A: Checklist for Breadth & Depth of MBECS in Curriculum Review
Category

Skill (breadth)

I. SITEMANAGEMENT

:LSLJ[:P[L

Sub-skills (depth)

IncludeDon’t Include+L[LYTPULZP[LZWLJPÄJH[PVUZ0KLU[PM`HUKPUZWLJ[ZP[LZ

+LZPNU:P[L
3H`V\[

+LZPNUZP[LSH`V\[

4HUHNL
4LL[PUNVY,]LU[:P[L*YLH[LSVNPZ[PJZHJ[PVUWSHUMVYZL[\W [HRLKV^U:L[\WZP[L4VUP[VYZP[LK\YPUNTLL[PUNVYL]LU[
;HRLKV^UZP[L4HUHNL6UZP[L*VTT\UPJH[PVU,Z[HISPZOJVTT\UPJH[PVUZMYHTL^VYR
+L[LYTPUL HJX\PYLYLX\PYLKJVTT\UPJH[PVULX\PWTLU[
:WLJPM`JVTT\UPJH[PVUWYVJLK\YLZHUK
WYV[VJVSZ

J. MARKETING4HUHNL4HYRL[PUN7SHU

*VUK\J[ZP[\H[PVUHSHUHS`ZPZ+LÄUL[HYNL[THYRL[ZLNTLU[Z+L]LSVWIYHUKPUNMVYTLL[PUNVYL]LU[:LSLJ[THYRL[PUNKPZ[YPI\[PVUJOHUULSZ+L]LSVWPU[LNYH[LKTHYRL[PUNZ[YH[LN`0TWSLTLU[THYRL[PUNWSHU

4HUHNL4HYRL[PUN
4H[LYPHS+L[LYTPULTHYRL[PUNTH[LYPHSZULLKLKMVY
L]LU[+L]LSVWJVU[LU[HUKKLZPNUWHYHTL[LYZ
7YVK\JLTHYRL[PUNTH[LYPHSZ+PZ[YPI\[LTHYRL[PUNTH[LYPHSZ

Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

Include innext revision

Page 8A.6

Appendix 8A: Checklist for Breadth & Depth of MBECS in Curriculum Review
Category

Skill (breadth)

J. MARKETING(cont.)

Sub-skills (depth)

IncludeDon’t Include+L]LSVWWYVK\J[ZKLZPNUHUK4HUHNL
4LL[PUNVY,]LU[ ZWLJPÄJH[PVUZ
4LYJOHUKPZL+L[LYTPULWYPJPUN*VU[YVSIYHUKPU[LNYP[`7YVK\JLTLYJOHUKPZL+PZ[YPI\[LTLYJOHUKPZL*VVYKPUH[LOVZWP[HSP[` 7YVTV[L
4LL[PUNVY,]LU[ +L]LSVWHK]LY[PZPUNWSHU
 +L]LSVWJYVZZWYVTV[PVUHSHJ[P]P[PLZ +L]LSVWJVU[LZ[Z *VVYKPUH[LZHSLWYVTV[PVU

*VU[YPI\[L[V *VU[YPI\[L[VW\ISPJYLSH[PVUZZ[YH[LN`
7\ISPJ9LSH[PVUZ*VU[YPI\[L[VW\ISPJP[`WSHU(J[P]P[PLZ
+L]LSVWTLKPHYLSH[PVUZ*VU[YPI\[L[VPTWSLTLU[H[PVUVMW\ISPJP[`
WSHU4HUHNLJYPZLZHUKJVU[YV]LYZPLZ
4HUHNL:HSLZ(J[P]P[PLZ

+L]LSVWZHSLZWSHUHUKVIQLJ[P]LZ*VUK\J[ZHSLZHJ[P]P[PLZ
+L[LYTPULZHSLZWSH[MVYTZ

K. PROFESSIONALISM

,_OPIP[7YVMLZZPVUHS)LOH]PVY7YVQLJ[HWYVMLZZPVUHSPTHNL
+LTVUZ[YH[LSLHKLYZOPW+LTVUZ[YH[LL[OPJHSILOH]PVY>VYR^P[OJVSSLHN\LZ
>VYRPUHKP]LYZLLU]PYVUTLU[
4HUHNL[PTL4HUHNLZ[YLZZ4HRLKLJPZPVUZ :VS]LWYVISLTZ2LLW\W[VKH[L^JOHUNLZPUTLL[PUNZ
L]LU[PUK\Z[Y`-HJPSP[H[LJVU[PU\V\ZPTWYV]LTLU[7HY[PJPWH[LPUWYVMLZZPVUHSKL]LSVWTLU[HJ[P]P[PLZ

Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

Include innext revision

Page 8A.7

Appendix 8A: Checklist for Breadth & Depth of MBECS in Curriculum Review
Category
L. COMMUNICATION

Skill (breadth)*VUK\J[)\ZPULZZ*VTT\UPJH[PVUZ

Sub-skills (depth)

IncludeDon’t Include*VTT\UPJH[L]LYIHSS`*VTT\UPJH[LPU^YP[PUN<ZLJVTT\UPJH[PVU[VVSZ
4HRLLɈLJ[P]LWYLZLU[H[PVUZ7SHUHUKJVUK\J[TLL[PUNZ
,Z[HISPZOHUKJVUK\J[I\ZPULZZYLSH[PVUZOPWZSUMMARY
5VVMZRPSSZZ\IZRPSSZPUJS\KLKPUV\Y
J\YYPJ\S\T(KKP[PVUHSZ\IZRPSSHYLHZ[VPUJVYWVYH[L
PUWYVNYHTYL]PZPVU

Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

Include innext revisionAppendix 8B – Checklist for Complexity Level of MBECS in Curriculum Review

Page 8B.1

Using Template C for a Manage Level Program
Option 1: ÌÊ>ÊVÃ`>Ìi`ÊiÛiÊ­vVÕÃÊÊÃÃ®\£°ÊÊ>ÌÊ>ÊÃÊÃÌi`ÊÊÌ iÊV>Ìi}ÀÞÊ­-Ê£ÊÊ°Ê-ÌÀ>Ìi}VÊ*>}®°Ó°Ê Ã`iÀÊÜi`}iÊÀ>Ì}ÃÊÊvÀÊi>V ÊÃÕLÃ°Ê ÌiÊÜ iÌ iÀÊÞÕÀÊ«À}À>ÊVÛiÀÃÊ>ÊÌ iÊÀiµÕÀi`ÊÜi`}iÊVÌiÌÊ­ÃÕLÃÃ®Ê>`ÊÜi`}iÊÀ>Ì}ÊvÀÊº>>}i°»ÊÃÌÊVÕÀÃiÃÊ>`ÊVÕÀÃiÊÕÌVi­Ã®ÊÌ >ÌÊVÛiÀÊÌ iÊMBECSÊÃÕLÃÃ]Ê>`ÊÌiÊÌ iÊÊÀ>Ì}ÊvÀÊÞÕÀÊ«À}À>°Ê­-ÕLÃÃÊ`iÌwi`Ê>ÌÊÌ iÊVÀ`>ÌiÊiÛiÊÜÕ`ÊLiÊVÀ«À>Ìi`ÊÌÊÌ iÊ>>}iÊ«À}À>Ê>ÌÊÌ >ÌÊiÛi]ÊÀÊVÕ`ÊLiÊÀiµÕÀi`Ê>ÃÊ«ÀiÀiµÕÃÌiÃ°Ê-ÕLÃÃÊ`iÌwi`Ê>ÌÊÌ iÊº`ÀiVÌ»ÊiÛiÊÜÕ`Êii`ÊÕÌViÃÊ>ÌÊÌ iÊ>>}iÊiÛiÊÊ
your program.)Î°Ê Ã`iÀÊ«iÀvÀ>ViÊÀ>Ì}ÃÊvÀÊi>V ÊÃÕLÃÊ`iÌ>ÊvÀÊÌ iÊÃ°Ê ÌiÊÜ iÌ iÀÊÞÕÀÊ«À}À>ÊVÛiÀÃÊÌ iÊV«iÌiViÃÊ>ÌÊÌ iÊ
rated level, or note your program outcome level rating.
{°Ê-Õ>ÀâiÊÞÕÀÊ«À}À>ÊvÀÊÌ iÊV>Ìi}ÀÞÊÊÌ iÊÃÕ>ÀÞÊÌ>LiÊ«ÀÛ`i`°x°Ê`iÌvÞÊ>ÞÊ>Ài>ÃÊvÊÞÕÀÊ«À}À>ÊÞÕÊÜÃ ÊÌÊi >ViÊÀÊVÀi>ÃiÊÊÞÕÀÊÀiÛÃ°È°Ê ÌiÊvÊÞÕÊviiÊÞÕÀÊ«À}À>ÊÃÊiµÕÛ>iÌÊÌÊÌ iÊÃÌ>Ìi`ÊVÕÀÀVÕÕÊiÛiÃÊvÀÊÌ ÃÊV>Ìi}ÀÞ°

Option 2: ÌÊ`iÌ>i`ÊiÛiÊ­vVÕÃÊÊÃÕLÃÃ®
£°Ê,i>`Êi>V ÊÃÕLÃÊÃÌi`ÊÊÌ iÊÃ°Ó°ÊÃÌÊ>ÞÊVÕÀÃiÃÊ>`ÊVÕÀÃiÊÕÌViÃÊÌ >ÌÊÞÕÊviiÊVÛiÀÊÌ >ÌÊÃÕLÃ°Ê ÌiÊÜ iÌ iÀÊÞÕÀÊVÕÀÃi­Ã®ÊVÛiÀÊÌ iÊÃÕLÃÊ>ÌÊÌ iÊ
knowledge rating of the MBECS or at a lower level (note your level).
Î°ÊÀÊÃÕLÃÃÊ`iÌwi`Ê>ÌÊÌ iÊ`ÀiVÌÊiÛiÊÊÌ iÊMBECSÊVÕÀÀVÕÕ]ÊÌiÊÜ iÌ iÀÊÞÕÀÊ«À}À>ÊÀ>Ì}ÊÃÊ>ÌÊ>ÊÊ{ÊÀÊxÊiÛi]Ê
applicable for an undergraduate manage program.
{°Ê ÌiÊÜ iÌ iÀÊÞÕÀÊVÕÀÃi­Ã®ÊVÛiÀÊÌ iÊÃÕLÃÊ>ÌÊÌ iÊ«iÀvÀ>ViÊiÛiÊÀ>Ì}ÊvÊÌ iÊMBECS, or at a lower level(note your level)x°Ê-Õ>ÀâiÊÞÕÀÊ«À}À>ÊvÀÊÌ iÊV>Ìi}ÀÞÊÊÌ iÊÌ>LiÊ«ÀÛ`i`°
È°Ê`iÌvÞÊ>ÞÊ>Ài>ÃÊvÊÞÕÀÊ«À}À>ÊÞÕÊÜÃ ÊÌÊi >ViÊÀÊVÀi>ÃiÊÊÞÕÀÊÀiÛÃ°
7. Note if you feel your program is equivalent to the stated curriculum levels for this category.

NOTE: These details may provide important evidence of incorporation of industry competency standards for program articulation,
credit transfer or accreditation processes.

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Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

Appendix 8B – Checklist for Complexity Level of MBECS in Curriculum Review

Page 8B.2

Importance: ILPUNOPNOLZ[Knowledge & Performance Levels:ILPUNOPNOLZ[HUKTVZ[JVTWSL_
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In order to fill out and save this document, you must have Adobe Reader 8 or higher. For a free download, please visit http://get.adobe.com/reader/otherversions/.

BloomsTaxonomy

Our Program

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Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

Page 8B.3

Appendix 8B – Checklist for Complexity Level of MBECS in Curriculum Review
Context
RatingCurriculum
exit level

BloomsTaxonomy

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A. STRATEGIC PLANNING : Our program summary

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Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

:RPSSZ:\IZRPSSZ

Appendix 8B – Checklist for Complexity Level of MBECS in Curriculum Review
Our Program

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256>3,+.,

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Page 8B.4

Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

Page 8B.5

Appendix 8B – Checklist for Complexity Level of MBECS in Curriculum Review
B. PROJECT MANAGEMENT: Our program summary
5\TILYVM[OL4),*:ZRPSSZ[OH[V\YJ\YYPJ\S\TOHZZ\IZ[HU[PHSS`LX\P]HSLU[V\[JVTLZPU2SL]LSZH[[OLTHUHNLYH[PUNVYHIV]L
5\TILYVM[OL4),*:ZRPSSZ[OH[V\YJ\YYPJ\S\TPU[YVK\JLZI\[KVLZUV[OH]LZ\IZ[HU[PHSS`LX\P]HSLU[V\[JVTLZPU2SL]LSZ
5\TILYVM[OL4),*:ZRPSSZ[OH[HYLUV[PUJVYWVYH[LKPUV\YJ\YYPJ\S\T
5\TILYVM[OL4),*:Z\IZRPSSZ[OH[V\YJ\YYPJ\S\TOHZZ\IZ[HU[PHSS`LX\P]HSLU[V\[JVTLZPU2SL]LSZH[[OL
THUHNLYH[PUNVYHIV]L
5\TILYVM[OL4),*:Z\IZRPSSZ[OH[V\YJ\YYPJ\S\TPU[YVK\JLZI\[KVLZUV[OH]LZ\IZ[HU[PHSS`LX\P]HSLU[V\[JVTLZPU2SL]LSZH[[OLTHUHNLYH[PUN
5\TILYVM[OL4),*:Z\IZRPSSZ[OH[HYLUV[PUJVYWVYH[LKPU[VV\YJ\YYPJ\S\TH[HSS
5\TILYVM[OL4),*:ZRPSSZ[OH[V\YJ\YYPJ\S\TOHZZ\IZ[HU[PHSS`LX\P]HSLU[V\[JVTLZPU7YH[PUNZ
(]LYHNLWLYMVYTHUJLYH[PUNVMV\YWYVNYHTMVYZRPSSZWLYMVYTHUJLPU[OPZJH[LNVY`
5V[L^OPJOVM[OLHIV]L4),*:ZRPSSZHUKZ\IZRPSSZTPNO[ILPUJS\KLKPUV\YJ\YYPJ\S\TYL]PZPVUIHZLKVUV\YWYVNYHTJV\YZLW\YWVZLHUKV]LYHSSV\[JVTLZKLZPYLK3PZ[)HZLKVU[OLJVTWHYPZVUHIV]L^LJVUZPKLYV\YWYVNYHTV\[JVTLZ[VILLX\P]HSLU[[V[OL4),*:H[[OL
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Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

