honours distinction & a vacation

ladies and gentelemen,

i've been recommended for graduation with honours distinction in green business management!

what a good way to end off my "last" year of school. i say last because, well, someday, i'm going to do a masters. i just have no idea when. or in what. sustainable leadership at guelph comes to mind. but.. that's far in the distance.

now onto things that matter: the job hunt.

i had a few interviews before i left for vegas oh right, i went to vegas. i'll talk about that in a bit.

1) an in-person interview with a publishing company for an administrative internship for 2 months, full time. it paid. not much, but it was money. i didn't get it.

2) a phone interview for a data analyst position at a research firm. full time. it paid. not an internship. this was a real job. i blew the phone interview, like, hard. and they still wanted to meet me (score!) so yeah, that happened.

3) another phone interview for a hotel for something i'm not even sure what it was but they called it an internship. this fell through immediately since they were looking for someone that needed a co-op. well, fuck. list that in your job posting! ass.

4) lastly, was a phone interview for summer receptionist place at a specialist organization. it was your standard, full time, summer, minimum wage crap. whatever. i didn't get it.

i had the in-person interview for the data analyst position today and things were going ridiculously well until they told me that they weren't hiring right away and probably wouldn't hire someone new until the fall. well, fuck. why even bother putting up a job posting and pressing for interviews if you're not gonna hire until 4 months from now? god damn. i don't get it. maybe that's just their way of politely telling me to fuck off. it seemed like something i'd be pretty rad at, too. ugh.

did i mention before that i had an interview with a tour guiding place? yeah, that was a weird one. they only paid minimum wage. i never heard from them but it's my own fault for not following up. i honestly just didn't give a fuck. i'm worth more than minimum wage. and even though i highly enjoy tour guiding/customer service crap, i wasn't good enough. hey yeah, fuck you too.

this wasn't meant to sound as negative as it does. but this is my life for the next well.. forever. until i get a job. there's a shred of optimism left. i'll make it through.

i applied to ten other jobs today. i start training for the temporary conference job tomorrow and have 18 hours of work over 2 days. so, i make some money. plus getting paid for 5 hours of training. it's all minimum wage, but i don't care. it's easy and it's fun. i'm happy they hired me on. 7:30am start time sorta sucks though.

oh right, vegas! 

maybe i mentioned this before. maybe i didn't. my family booked tickets back in january for 5 days in vegas. it was pretty cool. highlights include seeing lots of stuff, doing lots of stuff, and eating lots of stuff.

monday: got to the airport at like 6:30am for an 8am flight (ughsdklhskjlgasd) and flew to vegas. checked in at the hotel vdara and went somewhere on the strip for lunch. walked around for awhile trying to figure stuff out. maybe went to the pool? i don't know. we passed out early. saw the fountains at the bellagio.

tuesday: walked up and down the strip looking at various casinos, hotels, and things. gambled on the blue jays losing against the orioles and won a shit ton of money. thank you, jays, for losing. had afternoon beers with my brother at a sports bar and watched the game. went to a world famous expensive sushi restaurant for dinner (nobu) but felt like absolute crap. ate anyway but couldn't enjoy it until nearing the end. would go again but it's fucking expensive. amazing sushi though. had an early night after 'cause i still felt like crap.

wednesday: left the strip and went to red rock canyon. did the tour. went to the red rock canyon indoor climbing gym and spent the afternoon there. i didn't want to leave. it was just amazing rock climbing and gorgeous tattooed dudes with muscles and beards everywhere. heaven. went to the stratosphere and walked around there a bit. was going to have dinner in the revolving restaurant but didn't; too expensive. had happy hour in the lounge instead. walked down that end of the strip a bit and went to circus circus amongst other places. then headed back to vdara and an amazing takeout manadarin chicken salad. passed out shortly after.

thursday: went to check out fremont street. walked around there. tried to go to insert coins but it was closed. had lunch at the patio place next to it. came back to the hotel for a nap and a change. headed out for an early dinner and then saw cirque du soleil's love. great show. went to a pizza place in the casino after. stayed out a bit and saw the strip at night and a couple of the hourly shows on the strip. then back to the hotel.

friday: slept in, packed up all our shit, and checked out of the hotel. gambled away the last of my money before heading to the airport and flying back to buffalo and hanging out in niagara for 2 days. got back to toronto monday morning.

didn't get to experience a whole lot of nightlife, but still a neat place. got a lot of weird stories to tell friends about the trip that maybe aren't exactly meant for a blog post.

las vegas: complete

feedback

as a culminating paper for a class this semester, i had to write as many words as i wanted on the program, courses, and internship component.

and now, for your reading pleasure, i present to you:

a review of the last 8 months of my life just shy of 4,000 words.

note: names have been changed.