:RPSSZ:\IZRPSSZ

Page 8B.6

Appendix 8B – Checklist for Complexity Level of MBECS in Curriculum Review
Our Program

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5\TILYVM[OL4),*:ZRPSSZ[OH[V\YJ\YYPJ\S\TOHZZ\IZ[HU[PHSS`LX\P]HSLU[V\[JVTLZPU2SL]LSZH[[OLTHUHNLYH[PUNVYHIV]L
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Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

:RPSSZ:\IZRPSSZ

Appendix 8B – Checklist for Complexity Level of MBECS in Curriculum Review
Our Program

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Page 8B.7

Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

Page 8B.8

Appendix 8B – Checklist for Complexity Level of MBECS in Curriculum Review

D. FINANCIAL MANAGEMENT: Our program summary
5\TILYVM[OL4),*:ZRPSSZ[OH[V\YJ\YYPJ\S\TOHZZ\IZ[HU[PHSS`LX\P]HSLU[V\[JVTLZPU2SL]LSZH[[OLTHUHNLYH[PUNVYHIV]L
5\TILYVM[OL4),*:ZRPSSZ[OH[V\YJ\YYPJ\S\TPU[YVK\JLZI\[KVLZUV[OH]LZ\IZ[HU[PHSS`LX\P]HSLU[V\[JVTLZPU2SL]LSZ
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5\TILYVM[OL4),*:Z\IZRPSSZ[OH[V\YJ\YYPJ\S\TOHZZ\IZ[HU[PHSS`LX\P]HSLU[V\[JVTLZPU2SL]LSZH[[OL
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5\TILYVM[OL4),*:ZRPSSZ[OH[V\YJ\YYPJ\S\TOHZZ\IZ[HU[PHSS`LX\P]HSLU[V\[JVTLZPU7YH[PUNZ
(]LYHNLWLYMVYTHUJLYH[PUNVMV\YWYVNYHTMVYZRPSSZWLYMVYTHUJLPU[OPZJH[LNVY`
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Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

:RPSSZ:\IZRPSSZ

Page 8B.9

Appendix 8B – Checklist for Complexity Level of MBECS in Curriculum Review
Our Program

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3

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5\TILYVM[OL4),*:ZRPSSZ[OH[V\YJ\YYPJ\S\TOHZZ\IZ[HU[PHSS`LX\P]HSLU[V\[JVTLZPU2SL]LSZH[[OLTHUHNLYH[PUNVYHIV]L
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Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

:RPSSZ:\IZRPSSZ

Appendix 8B – Checklist for Complexity Level of MBECS in Curriculum Review
Our Program

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5Page 8B.10

Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

Page 8B.11

Appendix 8B – Checklist for Complexity Level of MBECS in Curriculum Review

F. HUMAN RESOURCES: Our program summary
5\TILYVM[OL4),*:ZRPSSZ[OH[V\YJ\YYPJ\S\TOHZZ\IZ[HU[PHSS`LX\P]HSLU[V\[JVTLZPU2SL]LSZH[[OLTHUHNLYH[PUNVYHIV]L
5\TILYVM[OL4),*:ZRPSSZ[OH[V\YJ\YYPJ\S\TPU[YVK\JLZI\[KVLZUV[OH]LZ\IZ[HU[PHSS`LX\P]HSLU[V\[JVTLZPU2SL]LSZ
5\TILYVM[OL4),*:ZRPSSZ[OH[HYLUV[PUJVYWVYH[LKPUV\YJ\YYPJ\S\T
5\TILYVM[OL4),*:Z\IZRPSSZ[OH[V\YJ\YYPJ\S\TOHZZ\IZ[HU[PHSS`LX\P]HSLU[V\[JVTLZPU2SL]LSZH[[OL
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5\TILYVM[OL4),*:Z\IZRPSSZ[OH[V\YJ\YYPJ\S\TPU[YVK\JLZI\[KVLZUV[OH]LZ\IZ[HU[PHSS`LX\P]HSLU[V\[JVTLZPU2SL]LSZH[[OLTHUHNLYH[PUN
5\TILYVM[OL4),*:Z\IZRPSSZ[OH[HYLUV[PUJVYWVYH[LKPU[VV\YJ\YYPJ\S\TH[HSS
5\TILYVM[OL4),*:ZRPSSZ[OH[V\YJ\YYPJ\S\TOHZZ\IZ[HU[PHSS`LX\P]HSLU[V\[JVTLZPU7YH[PUNZ
(]LYHNLWLYMVYTHUJLYH[PUNVMV\YWYVNYHTMVYZRPSSZWLYMVYTHUJLPU[OPZJH[LNVY`
5V[L^OPJOVM[OLHIV]L4),*:ZRPSSZHUKZ\IZRPSSZTPNO[ILPUJS\KLKPUV\YJ\YYPJ\S\TYL]PZPVUIHZLKVUV\YWYVNYHTJV\YZLW\YWVZLHUKV]LYHSSV\[JVTLZKLZPYLK3PZ[)HZLKVU[OLJVTWHYPZVUHIV]L^LJVUZPKLYV\YWYVNYHTV\[JVTLZ[VILLX\P]HSLU[[V[OL4),*:H[[OL
THUHNLSL]LSMVY[OLMVSSV^PUNZRPSSZPU[OPZJH[LNVY`UV[LPMPU2VUS`VYPU2HUK7

Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

:RPSSZ:\IZRPSSZ

Page 8B.12

Appendix 8B – Checklist for Complexity Level of MBECS in Curriculum Review
Our Program

(IPSP[`

256>3,+.,

BloomsTaxonomy
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exit level04769;(5*,G. STAKEHOLDER MANAGEMENT;04,;64(:;,9Context
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Relationships
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Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

:RPSSZ:\IZRPSSZ

Appendix 8B – Checklist for Complexity Level of MBECS in Curriculum Review
Our Program

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17. Engage Speakers andPerformers
+L[LYTPULL]LU[YLX\PYLTLU[ZMVYZWLHRLYZHUKWLYMVYTLYZ

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18. Coordinate Food andBeverage Services+L[LYTPULMVVK IL]LYHNLZLY]PJLYLX\PYLTLU[Z:LSLJ[TLU\Z`YZ7SHUZLY]PJLZ[`SLZ:LSLJ[MVVKHUKIL]LYHNLWYV]PKLYZ4HUHNLHSJVOVSZLY]PJL

5Page 8B.13

6]LYHSSZRPSSLX\P]HSLUJ`
MVY:RPSS

Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

Appendix 8B – Checklist for Complexity Level of MBECS in Curriculum Review
Our Program

(IPSP[`

256>3,+.,

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20. Manage Technical
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(JX\PYLZ[HNPUNHUK

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21. Develop Plan for Managing
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6]LYHSSZRPSSLX\P]HSLUJ`MVY:RPSS
Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

Page 8B.15

Appendix 8B – Checklist for Complexity Level of MBECS in Curriculum Review

H. MEETING OR EVENT DESIGN: Our program summary
5\TILYVM[OL4),*:ZRPSSZ[OH[V\YJ\YYPJ\S\TOHZZ\IZ[HU[PHSS`LX\P]HSLU[V\[JVTLZPU2SL]LSZH[[OLTHUHNLYH[PUNVYHIV]L
5\TILYVM[OL4),*:ZRPSSZ[OH[V\YJ\YYPJ\S\TPU[YVK\JLZI\[KVLZUV[OH]LZ\IZ[HU[PHSS`LX\P]HSLU[V\[JVTLZPU2SL]LSZ
5\TILYVM[OL4),*:ZRPSSZ[OH[HYLUV[PUJVYWVYH[LKPUV\YJ\YYPJ\S\T
5\TILYVM[OL4),*:Z\IZRPSSZ[OH[V\YJ\YYPJ\S\TOHZZ\IZ[HU[PHSS`LX\P]HSLU[V\[JVTLZPU2SL]LSZH[[OL
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5\TILYVM[OL4),*:Z\IZRPSSZ[OH[V\YJ\YYPJ\S\TPU[YVK\JLZI\[KVLZUV[OH]LZ\IZ[HU[PHSS`LX\P]HSLU[V\[JVTLZPU2SL]LSZH[[OLTHUHNLYH[PUN
5\TILYVM[OL4),*:Z\IZRPSSZ[OH[HYLUV[PUJVYWVYH[LKPU[VV\YJ\YYPJ\S\TH[HSS
5\TILYVM[OL4),*:ZRPSSZ[OH[V\YJ\YYPJ\S\TOHZZ\IZ[HU[PHSS`LX\P]HSLU[V\[JVTLZPU7YH[PUNZ
(]LYHNLWLYMVYTHUJLYH[PUNVMV\YWYVNYHTMVYZRPSSZWLYMVYTHUJLPU[OPZJH[LNVY`
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Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

:RPSSZ:\IZRPSSZ

Appendix 8B – Checklist for Complexity Level of MBECS in Curriculum Review
Our Program

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5

BloomsTaxonomy
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Curriculum
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04769;(5*,I. SITE MANAGEMENT;04,;64(:;,9Context
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22. Select Site+L[LYTPULZP[LZWLJPÄJH[PVUZ0KLU[PM`HUKPUZWLJ[ZP[LZ

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24. Manage Meeting or Event
Site*YLH[LSVNPZ[PJZHJ[PVUWSHUMVYZL[\W [HRLKV^U`YZ:L[\WZP[L54VUP[VYZP[LK\YPUN
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25. Manage On-site
Communication,Z[HISPZOJVTT\UPJH[PVUZMYHTL^VYR
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6]LYHSSZRPSSLX\P]HSLUJ`
MVY:RPSS

Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

Page 8B.17

Appendix 8B – Checklist for Complexity Level of MBECS in Curriculum Review

I. SITE MANAGEMENT: Our program summary
5\TILYVM[OL4),*:ZRPSSZ[OH[V\YJ\YYPJ\S\TOHZZ\IZ[HU[PHSS`LX\P]HSLU[V\[JVTLZPU2SL]LSZH[[OLTHUHNLYH[PUNVYHIV]L
5\TILYVM[OL4),*:ZRPSSZ[OH[V\YJ\YYPJ\S\TPU[YVK\JLZI\[KVLZUV[OH]LZ\IZ[HU[PHSS`LX\P]HSLU[V\[JVTLZPU2SL]LSZ
5\TILYVM[OL4),*:ZRPSSZ[OH[HYLUV[PUJVYWVYH[LKPUV\YJ\YYPJ\S\T
5\TILYVM[OL4),*:Z\IZRPSSZ[OH[V\YJ\YYPJ\S\TOHZZ\IZ[HU[PHSS`LX\P]HSLU[V\[JVTLZPU2SL]LSZH[[OL
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5\TILYVM[OL4),*:Z\IZRPSSZ[OH[V\YJ\YYPJ\S\TPU[YVK\JLZI\[KVLZUV[OH]LZ\IZ[HU[PHSS`LX\P]HSLU[V\[JVTLZPU2SL]LSZH[[OLTHUHNLYH[PUN
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5\TILYVM[OL4),*:ZRPSSZ[OH[V\YJ\YYPJ\S\TOHZZ\IZ[HU[PHSS`LX\P]HSLU[V\[JVTLZPU7YH[PUNZ
(]LYHNLWLYMVYTHUJLYH[PUNVMV\YWYVNYHTMVYZRPSSZWLYMVYTHUJLPU[OPZJH[LNVY`
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Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

:RPSSZ:\IZRPSSZ

Appendix 8B – Checklist for Complexity Level of MBECS in Curriculum Review
Our Program

(IPSP[`

7,9-694(5*,

BloomsTaxonomy
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J. MARKETING

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exit level04769;(5*,;04,;6
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26. Manage Marketing Plan
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27. Manage Marketing Material+L[LYTPULTHYRL[PUN
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28. Manage Meeting or Event
Merchandise+L]LSVWWYVK\J[ZKLZPNUHUKZWLJPÄJH[PVUZ+L[LYTPULWYPJPUN

`YZ

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6]LYHSSZRPSSLX\P]HSLUJ`
MVY:RPSS
Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

Appendix 8B – Checklist for Complexity Level of MBECS in Curriculum Review
Our Program

(IPSP[`

7,9-694(5*,

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J. MARKETINGJVU[PU\LKCurriculum
exit level04769;(5*,;04,;6
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Page 8B.19

6]LYHSSZRPSSLX\P]HSLUJ`MVY:RPSS

Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

Page 8B.20

Appendix 8B – Checklist for Complexity Level of MBECS in Curriculum Review

J. MARKETING: Our program summary
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5\TILYVM[OL4),*:ZRPSSZ[OH[HYLUV[PUJVYWVYH[LKPUV\YJ\YYPJ\S\T
5\TILYVM[OL4),*:Z\IZRPSSZ[OH[V\YJ\YYPJ\S\TOHZZ\IZ[HU[PHSS`LX\P]HSLU[V\[JVTLZPU2SL]LSZH[[OL
THUHNLYH[PUNVYHIV]L
5\TILYVM[OL4),*:Z\IZRPSSZ[OH[V\YJ\YYPJ\S\TPU[YVK\JLZI\[KVLZUV[OH]LZ\IZ[HU[PHSS`LX\P]HSLU[V\[JVTLZPU2SL]LSZH[[OLTHUHNLYH[PUN
5\TILYVM[OL4),*:Z\IZRPSSZ[OH[HYLUV[PUJVYWVYH[LKPU[VV\YJ\YYPJ\S\TH[HSS
5\TILYVM[OL4),*:ZRPSSZ[OH[V\YJ\YYPJ\S\TOHZZ\IZ[HU[PHSS`LX\P]HSLU[V\[JVTLZPU7YH[PUNZ
(]LYHNLWLYMVYTHUJLYH[PUNVMV\YWYVNYHTMVYZRPSSZWLYMVYTHUJLPU[OPZJH[LNVY`
5V[L^OPJOVM[OLHIV]L4),*:ZRPSSZHUKZ\IZRPSSZTPNO[ILPUJS\KLKPUV\YJ\YYPJ\S\TYL]PZPVUIHZLKVUV\YWYVNYHTJV\YZLW\YWVZLHUKV]LYHSSV\[JVTLZKLZPYLK3PZ[)HZLKVU[OLJVTWHYPZVUHIV]L^LJVUZPKLYV\YWYVNYHTV\[JVTLZ[VILLX\P]HSLU[[V[OL4),*:H[[OL
THUHNLSL]LSMVY[OLMVSSV^PUNZRPSSZPU[OPZJH[LNVY`UV[LPMPU2VUS`VYPU2HUK7

Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

6
:RPSSZ:\IZRPSSZ

Appendix 8B – Checklist for Complexity Level of MBECS in Curriculum Review
Our Program

(IPSP[`

5(

BloomsTaxonomy
7,9-694(5*,5(Curriculum
exit level256>3,+.,

04769;(5*,K. PROFESSIONALISM;04,;6
4(:;,9Context
RatingPage 8B.21

3PZ[JV\YZLZHUKV\[JVTLZ :PTPSHY :PTPSHY[OH[JV]LYZRPSSZ\IZRPSSZ
2SL]LS& 7SL]LS&@LZ5V@LZ5V

32. Exhibit Professional
Behaviour7YVQLJ[HWYVMLZZPVUHSPTHNL+LTVUZ[YH[LSLHKLYZOPW+LTVUZ[YH[LL[OPJHSILOH]PV\Y>VYR^P[OJVSSLHN\LZ
>VYRPUHKP]LYZLLU]PYVUTLU[
4HUHNL[PTL

0U[LY^V]LU[OYV\NOV\[SL]LSZ4HUHNLZ[YLZZ4HRLKLJPZPVUZ :VS]LWYVISLTZ2LLW\W[VKH[L^
JOHUNLZPUTLL[PUNZL]LU[PUK\Z[Y`-HJPSP[H[LJVU[PU\V\ZPTWYV]LTLU[7HY[PJPWH[LPUWYVMLZZPVUHSKL]LSVWTLU[HJ[P]P[PLZ

Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

Page 8B.22

Appendix 8B – Checklist for Complexity Level of MBECS in Curriculum Review

K. PROFESSIONALISM: Our program summary
5\TILYVM[OL4),*:ZRPSSZ[OH[V\YJ\YYPJ\S\TOHZZ\IZ[HU[PHSS`LX\P]HSLU[V\[JVTLZPU2SL]LSZH[[OLTHUHNLYH[PUNVYHIV]L
5\TILYVM[OL4),*:ZRPSSZ[OH[V\YJ\YYPJ\S\TPU[YVK\JLZI\[KVLZUV[OH]LZ\IZ[HU[PHSS`LX\P]HSLU[V\[JVTLZPU2SL]LSZ
5\TILYVM[OL4),*:ZRPSSZ[OH[HYLUV[PUJVYWVYH[LKPUV\YJ\YYPJ\S\T
5\TILYVM[OL4),*:Z\IZRPSSZ[OH[V\YJ\YYPJ\S\TOHZZ\IZ[HU[PHSS`LX\P]HSLU[V\[JVTLZPU2SL]LSZH[[OL
THUHNLYH[PUNVYHIV]L
5\TILYVM[OL4),*:Z\IZRPSSZ[OH[V\YJ\YYPJ\S\TPU[YVK\JLZI\[KVLZUV[OH]LZ\IZ[HU[PHSS`LX\P]HSLU[V\[JVTLZPU2SL]LSZH[[OLTHUHNLYH[PUN
5\TILYVM[OL4),*:Z\IZRPSSZ[OH[HYLUV[PUJVYWVYH[LKPU[VV\YJ\YYPJ\S\TH[HSS
5\TILYVM[OL4),*:ZRPSSZ[OH[V\YJ\YYPJ\S\TOHZZ\IZ[HU[PHSS`LX\P]HSLU[V\[JVTLZPU7YH[PUNZ
(]LYHNLWLYMVYTHUJLYH[PUNVMV\YWYVNYHTMVYZRPSSZWLYMVYTHUJLPU[OPZJH[LNVY`
5V[L^OPJOVM[OLHIV]L4),*:ZRPSSZHUKZ\IZRPSSZTPNO[ILPUJS\KLKPUV\YJ\YYPJ\S\TYL]PZPVUIHZLKVUV\YWYVNYHTJV\YZLW\YWVZLHUKV]LYHSSV\[JVTLZKLZPYLK3PZ[)HZLKVU[OLJVTWHYPZVUHIV]L^LJVUZPKLYV\YWYVNYHTV\[JVTLZ[VILLX\P]HSLU[[V[OL4),*:H[[OL
THUHNLSL]LSMVY[OLMVSSV^PUNZRPSSZPU[OPZJH[LNVY`UV[LPMPU2VUS`VYPU2HUK7

Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

:RPSSZ:\IZRPSSZ

Page 8B.23

Appendix 8B – Checklist for Complexity Level of MBECS in Curriculum Review

*VUK\J[)\ZPULZZ*VTT\UPJH[PVUZ

Our Program

(IPSP[`

7,9-694(5*,

BloomsTaxonomy
256>3,+.,

L. COMMUNICATION

Curriculum
exit level04769;(5*,;04,;6
4(:;,9Context
Rating

3PZ[JV\YZLZHUKV\[JVTLZ :PTPSHY :PTPSHY[OH[JV]LYZRPSSZ\IZRPSSZ
2SL]LS& 7SL]LS&@LZ5V@LZ5V(SSSL]LSZ*VTT\UPJH[L]LYIHSS`*VTT\UPJH[LPU^YP[PUN<ZLJVTT\UPJH[PVU[VVSZ
4HRLLɈLJ[P]L

0U[LY^V]LU[OYV\NOV\[WYVNYHTWYLZLU[H[PVUZ7SHUHUKJVUK\J[TLL[PUNZ
,Z[HISPZOHUKJVUK\J[I\ZPULZZYLSH[PVUZOPWZ

L. COMMUNICATION: : Our program summary
5\TILYVM[OL4),*:ZRPSSZ[OH[V\YJ\YYPJ\S\TOHZZ\IZ[HU[PHSS`LX\P]HSLU[V\[JVTLZPU2SL]LSZH[[OLTHUHNLYH[PUNVYHIV]L
5\TILYVM[OL4),*:ZRPSSZ[OH[V\YJ\YYPJ\S\TPU[YVK\JLZI\[KVLZUV[OH]LZ\IZ[HU[PHSS`LX\P]HSLU[V\[JVTLZPU2SL]LSZ
5\TILYVM[OL4),*:ZRPSSZ[OH[HYLUV[PUJVYWVYH[LKPUV\YJ\YYPJ\S\T
5\TILYVM[OL4),*:Z\IZRPSSZ[OH[V\YJ\YYPJ\S\TOHZZ\IZ[HU[PHSS`LX\P]HSLU[V\[JVTLZPU2SL]LSZH[[OL
THUHNLYH[PUNVYHIV]L
5\TILYVM[OL4),*:Z\IZRPSSZ[OH[V\YJ\YYPJ\S\TPU[YVK\JLZI\[KVLZUV[OH]LZ\IZ[HU[PHSS`LX\P]HSLU[V\[JVTLZPU2SL]LSZH[[OLTHUHNLYH[PUN
5\TILYVM[OL4),*:Z\IZRPSSZ[OH[HYLUV[PUJVYWVYH[LKPU[VV\YJ\YYPJ\S\TH[HSS
5\TILYVM[OL4),*:ZRPSSZ[OH[V\YJ\YYPJ\S\TOHZZ\IZ[HU[PHSS`LX\P]HSLU[V\[JVTLZPU7YH[PUNZ
(]LYHNLWLYMVYTHUJLYH[PUNVMV\YWYVNYHTMVYZRPSSZWLYMVYTHUJLPU[OPZJH[LNVY`
5V[L^OPJOVM[OLHIV]L4),*:ZRPSSZHUKZ\IZRPSSZTPNO[ILPUJS\KLKPUV\YJ\YYPJ\S\TYL]PZPVUIHZLKVUV\YWYVNYHTJV\YZLW\YWVZLHUKV]LYHSSV\[JVTLZKLZPYLK3PZ[)HZLKVU[OLJVTWHYPZVUHIV]L^LJVUZPKLYV\YWYVNYHTV\[JVTLZ[VILLX\P]HSLU[[V[OL4),*:H[[OL
THUHNLSL]LSMVY[OLMVSSV^PUNZRPSSZPU[OPZJH[LNVY`UV[LPMPU2VUS`VYPU2HUK7

Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

:RPSSZ:\IZRPSSZ

Appendix 8B – Checklist for Complexity Level of MBECS in Curriculum Review
Summary ResultsUÊ -ÃÊ>Ài>ÃÊÌ >ÌÊ>ÀiÊÃÕLÃÌ>Ì>ÞÊiµÕÛ>iÌÊÌÊÕÀÊÕÌViÃÊÊLÌ ÊÊ>`Ê*Ê­iÛiÃ®
UÊ -ÃÊÌ >ÌÊ>ÀiÊÃÕLÃÌ>Ì>ÞÊiµÕÛ>iÌÊÌÊÕÀÊÕÌViÃÊÊ]ÊLÕÌÊÌÊ*UÊ -ÃÉÃÕLÃÃÊÌ >ÌÊ>ÀiÊÌÊÃÕLÃÌ>Ì>ÞÊiµÕÛ>iÌÊÌÊÕÀÊÕÌViÃÊÊiÌ iÀÊÊÀÊ*UÊ -ÃÉÃÕLÃÃÊvÀÊÌ iÊMBECS that are not incorporated into our curriculum
Identify which of the above might be included in a curriculum revision, based on analysis of each category.

Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

Page 8B.24

HR  Plan
WƌŽŐƌĂŵŵĞŽŵƉŽŶĞŶƚƐ
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^ŝƚĞ^ŽƵƌĐŝŶŐ
ĞĐŽƌĞƐŝŐŶ
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Site  SpecsdŚĞŵĞĞƐŝŐŶ
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^ĂůĞƐWůĂƞŽƌŵƐ
ŽŵŵƵŶŝĐĂƟŽŶĞƋƵŝƉŵĞŶƚ
ƌŽƐƐWƌŽŵŽƟŽŶƐ
WƌŽũĞĐƚWůĂŶ

Sales  PlanĂƐŚ,ĂŶĚůŝŶŐWƌŽĐĞĚƵƌĞƐ
WƌŽŵŽƟŽŶĂůǀĞŶƚƐ

Publicity  Plan

^ƚĂŐŝŶŐΘdĞĐŚŶŝĐĂůWƌŽĚƵĐƟŽŶ
ĐĐŽŵŵŽĚĂƟŽŶ

WƌŽŐƌĂŵŵĞ&ƵŶĚŝŶŐ

&ŝŶĂŶĐŝĂů^ƵŵŵĂƌǇ

WŽůŝĐŝĞƐΘWƌŽĐĞĚƵƌĞƐ

ƌĂŶĚŝŶŐ/ŶƚĞŐƌŝƚǇ

dƌĂŝŶŝŶŐWůĂŶ^ŝŐŶĂŐĞ
WƌŽƚŽĐŽů

Site  LayoutDĂƌŬĞƟŶŐDĂƚĞƌŝĂů

WŽůŝĐŝĞƐΘWƌŽĐĞĚƵƌĞƐ

WƌŽũĞĐƚWůĂŶŽŶŽƌWƌŽĐĞƐƐ

WƵďůŝĐZĞůĂƟŽŶƐ^ƚƌĂƚĞŐǇ

^ĂůĞƐWƌŽŵŽƟŽŶƐ

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YƵĂůŝƚǇ^ƚĂŶĚĂƌĚƐ

ƩĞŶĚĞĞͬWĂƌƟĐŝƉĂŶƚPlandƌĂŶƐƉŽƌƚĂƟŽŶ

^ŝƚĞ/ŶƐƉĞĐƟŽŶ

WƌŽŐƌĂŵŵĞĞůŝǀĞƌǇ

ǀĂůƵĂƟŽŶΘƵĚŝƚWƌŽĐĞƐƐ
YƵĂůŝƚǇDĂŶĂŐĞŵĞŶƚ^ǇƐƚĞŵƐ
WƌŽŐƌĂŵŵĞŽŶƚĞŶƚ

DŝůĞƐƚŽŶĞƐΘƌŝƟĐĂůPath/ĚĞŶƟĨǇZŝƐŬ^ƚĂŬĞŚŽůĚĞƌƐͲ/ĚĞŶƟĨǇ͕ ǀĞŶƚZĞƋƵŝƌĞŵĞŶƚƐͬƐƐĞƐƐ͕ůĂƐƐŝĨǇ
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FeasibilityŽŵŵƵŶŝĐĂƟŽŶ

^ƚƌĞƐƐ

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WƌŽĨĞƐƐŝŽŶĂůƐƐŽĐŝĂƟŽŶƐ >ĞĂĚĞƌƐŚŝƉ

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dŝŵĞ

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ELEMENTSƵƐŝŶĞƐƐZĞůĂƟŽŶƐŚŝƉƐ

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MissionŶǀŝƌŽŶŵĞŶƚĂů
ResponsibilitydĞĂŵǁŽƌŬINITIATION
ŶƚĞƌƚĂŝŶŵĞŶƚĞƐŝŐŶ
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Design  Blueprint

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INITIATION
concept  to  feasibility

INITIATION
good  idea  to    concept

em1

PHASES

Event  Feasibility

Event  Concept

Good  Idea

INPUT
ASSESS

SELECTMONITORINTEGRATE DOCUMENT

Design  Blueprint

Event  Feasibility

Event  Concept

OUTPUT

Appendix 9 - Event Phases & Loop System
Page 9.1

Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

^ĞĐƵƌŝƚǇ
^ƉŽŶƐŽƌƐŚŝƉŽŶƚƌĂĐƚƐ ŽŶŽƌŽŶƚƌĂĐƚƐ

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ǀĞŶƚWůĂŶǀĂůƵĂƟŽŶto  Report  CLOSUREĞǀĞůŽƉZĞƉŽƌƚǀĂůƵĂƚĞ

ZƵŶǀĞŶƚ
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KƌŐĂŶŝƐĂƟŽŶĂůŚĂƌƚΘ ZĞƐŽƵƌĐĞZĞƋƵŝƌĞŵĞŶƚƐ ĚŵŝŶŝƐƚƌĂƟŽŶWůĂŶHR

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Event  Notebook

Event  Plan

Event  Contract

Event  ProposalAppendix 9 - Event Phases & Loop System
Page 9.2

Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

Appendix 10 - Meeting Complexity Variables and Scenario Templates

Page 10.1

Meeting Complexity Variables£°Ê/Þ«iÊvÊ ÃÌÊÀ}>â>ÌÊ­VÀ«À>Ìi]Ê>ÃÃV>Ì]Ê«ÀwÌ®
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Î°ÊiiÌ}Ê}>ÃÊ>`ÊLiVÌÛiÃ
4. Relationship to other strategic and business plans (corporate/association/professional)
x°Ê*ÀwiÊvÊiiÌ}Ê>ÌÌi`iiÃÊ­Û>À>ÌÊÊ>}i]ÊViÊiÛi]ÊVÕÌÕÀiÃÊ>`Ê>}Õ>}i®
È°ÊV>]ÊÀi}>]Ê>Ì>ÊÀÊÌiÀ>Ì>ÊÊÃV«i
7. First time or repeat eventn°Ê-âiÊ>`ÊV>ÌÊvÊiÛiÌ
°Ê>V>Ê«>À>iÌiÀÃÊ­Ã«ÃÀÃ «Ê>`ÊvÕ`}ÊÀiµÕÀiiÌÃ®

Scenario 1
Profile:Ê->ÊVÀ«À>ÌÊÀÊ>ÃÃV>ÌÊÌ >ÌÊ `ÃÊ>Ê>Õ>ÊL>À`ÊiiÌ}ÊÊÌÃÊ ivwViÊÀi}°Ê->Ê}ÀÕ«ÆÊÃÌÊ>ÌÌi`iiÃÊÜÊiÊ>Ì iÀ°Ê/ iÊiiÌ}Ê«ÕÀ«ÃiÊÃÊÌÊÀiÛiÜÊÞi>Ài`ÊÃÌ>ÌÃÌVÃÊ>`Ê}>ÊVÃiÃÕÃÊÊÌ iÊÃÌÀ>Ìi}ÞÊvÀÊiÝÌÊÞi>À°ÊType of Host Organization: Corporate or association
Culture: Meetings are casual, but members are there to do business
Goals:Ê,iÛiÜÊÞi>Ài`ÊÃÌ>ÌÃÌVÃÊ>`Ê}>ÊVÃiÃÕÃÊÊÃÌÀ>Ìi}ÞÊvÀÊiÝÌÊÞi>À
,i>ÌÃ «ÊÌÊ"Ì iÀÊ ÕÃiÃÃÊ*>Ã\ÊÃÃV>ÌÊL>À`Ê>ÞÊii`ÊÌÊÀ>Ì>âiÊiiÌ}ÊVÃÌÃÊÜÌ ÊvÕÊ>Õ>ÊLÕ`}iÌÆÊiiÌ}Ê
results affect operating plan for two yearsÌÌi`iiÊ*Àwi\Ê}iÃÊÀ>}iÊvÀÊÎxxxÊÞi>ÀÃÆÊÇxÊ«iÀViÌÊ>iÉÓxÊ«iÀViÌÊvi>iÊ
Scope\ÊV>First Time or Repeat: Repeat
Size and Location: xäÊ«i«iÆÊ iÊvwViÊV>ÌÆÊii`ÃÊiÊÌÀ>`Ì>ÊÛiÕi
>V>Ê*>À>iÌiÀÃ\ÊÊVÃÌÃÊ«>`ÊLÞÊÌ iÊ>ÃÃV>ÌÊÀÊVÀ«À>ÌÆÊÊvÕ`}ÊÀÊÀi}ÃÌÀ>ÌÊviiÃÊÀiµÕÀi`Planning Details:
UÊ "i`>ÞÊ>Õ>Ê}iiÀ>ÊiiÌ}Ê­®ÊvÊ>ÊÃ>ÊVÀ«À>ÌÊÀÊ>ÃÃV>ÌÊÜÌ ÊxäÊ«i«iUÊ /À>`Ì>ÊÛiÕiÊ­ Ìi]ÊVviÀiViÊViÌiÀ®
UÊ ,i}ÃÌÀ>ÌÊ`iÃÊÀiµÕÀiÃÊ>iÊL>`}iÃÊÞÊ­>ÌÌi`iiÃÊ>ÀiÊ«Ài`iÌiÀi`®ÆÊV iVÊÞÆÊÊÀi}ÃÌÀ>ÌÊviiÃ
UÊ >ÃVÊÃiÌÕ«ÊÀiµÕÀiiÌÃÊ­ÀÕ`ÃÊvÊn®
UÊ >ÃVÊ>Õ`ÛÃÕ>ÊÀiµÕÀiiÌÃÊVÕ`}ÊiVÌiÀÊV]Ê>Û>iÀiÊVÃ]ÊvÀÌÊ«ÀiVÌ]ÊÌÀ«`ÊÃVÀiiUÊ Ê«ÀiÃiÌiÀÃÊ>ÀiÊÌiÀ>Ê­>vw>Ìi`ÊÜÌ ÊVÀ«À>ÌÊÀÊ>ÃÃV>Ì®
UÊ `Ê>`ÊLiÛiÀ>}iÊii`ÃÊVÕ`iÊiÊÃÌ>`Õ«ÊVÌiÌ>ÊLÀi>v>ÃÌ]ÊiÊÀ}ÊLÀi>Ê­LiÛiÀ>}iÊÃiÀÛVi]ÊvÀÕÌ]ÊÞ}ÕÀÌ®]ÊiÊÃÌ`ÜÊÕV iÊ­«>Ìi`Êi>ÊÃiiVÌi`ÊvÀÊÃÌ>`>À`ÊÛiÕiÊiÕ®]ÊiÊ>vÌiÀÊLÀi>Ê­LiÛiÀ>}iÊÃiÀÛVi]Ê«ÕÃÊViÃ®
UÊ Ê`iÌ>ÀÞÊÀiÃÌÀVÌÃÊÀÊVÕÌÕÀ>ÊVÃ`iÀ>ÌÃÊvÀÊv`Ê>`ÊLiÛiÀ>}i

Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

Appendix 10 - Meeting Complexity Variables and Scenario Templates

Page 10.2

Scenario 2*Àwi\Ê À«À>Ìi]ÊÌÜ`>ÞÊ«ÀviÃÃ>Ê`iÛi«iÌÊ­* ®ÊÃi>À°Êi`ÕÃâi`ÊVÀ«À>ÌÊÌ >ÌÊ `ÃÊÃ>iÃÉÌÛ>Ì>Ê«ÀviÃÃ>Ê`iÛi«iÌÊÃi>ÀÃÊvÀÊÀi}>ÊÃ>iÃÊ«i«iÊÊ iÊvwViÊV>Ì]ÊÊÀ>`ÊÃV i`Õi°ÊÌÌi`>ViÊÃÊ>`>ÌÀÞ°ÊÌÌi`iiÃÊ>ÀiÊ«ÀiÀi}ÃÌiÀi`]ÊLÕÌÊÃiiVÌÊiÊvÊÌÜÊ* ÊvviÀ}ÃÊvviÀi`ÊÊLÀi>ÕÌÊÃiÃÃÃ°Ê
Type of Host Organization: Corporate
Culture:Ê,i}>ÊÃ>iÃÊ«i«iÊÜ ÊÃi`ÊÃiiÊiÊ>Ì iÀÊLÕÌÊiÞÊÌ iÊ««ÀÌÕÌÞÊÌÊ}iÌÊÌ}iÌ iÀÊÌÊÃ >ÀiÊiÝ«iÀiViÃÆÊV«>ÞÊÃÕ««ÀÌÃÊÌ iÃiÊiiÌ}ÃÊ­VÕ`}Ê>ÊÃV>ÊiÛiÌ®ÊÌÊÃÌÀi}Ì iÊÌ iÊÀ}>â>Ì½ÃÊ«iÀ>ÌÃÊ>`Ê`i>Ê}iiÀ>Ì
Goals: Sales training and team building
Relationship to Other Business Plans:ÊÃÌÊ«>ÞÃÊvÀÊµÕ>ÌÞÊv>VÌiÃÊ>`Êv`Ê«ÌÃÆÊÃÕ««ÀÌÃÊ«ÀviÃÃ>Ê`iÛi«iÌÆÊiiÌ}Ê
ÃÊ«>ÀÌÊvÊi«ÞiiÊÀiV}ÌÊ«À}À>ÊÃÊÃiÊºiÝÌÀ>Ã»Ê>ÀiÊVÕ`i`
Attendee Profile:Ê}iÃÊÀ>}iÊvÀÊÎäxäÊÞi>ÀÃÆÊÈäÊ«iÀViÌÊ>iÉ{äÊ«iÀViÌÊvi>i
Scope: Regional
First Time or Repeat: Random schedule
Size and Location: ÓääÊ«i«iÆÊ iÊvwViÊV>Ì]ÊÌÀ>`Ì>ÊÛiÕiÊ­ Ìi]ÊVviÀiViÊViÌiÀ®
Financial Parameters:Ê À«À>ÌÊ«>ÞÃÊ>ÊVÃÌÃÆÊÊÀi}ÃÌÀ>ÌÊviiÃÊViVÌi`ÆÊ«ÀÛ`iÃÊµÕ>ÌÞÊÀÃÊ>`Êv`Ê>`ÊLiÛiÀ>}iÆÊ>``ÃÊ>``Ì>Êvi>ÌÕÀiÃÊÃÕV Ê>ÃÊV«>ÞÊ>`ÛiÀÌÃ}ÊÌiÃÊ>`Ê«ÀâiÃPlanning Details:
UÊ ,i}ÃÌÀ>ÌÊ`iÃÊÀiµÕÀiÃÊ>iÊL>`}iÃÊ«ÕÃÊ>`ÃÃÊÌÊ-iÃÃÊÊÀÊ ÆÊÊÀi}ÃÌÀ>ÌÊviiÃ
UÊ /À>`Ì>ÊÛiÕiÊ­ Ìi]ÊVviÀiViÊViÌiÀ®ÊÜÌ ÊÛ>ÀÞ}ÊiiÌ}ÊÀÊ>`Êv`Ê>`ÊLiÛiÀ>}iÊÀiµÕÀiiÌÃÆÊ«i>ÀÞÊ>`Ê
LÀi>ÕÌÊÀÃÆÊLi`ÀÃÊÀiµÕÀi`ÊvÀÊxäÊÕÌvVÌÞÊ>ÌÌi`iiÃÆÊiÊÃV>ÊiÛi}ÊÜÌ ÊV>Ã ÊL>À]ÊÃ«iV>ÊiÕÊ>`ÊL>ÃVÊ
entertainment
UÊ >ÃVÊÃiÌÊÕ«ÊvÊÌ ÀiiÊiiÌ}ÊÀÃ]ÊiÊÊÀÕ`ÃÊvÊi} Ì]ÊÌ iÊÌ iÀÊÌÜÊiiÌ}ÊÀÃÊ­LÀi>ÕÌÃ®ÊÊÌ i>ÌÀiÊÃÌÞiÊvÀÊ£ääÊ
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speakers bureausUÊ «ÕÌÊÀiµÕÀi`ÊÌÊÃiiVÌÊvÊÃ«i>iÀÃÆÊii`ÊÌÊv>VÌ>ÌiÊiÝiVÕÌÊvÊÃ«i>iÀÊVÌÀ>VÌÃÆÊ>iÊ>ÀÀ>}iiÌÃÊvÀÊÃ«i>iÀÊÌÀ>Ûi]Ê
transfers and accommodationUÊ V>ÊiÌiÀÌ>iÌÊvÀÊiÛi}ÊÃV>ÆÊL>ÃVÊÃÕ`ÊiµÕ«iÌÊUÊ `Ê>`ÊLiÛiÀ>}iÊVÕ`iÃÊLÕvviÌÊLÀi>v>ÃÌÃÊ>`Ê«>Ìi`ÊÕV iÃÊi>V Ê`>ÞÊÊ«i>ÀÞÊÀ]Ê«ÕÃÊÀ}Ê>`Ê>vÌiÀÊ
deluxe breaks (unique menu that varies from standard venue menus) in common foyerUÊ iÌ>ÀÞÊÀiÃÌÀVÌÃÊ>`ÊVÕÌÕÀ>ÊVÃ`iÀ>ÌÃÊÜiÀiÊViVÌi`ÊÌ ÀÕ} ÊÀi}ÃÌÀ>ÌÊ«ÀViÃÃÊ>`ÊÕÃÌÊLiÊVÕV>Ìi`ÊÌÊ
catering manager, with confirmation of how wait staff will handle food service for attendees with special food needs

Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

Appendix 10 - Meeting Complexity Variables and Scenario Templates

Page 10.3

Scenario 3
Profile: >Ì>Ê«ÀviÃÃ>Ê>ÃÃV>ÌÊÌ Àii`>ÞÊ>Õ>ÊiiÌ}ÊvÀÊxääÊ«i«iÊÌ >ÌÊLÀ}ÃÊÌ}iÌ iÀÊÀi}>ÊÀi«ÀiÃiÌ>ÌÛiÃÊvÀÊ«i>ÀÞÊ`ÃVÕÃÃÃÊ>`Ê«ÀviÃÃ>Ê`iÛi«iÌÊ>`ÊÀ}>âiÃÊ>ÌÌi`iiÃÊÌÊÃ«iV>ÊÌiÀiÃÌÊ}ÀÕ«ÃÊvÀÊ`iÛi«iÌÊvÊ
recommendations.
Type of HostÊ"À}>â>Ì\ÊÃÃV>Ì
Culture: Diverse population, most people have never met
Goals: Professional development for members, plus special interest groups to develop recommendations to take forward toassociation board
Relationship to Other Business Plans:ÊÃÃV>ÌÊVÕÌÃÊÊÀiÛiÕiÊ}iiÀ>ÌÊLiÞ`ÊVÛiÀ}ÊÌ iÊVÃÌÊvÊiiÌ}
Attendee Profile: }iÊÀ>}iÃÊvÀÊÎxÈxÊÞi>ÀÃÆÊxäÊ«iÀViÌÊ>iÉxäÊ«iÀViÌÊvi>iÆÊÌÜÊ>}Õ>}iÃÊ
Scope: National
First Time or Repeat:ÊÕ>]ÊÜÌ ÊÀiÛÛ}Ê`ii}>ÌiÃÊi>V ÊÞi>À
Size and Location: xääÊ«i«iÆÊViÌÀ>ÊVÌÞÊÜÌ Êi>ÃÞÊÌÀ>Ã«ÀÌ>ÌÊ>VViÃÃ
Financial Parameters:Ê ÛiÌÊViÌiÀÊvÀÊiiÌ}ÊÃ«>Vi]Ê>`ÊÌ ÀiiÊ ÌiÃÊvÀÊLi`ÀÃÆÊÀi}ÃÌÀ>ÌÊviiÃÊ>ÀiÊÃÌ>`>À`Ê«ÀViÊ>`ÊViVÌi`ÊÊ>`Û>ViÆÊ ÕÃ}ÊÃÊ >`i`ÊÊ>Ê`Û`Õ>]Ê}ÕiÃÌ«>ÞÊL>ÃÃÊ`ÀiVÌÞÊÌÊi>V Ê ÌiÊ>`Ê}Õ>À>Ìii`ÊLÞÊ}ÕiÃÌÊVÀi`ÌÊV>À`ÆÊ
no expenses reimbursed by association

Planning Details:UÊ ÛiÌÊ iÌÀiÊÀiµÕÀi`ÊvÀÊiiÌ}ÊÀÃÆÊ«i>ÀÞÊÃ«>ViÊ­Ì i>ÌÀiÃÌÞi®ÊvÀÊxääÊ«i«iÆÊLÀi>v>ÃÌ]ÊÕV Ê`iÀÉ}>>ÊÃ«>ViÊ­L>µÕiÌÊÃÌÞiÊÊÀÕ`ÃÊvÊi} Ì®ÊvÀÊxääÊ«i«iÆÊwÛiÊLÀi>ÕÌÊÀÃÊ­£ääÊ«i«iÊ«iÀÊÀ]ÊÌ i>ÌÀiÊÃÌÞi®
UÊ Ý LÌÊÃ«>ViÊvÀÊ{äÊ«ÃÌiÀÊ«ÀiÃiÌ>ÌÃÉiÝ LÌÃÊÌÊVLiÊ>ÃÊv`Ê>`ÊLiÛiÀ>}iÊVÊ>Ài>ÊÜÌ ÊÃÕvwViÌÊÃ«>ViÊvÀÊxääÊ
people for breaks
UÊ -«i>iÀÊ,i>`ÞÊ,ÊÜÌ ÊvÕÊ>Õ`ÛÃÕ>ÊÃiÌÕ«Ê>`Ê`i`V>Ìi`ÊÌiV ÊvÀÊ«ÀiÃiÌiÀÃÊÌÊ«Ài«Ê>`ÊÀi i>ÀÃiUÊ 6*ÊÕ}iÊvÀÊ>ÃÃV>ÌÊiÝiVÕÌÛiÃUÊ ÕÊ>Õ`ÛÃÕ>ÊÊ>Ê«i>ÀÞÊÃ«>ViÊ«ÕÃÊÃÕÌ>iÕÃÊÌÀ>Ã>ÌÊLÌ ÃÊ­ }Ã Ê>`ÊÀiV ®Ê>`ÊViÀÌwi`ÊÌÀ>Ã>ÌÀÃUÊ ÕÊ>Õ`ÛÃÕ>ÊÊ>ÊLÀi>ÕÌÊÀÃ]ÊLÕÌÊÌÊÃÕÌ>iÕÃÊÌÀ>Ã>ÌUÊ iiÀ>Ê«ÀiÃiÌiÀÃÊ>ÀiÊvÀÊÌ iÊ>ÃÃV>ÌÆÊwÛiÊLÀi>ÕÌÊ«ÀiÃiÌiÀÃÊ>ÀiÊ«ÀviÃÃ>ÃÊÊi}Ì>Ì]ÊVÌÀ>VÌÊiÝiVÕÌÆÊ>Ê
require arrangements for travel, accommodation, transfers, VIP handling (according to protocol) and food and beverage
UÊ ,i}ÃÌÀ>ÌÊViVÌi`ÊvÀ>ÌÊ>LÕÌÊÃ«iV>Êii`ÃÊ­Ü iiV >ÀÃ]Ê i>À}Ê«>ÀiÌÃ®ÆÊii`ÃÊÌÊLiÊVÕV>Ìi`ÊÌÊÛ>ÀÕÃÊteam members and venue departmentsUÊ `Ê>`ÊLiÛiÀ>}iÊÀiµÕÀiiÌÃÊVÕ`iÊLÕvviÌÊLÀi>v>ÃÌÃÊi>V Ê`>ÞÆÊ } i`ÊVÕÃÌiÕÊÕV iÃÊi>V Ê`>ÞÊÌÊVÕ`iÊ£®ÊiÕÊfeaturing local cuisine of hosting region, 2) luncheon hosted by next year’s destination featuring that destination’s food andiÌiÀÌ>iÌ]Ê>}ÊÜÌ Ê`iÃÌ>ÌÊ«ÀÌ>ÊÛ`iÊ>`ÊÎ®Êv`ÃÌ>ÌÊÕV iÊ«Ài«>Ài`Ê>`ÊÃiÀÛi`ÊLÞÊV>ÊVÕ>ÀÞÊ
Vi}iÊÃÌÕ`iÌÃÆÊiÛi}Êv`Ê>`ÊLiÛiÀ>}iÊVÕ`iÃÊ£®Ê«i}ÊÀiVi«ÌÊÜÌ Ê ÌÊ>`ÊV`Ê ÀÃÊ`½iÕÛÀiÃÊ>`ÊV>Ã ÊL>ÀÊÌÊi>ÌiÊ>ÞÊµÕÀÊ>LÌÞÊÃÃÕiÃ]ÊÓ®Ê«Ì>ÊvÀiiÊiÛi}ÊvÀÊ`ii}>ÌiÃÊÜÌ Ê`i>ÀÕ`ÊV ViÃÊ>ÌÊÛ>ÀÕÃÊV>ÊÀiÃÌ>ÕÀ>ÌÃ]Ê
>Û>>LiÊÞÊÌ ÀÕ} Ê«ÀiÀi}ÃÌÀ>ÌÊ>`ÊÎ®ÊVÃ}Ê}>>ÊiÛi}ÊÜÌ Êv`ÊÃÌ>ÌÃÊ>`ÊiÕÃÊvi>ÌÕÀ}ÊVÕÃiÊÀi«ÀiÃiÌ}Ê
Ì iÊÛ>ÀÕÃÊVÕÌÕÀiÃÊ>ÌÌi`}ÊÌ iÊiiÌ}ÆÊVÃ}Ê«iÀvÀ>ViÊLÞÊÌ iÊ ÃÌÊVÌÞ½ÃÊÃÞ« ÞÊÀV iÃÌÀ>Ê>`ÊL>iÌÊ­«iÀvÀiÀÊ>`Ê
ÃÌ>}i >`ÊÕÊVÌÀ>VÌÃÊÌÊLiÊi}Ì>Ìi`®Ê
UÊ ,i}ÃÌÀ>ÌÊViVÌi`Ê`iÌ>ÀÞÊÀiÃÌÀVÌÃÊ>`ÊVÕÌÕÀ>ÊVÃ`iÀ>ÌÃÊvÀÊv`Ê>`ÊLiÛiÀ>}iÆÊÌ iÃiÊii`ÊÌÊLiÊVÕV>Ìi`ÊÌÊ
all team members and venue departments

Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

Appendix 10 - Meeting Complexity Variables and Scenario Templates

Page 10.4

Scenario 4
Profile:Ê/Ü`>ÞÊiiÌ}ÊvÊÌ«À>}Êi>`iÀÃÊvÊ>ÊVÕÀÀiÌÞÊÃi>Ìi`Ê>Ì>Ê«ÌV>Ê«>ÀÌÞÊ­ÈäÊ«i«i®ÊÌÊ`ÃVÕÃÃÊ>`ÊÛÌiÊÊ>Ê
} ÞÊÃVÀÕÌâi`Ê«VÞÊÌ >ÌÊÃÊ`À>Ü}Ê } ÊiÛiÃÊvÊ«ÕLVÊ>`Êi`>Ê>ÌÌiÌ°Type of Host Organization: Government
Culture: Formal, political
Goals:Ê ÃVÕÃÃÊ>`Ê>}ÀiiÊÊ } ÞÊÃVÀÕÌâi`Ê«VÞ
Relationship to Other Business Plans: Cost must hold up to party operational plans and public scrutiny
Attendee Profile: }iÃÊÀ>}iÊvÀÊ{äÇxÊÞi>ÀÃÆÊÇxÊ«iÀViÌÊ>iÉÓxÊ«iÀViÌÊvi>i]Ê } «ÀwiÊ}ÛiÀiÌÊ«>ÀÌÞÊiLiÀÃ]ÊvwV>ÃÊand staff
Scope: National
First Time or Repeat: No particular time pattern or host city history
Size and Location: {äÊ}ÛiÀiÌÊvwV>Ã]Ê«ÕÃÊÕ«ÊÌÊÓäÊÃÌ>vvÆÊ i`ÊÊ>Ê ÌiÊÊ>ÊViÌÀ>Ê>ÀÊÕÀL>ÊViÌiÀ
Financial Parameters: ÊVÃÌÃÊ«>`ÊÜÌ ÊÌ>Ý«>ÞiÀÊ`>ÀÃ

Planning Details:UÊ ÛiÃÌ>ÀÊy>}Ê ÌiÊÊ`ÜÌÜÊÃiÌÌ}UÊ 1«}À>`i`Ê>VV`>ÌÃÊvÀÊ>Ê>ÌÌi`iiÃÊÜÌ Ê>ÊLi`ÀÃÊV>Ìi`ÊÊVViÀ}iÊiÞ>VViÃÃÊiÛiÃÊÜÌ ÊÓ{ ÕÀÊÃiVÕÀÌÞÆÊ£äÊÌ«iÛiÊ6*ÊÀÃUÊ iiÌ}ÊÀÊvÀÊ{äÊ«i«iÊ>ÌÊL>µÕiÌÊÌ>LiÃ]ÊÃiÌÊÊ >vÀÕ`ÃÆÊ>``Ì>ÊÌ>LiÊÃi>Ì}ÊiÃiÜ iÀiÊÊÀÊvÀÊÃÌ>vvÆÊ>`>ViÌÊiiÌ}ÊÀÊÃiÌÊÊÕ}iÃÌÞiÊÜÌ ÊVvÀÌ>LiÊVÕV iÃÊ>`ÊV >ÀÃÊÊÃ>Ê}ÀÕ«VÛiÀÃ>ÌÊVw}ÕÀ>ÌUÊ ÊiiÌ}ÊÃ«>ViÊÊiÊyÀ]Ê>Ü>ÞÊvÀÊ>ÞÊ«ÕLVÊ>VViÃÃÊ>`ÊÜÌ ÊÊÌ iÀÊiiÌ}ÃÊÌ>}Ê«>ViÊÊÌ >ÌÊyÀUÊ ÛiÀiÌÊÃiVÕÀÌÞÊ>ÌÊiÌÀ>ViÊÌÊ Ìi]ÊiiÌ}ÊÀÊyÀÊ>`ÊLi`ÀÊyÀÃÊÌÊiÃÕÀiÊÊi`>ÊÀÊ«ÕLVÊ>VViÃÃUÊ *ÀÛ>ÌiÊ`i`V>Ìi`ÊÃiVÕÀÌÞÊ>ÀÀ>}i`ÊvÀÊ£äÊvÊÌ iÊ{äÊ>ÌÌi`iiÃUÊ Ê ÌiÊÃÌ>vvÊ>`ÊÌ iÀÊÃÕ««iÀÃÊÀiµÕÀ}ÊiÌÀÞÊÌÊiiÌ}ÊÀÃÊ­ÃiÌÊÕ«]ÊÜ>ÌÊÃÌ>vv®ÊÌÊLiÊ«ÀiVi>Ài`ÊLÞÊ}ÛiÀiÌÊÃiVÕÀÌÞÊand must be wearing access passesUÊ Õ`ÛÃÕ>ÊÌÊVÕ`iÊiVÌiÀÊVÊ>`Ê>Û>iÀiÊVÃ]ÊvÕÞÊ`ÀiÃÃi`ÊÃVÀii]ÊyÜÊ«ÀiVÌÆÊÊyÀÊVÃÊÀiµÕÀi`UÊ ÕÊÃÕÌ>iÕÃÊÌÀ>Ã>ÌÊ­ }Ã ÀiV ®ÊÜÌ Ê}ÛiÀiÌÊ>««ÀÛi`ÊÌiÀ«ÀiÌiÀÃÆÊ i>`ÃiÌÃÊ>Û>>LiÊvÀÊ>Ê{äÊ>ÌÌi`iiÃUÊ `Ê>`ÊLiÛiÀ>}iÊÌÊVÕ`iÊ«>Ìi`ÊLÀi>v>ÃÌÊÜÌ ÊVÕÃÌÊiÕÃÊLÌ Ê`>ÞÃ]Ê>ÊVÕÃÌiÕÊ«>Ìi`ÊÕV iÊwÀÃÌÊ`>ÞÊ>`Ê>ÊLÕvviÌÊÕV iÊÌ iÊvÜ}Ê`>ÞÆÊÀ}Ê>`Ê>vÌiÀÊVÀi>ÌÛiiÕÊLÀi>ÃÊi>V Ê`>ÞÊÊÌ iÊ>`>ViÌÊiiÌ}ÊÀÊ­Õ}iÊ
ÃÌÞi®ÆÊiÊiÛi}Ê`iÀÊÌÊLiÊ i`ÊvvÃÌiÊÊ«ÀÛ>ÌiÊÀ>V ÊV>ÌÊÎäÊÕÌiÃÊÕÌÃ`iÊvÊÌ iÊVÌÞ]ÊÜi`ÊLÞÊ«ÀiÌÊ ÃÌcity business family, outdoor tented barbecue, offsite catering and performance by celebrity entertainer
UÊ -iVÕÀÌÞÊiÛiÃÊ>ÀiÊ } ÊvÀÊ>Ê«>ÀÌV«>ÌÃÊ>`ÊViiLÀÌÞÊiÌiÀÌ>iÀÊVÕ`}Ê>À«ÀÌ]Ê Ìi]Ê}ÀÕ`ÊÌÀ>Ã«ÀÌ>ÌÊ>`ÊvvÃÌiÊ
eveningUÊ ÝÌiÃÛiÊ`iÌ>ÀÞÊÀiÃÌÀVÌÃÊViVÌi`ÊvÀÊ>ÌÌi`iiÃ½ÊvwViÃUÊ *ÀÌVÊÛ>ÀiÃÊÜÌ Ê>ÌÌi`iiÃ½ÊiÛiÊvÊ}ÛiÀiÌÊÃÌ>ÌÕÃÆÊ}ÛiÀiÌÊ«ÀÌVÊvwViÀÊÌÊLiÊÊ>ÌÌi`>ViÊ>ÌÊ>ÊÌiÃ]ÊÊ>Ê
venuesUÊ >V Ê>ÌÌi`iiÊ«iÀÃ>ÞÊ}ÀiiÌi`Ê>ÌÊ>À«ÀÌÊ>`ÊiÃVÀÌi`ÊÛ>Ê«ÀÛ>ÌiÊÊV«>ÞMeeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

Appendix 11 - Sample Job Descriptions

Page 11.1

Director of Meetings
Job Description

Alternate TitlesUÊ ÀiVÌÀÊvÊ ÛiÌÃÊ

Summary
Working within the scope of a corporate setting, a director of meetings oversees the entire meeting planning function forÌ iÊÀ}>â>Ì°Ê/Þ«iÃÊvÊiiÌ}ÃÊ>`ÊiÛiÌÃÊÕ`iÀÊÌ iÊÀiÃ«ÃLÌÞÊvÊÌ iÊ`ÀiVÌÀÊ>ÞÊVÕ`iÊÃ>iÃÊiiÌ}Ã]Ê«À`ÕVÌÊ
introductions and promotions, stockholder meetings, executive retreats, annual meetings, incentive trips and participation in`ÕÃÌÀÞÀi>Ìi`ÊÌÀ>`iÊÃ ÜÃÊ>`ÊiÝ LÌÃ°ÊÀÊi>V Ê>VÌÛÌÞ]Ê}>Ã]ÊLiVÌÛiÃÊ>`Ê>ÊVÀÀiÃ«`}ÊLÕ`}iÌÊ>ÀiÊÃiÌ°Ê/Þ«V>ÞÊÜÀÃÊÕ`iÀÊÛiÀÞÊÌi`ÊÃÕ«iÀÛÃÊ>`Ê`ÀiVÌ°ÊÊ } Ê`i}ÀiiÊvÊVÀi>ÌÛÌÞ]Ê`ÃVÀiÌÊ>`Ê>ÌÌÕ`iÊÃÊÀiµÕÀi`°Ê/À>ÛiÊÃÊ>ÃÊÀiµÕÀi`°Ê

Major Tasks, Responsibilities and Key AccountabilitiesUÊ }ÃÊiiÌ}ÊÃÌÀ>Ìi}ÞÊÌÊÀ}>â>Ì>ÊÃÌÀ>Ìi}Þ°ÊUÊ ÃÃiÃÃÊViÌÊii`ÃÊ>`ÊiÝ«iVÌ>ÌÃ]ÊÀiVi`Ê«À`ÕVÌÊiiiÌÃÊ>`ÊLÕ`}iÌÊiÝ«i`ÌÕÀiÃÊ>`Ê>ÀÌVÕ>ÌiÊ«À}À>½ÃÊ}>ÃÊ>`ÊLiVÌÛiÃ°ÊUÊ >iÊiÞÊ`iVÃÃÊÀi>Ìi`ÊÌÊiiÌ}Ê`iÃ}]ÊVÌiÌÊ>`ÊÌÀi>ÌiÌ°ÊUÊ *ÀÛ`iÊÛiÀ>ÊiÛiÌÊÃÌÀ>Ìi}ÞÊ>`ÊV Ài}À>« ÞÊvÊiiÌ}ÃÊ>`ÊiÛiÌÃ°ÊÊ
UÊ "ÛiÀÃiiÊ`>ÞÊ«iÀ>ÌÃÊvÊÌ iÊiiÌ}ÃÉiÛiÌÃÊ`i«>ÀÌiÌ°ÊUÊ Ài]ÊÌÀ>]ÊÌÛ>ÌiÊ>`Êi>`ÊÃÌ>vvÊ>`ÊÌ iÀÊÌi>ÊiLiÀÃ°ÊUÊ ÀiVÌÊiÛiÌÊÌi>ÊÌÊ«ÀÛ`iÊiiÌ}Ê«>}ÊÃiÀÛViÃÊÌ >ÌÊÃ>ÌÃvÞÊÌ iÊii`ÃÊ>`ÊiÝ«iVÌ>ÌÃÊvÊ>ÌÌi`iiÃÊ>`ÊÌ iÊÀ}>â>Ì°ÊUÊ ÃÌ>LÃ ]ÊÌÀÊ>`Ê>>}iÊ«iÀvÀ>ViÊiÝ«iVÌ>ÌÃÊvÀÊiiÌ}Ã]ÊÛi`ÀÃÊ>`ÊÃÌ>vv°Ê
UÊ Û>Õ>ÌiÊÌ iÊ«>VÌÊvÊiiÌ}ÃÊÕÃ}ÊÃÌ>`>À`âi`Êi>ÃÕÀiiÌÊ«À>VÌViÃÊ>`ÊÌÃ°ÊUÊ Ìi}À>ÌiÊÌiÀ>Ì>ÊLÕÃiÃÃÊ«ÀÌVÊ>`ÊVÕÌÕÀ>ÊÃiÃÌÛÌiÃÊÌÊiiÌ}Ê«>}Ê>VÌÛÌiÃ°ÊÊUÊ ÀÛiÊLÕ`}iÌÊ`iÛi«iÌ]ÊÌÀ>V}Ê>`ÊÀiVV>ÌÊvÊ>ÊiiÌ}ÊiÝ«iÃiÃ°ÊÊUÊ *Ài«>ÀiÊiÝiVÕÌÛiÊÀi«ÀÌÃÊÊ}ÀÕ«Ê>VÌÛÌiÃ]ÊÃÕV Ê>ÃÊiiÌ}ÊÃÌ>ÌÃÌVÃÊ>`ÊiÌÀVÃ°ÊUÊ *ÀÛ`iÊÃÌiÊ>>}iiÌÊvÊiiÌ}ÃÊ>`ÊiÛiÌÃÊÌÊVÕ`iÊÛiÀÃ} ÌÊvÊÛi`ÀÃÊ>`ÊÃÌ>vv°ÊÊUÊ ÌV«>Ìi]Ê`iÛi«Ê>`Ê«iiÌÊVÌ}iVÞÊ«>ÃÊvÀÊiiÌ}Ê>VÌÛÌiÃ°ÊUÊ «iÌiÊ«ÃÌiÛiÌÊÌ>ÃÃÊÌÊVÕ`iÊiÛ>Õ>ÌÊ>`ÊvÜÊÕ«ÊÜÌ ÊViÌÊÊiiÌ}ÊÀiÃÕÌÃ°ÊUÊ iÛi«]Ê«iiÌÊ>`ÊiÛ>Õ>ÌiÊ«>À>iÌiÀÃ]Ê«ViÃÊ>`Ê«ÀVi`ÕÀiÃÊvÀÊiiÌ}Ã°ÊUÊ iÛi«]Ê«iiÌÊ>`ÊiÛ>Õ>ÌiÊiiÌ}Ê«ÀViÃÃiÃ°ÊÊUÊ >Ì>Ê}ÃÌV>Ê>VVÕÌ>LÌÞÊvÊiiÌ}Ã°ÊÊ

Qualifications
UÊ >V iÀ½ÃÊ`i}ÀiiÊ«ÀiviÀÀi`ÊÀÊiµÕÛ>iÌÊiÝ«iÀiVi°UÊ £ä³ÊÞi>ÀÃÊvÊÀi>Ìi`ÊiÝ«iÀiViÊÊÌ iÊiiÌ}Ê`ÕÃÌÀÞ°UÊ Ûi³ÊÞi>ÀÃÊvÊÃÕ«iÀÛÃÀÞÊiÝ«iÀiVi°Ê
Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

Appendix 11 - Sample Job Descriptions

Page 11.2

Knowledge, Skills, Abilities and CompetenciesUÊ ÕÃiÃÃÊ>VÕiUÊ ÌiÀ«iÀÃ>ÊÃÃUÊ ÃÕÌ>ÌÛiÊÃÃUÊ ÕÃÌiÀÊÃiÀÛViÊÃÃUÊ "À}>â}ÊÃÃUÊ ÌÌiÌÊÌÊ`iÌ>UÊ /iÊ>>}iiÌÊÃÃUÊ *ÀiVÌÊ>>}iiÌÊÃÃUÊ

>}iÊ>>}iiÌÊÃÃUÊ 6i`ÀÊ>>}iiÌÊÃÃUÊ i}Ì>ÌÊÃÃUÊ Õ`}iÌ}ÊÃÃUÊ -Õ«iÀÛÃÀÞÊÃÃUÊ ,i>ÌÃ «Ê>>}iiÌÊÃÃUÊ *ÀLiÃÛ}ÊÃÃUÊ >ÞÌV>ÊÃÃUÊ 6iÀL>Ê>`ÊÜÀÌÌiÊVÕV>ÌÊÃÃÊVÕ`}Ê>VÌÛiÊÃÌi}Ê>`ÊµÕiÃÌ}ÊÃÃUÊ «ÕÌiÀÊÌiÀ>VÞ
UÊ LÌÞÊÌÊ`iÛi«ÊÃÌ>`>À`âi`Ê«iÀ>Ì}Ê«ÀVi`ÕÀiÃÊ>`Ê}ÛiÊVi>ÀÊ`ÀiVÌÃUÊ LÌÞÊÌÊÜÀÊ`i«i`iÌÞÊ>`ÊiiÌÊ`i>`iÃUÊ LÌÞÊÌÊÜÀÊÜiÊÕ`iÀÊ«ÀiÃÃÕÀi
UÊ LÌÞÊÌÊ«ÀÀÌâiÊÜÀyÜÊ>`ÊÌÊVÀ`>ÌiÊÌ iÊÜÀÊvÊÌ iÀÃUÊ LÌÞÊÌÊyÕiViÊÌ iÀÃUÊ LÌÞÊÌÊÜÀÊyiÝLiÊ ÕÀÃUÊ Üi`}iÊvÊ>ÀiÌ}Ê>`ÊiÛiÌÊ`ÃV«iÃUÊ Üi`}iÊvÊiiÌ}Ê`ÕÃÌÀÞÊÃÌ>`>À`ÃÊ>`ÊLiÃÌÊ«À>VÌViÃUÊ Üi`}iÊvÊÀÃÊ>>}iiÌÊÃÌÀ>Ìi}iÃÊ>`Ê«À>VÌViÃUÊ Üi`}iÊvÊ«ÀViÃÃÊ«ÀÛiiÌÊÃÌÀ>Ìi}iÃÊ>`ÊÃÌ>`>À`ÃUÊ Üi`}iÊvÊÌiÀ>Ì>ÊÌÀ>ÛiÊÃ>viÌÞ]ÊLÕÃiÃÃÊ«ÀÌVÊ>`ÊÌ iÀÊ`iÃÌ>ÌÃ«iVwVÊvÀ>ÌÊ>ÃÊii`i`ÊLÞÊ>ÌÌi`iiÃ
UÊ "À}>â>Ì>Ê>Ü>ÀiiÃÃÊ>`ÊÜi`}iÊvÊVÀ«À>ÌiÊÃÌ>`>À`ÃÊ>`Ê«ÀVi`ÕÀiÃ

Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

Appendix 11 - Sample Job Descriptions

Page 11.3

Association Meeting Planner
Job Description

Alternate Titles
UÊ iiÌ}Ê>`Ê ÛiÌÊ*>iÀÊUÊ ÛiÌÊ*>iÀÊUÊ iiÌ}Ê*>}ÊÃÃV>ÌiÊ

Summary7À}ÊÜÌ ÊÌ iÊÃV«iÊvÊÌ iÊ>ÃÃV>ÌÊÀÊ«ÀwÌÊÃiVÌÀ]Ê>ÊiiÌ}Ê«>iÀÊ«>ÃÊ>`ÊiÝiVÕÌiÃÊVviÀiViÃÊvÀÊV>]Ê
regional, national or international attendees, which may include educational tracks, multiple speakers, exhibits and offsite
programs. Typically includes the development of program content to encourage membership retention and growth. Works underÃÕ«iÀÛÃÊ>`Ê`ÀiVÌÊvÊ>ÊÃÕ«iÀÛÃÀ°ÊÊ`iÀ>ÌiÊ`i}ÀiiÊvÊVÀi>ÌÛÌÞ]Ê`ÃVÀiÌÊ>`Ê>ÌÌÕ`iÊÃÊÀiµÕÀi`°Ê/À>ÛiÊÃÊ>ÃÊÀiµÕÀi`°

Major Tasks, Responsibilities, and Key AccountabilitiesUÊ ÃÕÌÊÜÌ ÊiÞÊÃÌ>i `iÀÃÊÌÊ`iÌiÀiÊ«À}À>½ÃÊ}>Ã]ÊLiVÌÛiÃÊ>`ÊLÕ`}iÌ°ÊUÊ ÃÃÃÌÃÊÊ`iÌvÞ}Êi>ÀiÀÊLiVÌÛiÃÊ>`ÊÕÌViÃ°ÊÊ
UÊ ,iÃi>ÀV ]ÊÀiVi`Ê>`ÊÃiiVÌÊiiÌ}ÊÃÌiÃÊ>`Ê>VÌÛÌiÃÊÌ >ÌÊÃÕ««ÀÌÊLiVÌÛiÃ°ÊUÊ Ì>ÌiÊ«À«Ã>ÃÊÜÌ ÊÛi`ÀÃÆÊi}Ì>ÌiÊ>`Ê>>}iÊÛi`ÀÃÊ>`ÊVÌÀ>VÌÃ°ÊUÊ iÛi«ÊiiÌ}ÊÃ«iVwV>ÌÃÊVÕ`}ÊL>µÕiÌÊiÛiÌÊÀ`iÀÃÊ>`ÊÜÀÊ«>ÃÊVÕ`}ÊÌiiÊ>`ÊLÕ`}iÌ°ÊÊUÊ À`>ÌiÊ>`Ê>>}iÊ«Ài«>}ÊiiÌ}ÃÊÜÌ Ê«ÀiVÌÊÌi>ÆÊVÀ`>ÌiÊ>ÊvÀ>ÌÊvÀÊiiÌ}ÃÊ>`ÊiÛiÌÃÊ>`Ê
disseminate appropriately.
UÊ À`>ÌiÊ}ÃÌVÃÊ«>}ÊVÕ`}Ê>}i`>É«À}À>Ê`iÛi«iÌ]ÊÃ«i>iÀÊi}>}iiÌ]Êv`Ê>`ÊLiÛiÀ>}iÊiÕÊÃiiVÌÃ]Ê
air and ground transportation arrangements, registration and housing processes and audiovisual/technical needs.
UÊ /À>VÊiiÌ}Ê>`ÊiÛiÌÊiÝ«i`ÌÕÀiÃÊÌÊÃÌ>ÞÊÜÌ ÊÀÊLiÜÊLÕ`}iÌ°ÊUÊ /À>VÊ>ÌÌi`>Vi]ÊÀi}ÃÌÀ>Ì]Ê ÌiÊ ÃÌÀÞÊ>`Ê>ÌÌi`iiÊÃ>ÌÃv>VÌ°ÊUÊ *Ài«>ÀiÊ>`ÊV«iÊÀÕÌiÊ>`Ê>`Ê VÊÃÌ>ÌÕÃÊÀi«ÀÌÃÊÊ}ÀÕ«Ê>VÌÛÌiÃ]ÊÃÕV Ê>ÃÊiiÌ}ÊÃÌ>ÌÃÌVÃÊ>`ÊiÌÀVÃ°ÊUÊ À`>ÌiÊÜÌ Ê>ÊÛi`ÀÃÊÌÊiÃÕÀiÊÃiÀÛViÃÊ>`Ê>ÌiÀ>ÃÊ>ÀiÊ«ÀviÃÃ>Ê>`Ê>««À«À>ÌiÞÊÀiyiVÌÊV«>ÞÊÃÌ>`>À`Ã°ÊUÊ «iÌiÊV iVÃÌÃÊvÀÊiÛiÌÊÌÊiÃÕÀiÊ«À«iÀÊiÝiVÕÌ°ÊUÊ *ÀÛ`iÊÃÌiÊ>>}iiÌÊvÊiiÌ}ÃÊ>`ÊiÛiÌÃÊÌÊVÕ`iÊÛiÀÃ} ÌÊvÊÛi`ÀÃ°ÊÊUÊ «iiÌÊVÌ}iVÞÊ«>ÃÊ>ÃÊii`i`ÊÃÌi°ÊUÊ /ÀÕLiÃ ÌÊ>`ÊÃÛiÊÃÌiÊ«ÀLiÃÊÃi>iÃÃÞ°ÊUÊ «iÌiÊ«ÃÌiÛiÌÊÌ>ÃÃÊVÕ`}ÊÀiVV>ÌÊvÊiÝ«iÃiÃ]ÊiÛ>Õ>ÌÊvÊiÛiÌÊ>`ÊÀi«ÀÌÊÊiiÌ}ÊÀiÃÕÌÃ°ÊÊ

QualificationsUÊ ÊÊÊÊÊÊÊÊÊ >V iÀ½ÃÊ`i}ÀiiÊ«ÀiviÀÀi`ÊÀÊiµÕÛ>iÌÊiÝ«iÀiVi°UÊ ÊÊÊÊÊÊÊÊÊÕÊÌ ÀiiÊÞi>ÀÃÊvÊÀi>Ìi`ÊiÝ«iÀiViÊÊÌ iÊiiÌ}Ê`ÕÃÌÀÞ°Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

Appendix 11 - Sample Job Descriptions
Knowledge, Skills, Abilities and CompetenciesUÊ ÊÊÊÊÊÊÊÊÊÌiÀ«iÀÃ>ÊÃÃUÊ ÊÊÊÊÊÊÊÊÊ ÕÃÌiÀÊÃiÀÛViÊÃÃUÊ ÊÊÊÊÊÊÊÊÊ"À}>â}ÊÃÃUÊ ÊÊÊÊÊÊÊÊÊÌÌiÌÊÌÊ`iÌ>UÊ ÊÊÊÊÊÊÊÊÊ/iÊ>>}iiÌÊÃÃUÊ ÊÊÊÊÊÊÊÊÊ*ÀiVÌÊ>>}iiÌÊÃÃUÊ ÊÊÊÊÊÊÊÊÊ

>}iÊ>>}iiÌÊÃÃUÊ ÊÊÊÊÊÊÊÊÊ6i`ÀÊ>>}iiÌÊÃÃUÊ ÊÊÊÊÊÊÊÊÊ i}Ì>ÌÊÃÃUÊ ÊÊÊÊÊÊÊÊÊ Õ`}iÌ}ÊÃÃUÊ ÊÊÊÊÊÊÊÊÊ,i>ÌÃ «Ê>>}iiÌÊÃÃUÊ ÊÊÊÊÊÊÊÊÊ*ÀLiÃÛ}Ê>`Ê>>ÞÌV>ÊÃÃUÊ ÊÊÊÊÊÊÊÊÊ6iÀL>Ê>`ÊÜÀÌÌiÊVÕV>ÌÊÃÃÊÌÊVÕ`iÊ>VÌÛiÊÃÌi}Ê>`ÊµÕiÃÌ}ÊÃÃUÊ ÊÊÊÊÊÊÊÊÊ «ÕÌiÀÊÌiÀ>VÞUÊ ÊÊÊÊÊÊÊÊÊLÌÞÊÌÊ«iiÌÊÃÌ>`>À`âi`Ê«iÀ>Ì}Ê«ÀVi`ÕÀiÃÊ>`ÊvÜÊVi>ÀÊ`ÀiVÌÃUÊ ÊÊÊÊÊÊÊÊÊLÌÞÊÌÊÜÀÊ`i«i`iÌÞÊ>`ÊiiÌÊ`i>`iÃUÊ ÊÊÊÊÊÊÊÊÊLÌÞÊÌÊÜÀÊÜiÊÕ`iÀÊ«ÀiÃÃÕÀiUÊ ÊÊÊÊÊÊÊÊÊLÌÞÊÌÊÜÀÊÊ>ÊÌi>ÊiÛÀiÌUÊ ÊÊÊÊÊÊÊÊÊLÌÞÊÌÊÜÀÊyiÝLiÊ ÕÀÃUÊ ÊÊÊÊÊÊÊÊÊÜi`}iÊvÊ>ÀiÌ}Ê>`ÊiÛiÌÊ`ÃV«iÃUÊ ÊÊÊÊÊÊÊÊÊÜi`}iÊvÊiiÌ}Ê`ÕÃÌÀÞÊVÌÀ>VÌ}ÊÃÌ>`>À`ÃÊ>`Ê«À>VÌViÃUÊ ÊÊÊÊÊÊÊÊÊÜi`}iÊvÊ>`ÕÌÊi>À}ÊÌ iÀiÃUÊ ÊÊÊÊÊÊÊÊÊ"À}>â>Ì>Ê>Ü>ÀiiÃÃÊ>`ÊÜi`}iÊvÊVÀ«À>ÌiÊÃÌ>`>À`ÃÊ>`Ê«ÀVi`ÕÀiÃ

Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

Page 11.4

Appendix 11 - Sample Job Descriptions

Page 11.5

Corporate Meeting Planner
Job Description

Alternate Titles
UÊ iiÌ}Ê>`Ê ÛiÌÊ*>iÀÊUÊ ÛiÌÊ*>iÀÊUÊ iiÌ}ÊÃÃV>ÌiÊUÊ iiÌ}Ê*>}ÊÃÃV>ÌiÊ

Summary
Working within the scope of a corporate setting, a meeting planner plans and executes activities such as sales meetings, productintroductions and promotions, stockholder meetings, executive retreats, annual meetings, incentive trips and participation in`ÕÃÌÀÞÀi>Ìi`ÊÌÀ>`iÊÃ ÜÃÊ>`ÊiÝ LÌÃ°ÊÀÊi>V Ê>VÌÛÌÞ]Ê}>Ã]ÊLiVÌÛiÃÊ>`Ê>ÊVÀÀiÃ«`}ÊLÕ`}iÌÊ>ÀiÊÃiÌ°Ê/Þ«V>ÞÊÜÀÃÊÕ`iÀÊÌ iÊ}iiÀ>ÊÃÕ«iÀÛÃÊ>`Ê`ÀiVÌÊvÊ>ÊÃÕ«iÀÛÃÀ°ÊÊ`iÀ>ÌiÊ`i}ÀiiÊvÊVÀi>ÌÛÌÞ]Ê`ÃVÀiÌÊ>`Ê>ÌÌÕ`iÊÃÊÀiµÕÀi`°ÊTravel is also required.

Major Tasks, Responsibilities and Key AccountabilitiesUÊ ÃÕÌÊÜÌ ÊLÕÃiÃÃÊÜiÀÊÌÊ`iÌiÀiÊ«À}À>½ÃÊ}>Ã]ÊLiVÌÛiÃÊ>`ÊLÕ`}iÌ°ÊUÊ ,iÃi>ÀV ]ÊÀiVi`Ê>`ÊÃiiVÌÊiiÌ}ÊÃÌiÃÊ>`Ê>VÌÛÌiÃÊÌ >ÌÊÃÕ««ÀÌÊLiVÌÛiÃ°ÊUÊ Ì>ÌiÊ«À«Ã>ÃÊÜÌ ÊÛi`ÀÃÊÊLi >vÊvÊViÌÃÆÊÜÀÃÊÜÌ ÊÌiÀ>ÊViÌÊÌÊw>âiÊVÌÀ>VÌÃÆÊi}Ì>ÌiÊ>`Ê>>}iÊ
vendors and contracts.
UÊ iÛi«ÊiiÌ}ÊÃ«iVwV>ÌÃÊVÕ`}ÊL>µÕiÌÊiÛiÌÊÀ`iÀÃÊ>`ÊÜÀÊ«>ÃÊVÕ`}ÊÌiiÊ>`ÊLÕ`}iÌ°ÊÊUÊ À`>ÌiÊ>`Ê>>}iÊ«Ài«>}ÊiiÌ}ÃÊÜÌ Ê«ÀiVÌÊÌi>ÆÊVÀ`>ÌiÊ>ÊvÀ>ÌÊvÀÊiiÌ}ÃÊ>`ÊiÛiÌÃÊ>`Ê
disseminate appropriately.
UÊ À`>ÌiÊ}ÃÌVÃÊ«>}ÊVÕ`}Ê>}i`>É«À}À>Ê`iÛi«iÌ]Êv`Ê>`ÊLiÛiÀ>}iÊiÕÊÃiiVÌÃ]Ê>ÀÊ>`Ê}ÀÕ`Êtransportation arrangements, registration and housing processes and audiovisual/technical needs.
UÊ /À>VÊiiÌ}Ê>`ÊiÛiÌÊiÝ«i`ÌÕÀiÃÊÌÊÃÌ>ÞÊÜÌ ÊÀÊLiÜÊLÕ`}iÌ°ÊUÊ /À>VÊ>ÌÌi`>Vi]ÊÀi}ÃÌÀ>Ì]Ê ÌiÊ ÃÌÀÞÊ>`Ê>ÌÌi`iiÊÃ>ÌÃv>VÌ°ÊUÊ *Ài«>ÀiÊ>`ÊV«iÊÀÕÌiÊ>`Ê>`Ê VÊÃÌ>ÌÕÃÊÀi«ÀÌÃÊÊ}ÀÕ«Ê>VÌÛÌiÃ]ÊÃÕV Ê>ÃÊiiÌ}ÊÃÌ>ÌÃÌVÃÊ>`ÊiÌÀVÃ°ÊUÊ À`>ÌiÊÜÌ Ê>ÊÛi`ÀÃÊÌÊiÃÕÀiÊÃiÀÛViÃÊ>`Ê>ÌiÀ>ÃÊ>ÀiÊ«ÀviÃÃ>Ê>`Ê>««À«À>ÌiÞÊÀiyiVÌÊV«>ÞÊÃÌ>`>À`Ã°ÊUÊ «iÌiÊV iVÃÌÃÊvÀÊiÛiÌÊÌÊiÃÕÀiÊ«À«iÀÊiÝiVÕÌ°ÊUÊ *ÀÛ`iÊÃÌiÊ>>}iiÌÊvÊiiÌ}ÃÊ>`ÊiÛiÌÃÊÌÊVÕ`iÊÛiÀÃ} ÌÊvÊÛi`ÀÃ°ÊÊUÊ «iiÌÊVÌ}iVÞÊ«>ÃÊ>ÃÊii`i`ÊÃÌi°ÊUÊ /ÀÕLiÃ ÌÊ>`ÊÃÛiÊÃÌiÊ«ÀLiÃÊÃi>iÃÃÞ°ÊUÊ «iÌiÊ«ÃÌiÛiÌÊÌ>ÃÃÊVÕ`iÊÀiVV>ÌÊvÊiÝ«iÃiÃ]ÊiÛ>Õ>ÌÊvÊiÛiÌ]Ê>`ÊÀi«ÀÌÊÕÌÊÊiiÌ}ÊÀiÃÕÌÃ°ÊÊ

Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

Appendix 11 - Sample Job Descriptions
QualificationsUÊ ÊÊÊÊÊÊÊÊÊ >V iÀ½ÃÊ`i}ÀiiÊ«ÀiviÀÀi`ÊÀÊiµÕÛ>iÌÊiÝ«iÀiVi°UÊ ÊÊÊÊÊÊÊÊÊÕÊÌ ÀiiÊÞi>ÀÃÊvÊÀi>Ìi`ÊiÝ«iÀiViÊÊÌ iÊiiÌ}Ê`ÕÃÌÀÞ°Ê

Knowledge, Skills, Abilities, and CompetenciesUÊ ÌiÀ«iÀÃ>ÊÃÃUÊ ÕÃÌiÀÊÃiÀÛViÊÃÃUÊ "À}>â}ÊÃÃUÊ ÌÌiÌÊÌÊ`iÌ>UÊ /iÊ>>}iiÌÊÃÃUÊ *ÀiVÌÊ>>}iiÌÊÃÃUÊ

>}iÊ>>}iiÌÊÃÃUÊ 6i`ÀÊ>>}iiÌÊÃÃUÊ i}Ì>ÌÊÃÃUÊ Õ`}iÌ}ÊÃÃUÊ ,i>ÌÃ «Ê>>}iiÌÊÃÃUÊ *ÀLiÃÛ}Ê>`Ê>>ÞÌV>ÊÃÃUÊ 6iÀL>Ê>`ÊÜÀÌÌiÊVÕV>ÌÊÃÃÊÌÊVÕ`iÊ>VÌÛiÊÃÌi}Ê>`ÊµÕiÃÌ}ÊÃÃUÊ «ÕÌiÀÊÌiÀ>VÞ
UÊ LÌÞÊÌÊ«iiÌÊÃÌ>`>À`âi`Ê«iÀ>Ì}Ê«ÀVi`ÕÀiÃÊ>`ÊvÜÊVi>ÀÊ`ÀiVÌÃUÊ LÌÞÊÌÊÜÀÊ`i«i`iÌÞÊ>`ÊiiÌÊ`i>`iÃUÊ LÌÞÊÌÊÜÀÊÜiÊÕ`iÀÊ«ÀiÃÃÕÀi
UÊ LÌÞÊÌÊÜÀÊÊ>ÊÌi>ÊiÛÀiÌUÊ LÌÞÊÌÊÜÀÊyiÝLiÊ ÕÀÃUÊ Üi`}iÊvÊ>ÀiÌ}Ê>`ÊiÛiÌÊ`ÃV«iÃUÊ Üi`}iÊvÊiiÌ}Ê`ÕÃÌÀÞÊVÌÀ>VÌ}ÊÃÌ>`>À`ÃÊ>`Ê«À>VÌViÃ
UÊ "À}>â>Ì>Ê>Ü>ÀiiÃÃÊ>`ÊÜi`}iÊvÊVÀ«À>ÌiÊÃÌ>`>À`ÃÊ>`Ê«ÀVi`ÕÀi

Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

Page 11.6

Appendix 11 - Sample Job Descriptions

Page 11.7

Meeting Coordinator
Job Description

Alternate Titles
UÊ iiÌ}Ê*>}ÊÃÃÃÌ>ÌÊUÊ *À}À>Ê À`>ÌÀÊUÊ `ÃÌÀ>ÌÛiÊÃÃÃÌ>ÌÊUÊ ÝiVÕÌÛiÊÃÃÃÌ>ÌÊ

Summary7À}ÊÜÌ ÊÌ iÊÃV«iÊvÊÌ iÊ>ÃÃV>ÌÊÀÊ«ÀwÌÊÃiVÌÀ]Ê>ÊiiÌ}ÊVÀ`>ÌÀÊ«ÀÛ`iÃÊ>`ÃÌÀ>ÌÛiÊ>`Ê}ÃÌV>Ê
support to a meeting planner or team of meeting professionals in planning conferences for local, regional, national or international
attendees that may include educational tracks, multiple speakers, exhibits and offsite programs. Works under the direct supervisionand direction of meeting and event staff.

Major Tasks, Responsibilities and Key Accountabilities*ÀÛ`iÊ}}Ê>`ÃÌÀ>ÌÛiÊÃÕ««ÀÌÊÌÊVÕ`iÊÌ iÊ`À>vÌ}ÊvÊ}iiÀ>ÊVÀÀiÃ«`iViÊ>`ÊÌ iÀÊVÕV>ÌÃÆÊÀ}>â}Ê
`>Ì>]ÊwiÃÊ>`Ê>ÌiÀ>ÃÆÊV«}ÊvÀ>ÌÆÊ«Ài«>À}ÊÀÕÌiÊ>`Ê>`Ê VÊÀi«ÀÌÃÆÊ>}ÊÌÀ>ÛiÊ>`ÊiiÌ}Ê>ÀÀ>}iiÌÃÆÊand responding to requests for assistance.
UÊ ÜÊÜi`iwi`ÊiiÌ}Ê«>À>iÌiÀÃÊ>`ÊiÃÕÀiÊÌ >ÌÊ`iwi`Ê«ViÃÊ>`Ê«ÀVi`ÕÀiÃÊ>ÀiÊ«iiÌi`°UÊ ,iÃi>ÀV ÊÛiÕiÃ]ÊiÕÃ]Ê>iÌiÃÊ>`Ê>VÌÛÌiÃ°UÊ À`>ÌiÊÃ«iVwVÊ}ÃÌVÃÊvÊiiÌ}Ã]ÊÃÕV Ê>ÃÊÃ«i>iÀÊi}>}iiÌ]Ê ÕÃ}]ÊÌÀ>Ã«ÀÌ>Ì]Ê>ÌiÀ>Ê«Ài«>À>Ì]Ê
registration and signage.
UÊ ÊÊ>Ì>ÊÛ>ÀÕÃÊ`>Ì>L>ÃiÃ°UÊ ÃÃi>ÌiÊvÀ>ÌÊ>ÃÊ`ÀiVÌi`°UÊ ÃÃÃÌÊÜÌ ÊÃÌiÊiiÌ}Ê>>}iiÌ°ÊUÊ /À>VÊiÝ«i`ÌÕÀiÃÊÌÊLÕ`}iÌÊ>`Ê«ÀViÃÃÊ>««ÀÛi`ÊÛViÃÊvÀÊ«>ÞiÌUÊ `iÌvÞÊ>`ÊÃÛiÊ«ÀLiÃÊÜÌ ÊÃV«iÊvÊÀiÃ«ÃLÌÞ°UÊ *ÀÛ`iÊVÕÃÌiÀÊÃiÀÛViÊÌÊÌiÀ>Ê>`ÊiÝÌiÀ>ÊVÕÃÌiÀÃ°Ê

QualificationsUÊ } ÊÃV Ê`«>Ê«ÀiviÀÀi`ÊÀÊÌÃÊiµÕÛ>iÌ°ÊUÊ 1«ÊÌÊÌÜÊÞi>ÀÃÊvÊÀi>Ìi`ÊiÝ«iÀiViÊÊÌ iÊiiÌ}Ê`ÕÃÌÀÞ°ÊUÊ /ÜÊÌÊvÕÀÊÞi>ÀÃÊvÊ>`ÃÌÀ>ÌÛiÊiÝ«iÀiVi°ÊÊ

Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

Appendix 11 - Sample Job Descriptions
Knowledge, Skills, Abilities and CompetenciesUÊ ÌiÀ«iÀÃ>ÊÃÃÊUÊ ÕÃÌiÀÊÃiÀÛViÊÃÃÊUÊ "À}>â}ÊÃÃÊUÊ ÕÌÌ>Ã}Ê>`Ê«ÀiVÌÊ>>}iiÌÊÃÃÊUÊ ÌÌiÌÊÌÊ`iÌ>ÊUÊ «ÕÌiÀÊÌiÀ>VÞÊUÊ *ÀLiÃÛ}Ê>`Ê>>ÞÌV>ÊÃÃÊUÊ 6iÀL>Ê>`ÊÜÀÌÌiÊVÕV>ÌÊÃÃÊÌÊVÕ`iÊ>VÌÛiÊÃÌi}Ê>`ÊµÕiÃÌ}ÊÃÃÊUÊ LÌÞÊÌÊ«iiÌÊÃÌ>`>À`âi`Ê«iÀ>Ì}Ê«ÀVi`ÕÀiÃÊ>`ÊvÜÊVi>ÀÊ`ÀiVÌÃÊUÊ LÌÞÊÌÊÜÀÊ`i«i`iÌÞÊ>`ÊiiÌÊ`i>`iÃÊUÊ LÌÞÊÌÊÜÀÊyiÝLiÊ ÕÀÃÊUÊ "À}>â>Ì>Ê>Ü>ÀiiÃÃÊ>`ÊÜi`}iÊvÊVÀ«À>ÌiÊÃÌ>`>À`ÃÊ>`Ê«ÀVi`ÕÀiÃÊ

Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.

Page 11.8

Page 12.1

Appendix 12 - TCEM Career Tree
What Can I Do With A Degree in Tourism, Conventions and Event Management?

Tourism Management:;OLWSHUUPUNKL]LSVWTLU[VYNHUPaH[PVUHUKTHYRL[PUNVMH[[YHJ[PVUZHUKOVZ[KLZ[PUH[PVUZHUK[OL\UKLYZ[HUKPUNVM[OLWLYZVU
[YH]LSPUNV\[ZPKL[OLPY\Z\HSOHIP[H[[VL_WLYPLUJL[OLZLH[[YHJ[PVUZPermanent Attractions Management*\S[\YHS/LYP[HNL,K\JH[PVUHS,U[LY[HPUTLU[;OLTL7HYRZ

Destination Management 
and Planning=PZP[VYZ)\YLH\Z+L]LSVWTLU[(NLUJPLZ+LZ[PUH[PVU4HYRL[PUN

Event Management:;OLZ[YH[LN`VYNHUPaH[PVUWSHUUPUNHUKJVVYKPUH[PVUVM[LTWVYHY`Z[Y\J[\YLKH[[YHJ[PVUZ
Cultural Events -LZ[P]HSZ7HYHKLZ,_OPIP[Z(Y[ 4\ZL\T-HPYZBusiness Events *VU]LU[PVUZ,_WVZP[PVUZ

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Sport Events /HSSTHYR,]LU[Z7YVMLZZPVUHS,]LU[Z(TH[L\Y,]LU[ZHospitality Management:;OLWSHUUPUNVYNHUPaPUNSLHKPUNHUKJVU[YVSSPUNVM[OLHJ[P]P[PLZ[OH[Z\WWVY[WLVWSL^OLUH^H`MYVTOVTL
Lodging /V[LS4HUHNLTLU[)LK )YLHRMHZ[;PTL:OHYL*VUKVZFood Service 

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Travel ;YH]LS*VVYKPUH[PVU

4HZZ;YHUZP[;YH]LS4HUHNLYZFacilities *VU]LU[PVU4LL[PUN=LU\LZ:WVY[=LU\LZ,U[LY[HPUTLU[=LU\LZ

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Meeting and Business Event Competency Standards Curriculum Guide, (MBECS), V1.0, September 26, 2012 available at mpiweb.org/MBECS.