This feedback paper reviews each semester followed by comments on how the semester should have been structured from my perspective and where the program needs to improve. The internship placement is reviewed and how the course material can be applied to the internship and future endeavours in the sustainability industry. The paper concludes how the internship placement should be carried out next year to set the Green Business Management program apart from other environmental and sustainability post-graduate programs.

Semester One

In the first semester, the program requires students to take five courses: an introduction to sustainability, development theory, eco-productivity, corporate social responsibility, and green marketing. I began the program with optimism for interesting course material, great teaching styles, and a working internship placement.

GBM702: Sustainable Development: Yesterday, Today, and Tomorrow

Dr. Naveed taught this course. The format of the course was no different than any other; two “debates”, a midterm, and a case study presentation. We had readings most weeks that rarely anyone completed – and we were honest about not reading them. I graduated with an Honours Bachelor of Arts degree in Tourism and Environment which focused on sustainability for four years and also graduated from a Graduate Certificate in Project Management – Environmental. I was well immersed in the sustainability concept but was still required to take the course.

I expected that admissions would accurately judge the backgrounds of the students entering into the program and place them into the courses which made sense, rather than placing those with an environmental education into an introductory course. I couldn’t understand the logic behind this, especially when the professor teaching openly admitted to not having much of a background in sustainability. However, it was too late into the semester when I was told that I likely could have been exempt from the course for “advanced standing.”

Many of us purchased two expensive textbooks for the course. One textbook was used for the assignments and the other textbook was used one time for a reading then tossed aside. Dr. Naveed was adamant that we would use the textbook again, but we never did. A positive to the course was a guest speaker from the Marketing department at Steam Whistle Brewing who explained the organization’s sustainability initiatives that help to reduce costs and waste. A skill I can take away from this course and apply to the internship at The Globe and Mail is public speaking through the debates and case study presentations.

GBM701: Development Theory and Sustainability Models

Jim ran this course exceptionally well. Although there was very little “teaching” involved, Jim offered a format for the course and feedback when needed. We had summaries of learning material due every week that allowed for reflection on a different level, from both what Jim had taught or through the guest speaker’s material. The majority of the course was structured through self-learning around broad topics that let the students decide the direction of the topic, whether in teams or individually.  The course was split into two sections – a group paper and presentation and an individual paper and presentation.

Jim’s vast network of industry leaders was helpful in the learning process and in the internship search for a few of us who were in need of a placement. We were able to see real people in the sustainability industry making change happen, as well as job positions and openings in these organizations. Although I am unsure if Jim taught other post-graduate classes previously, his initial 8,000 word individual paper as a final project for the course during exam week was not the best idea. Many of us struggled with the grading of the course, even when the paper was reduced to 5,000 words. Several classmates expressed that they had never written a paper of that length and with the amount of workload from the remaining courses during that time period, 5,000 words was a definite setback.

The addition of Bob Willard to guest lecture an entire class was a nice treat and I have been using his theories as the basis for many of my projects throughout the year, both in The New Sustainability Advantage and The Sustainability Champion’s Guidebook. Again, despite Jim’s best efforts, the take away from this course relevant to The Globe and Mail is enhancing public speaking skills and the ability to network with industry professionals. The research involved with the two papers is indirectly applicable to The Globe and Mail but could be utilized on the Green Team for research on waste and recycling initiatives. “Development Theories & Sustainability Models” is a course name that needs to be modified. Since the course was self-directed, Jim taught a very limited amount of theories and models – such as systems and structures governing – but made attempts to reiterate these concepts at every chance.

GBM701 Eco-productivity in the Workplace I

This was the pre-requisite of two courses taught by Brett, one in the first semester and one in the second semester. Brett discussed the concepts of the 7 green wastes and demonstrated how to give sustainability a monetary value in order to receive attention from organizations and CEOs. I found this course to be the most valuable to me, as previously I had never viewed sustainability theory in a business sense for reducing costs and maximizing profits. This course would have been more valuable if my internship components didn’t fall through and I was able to use information from the organizations for the assignments, rather than Brett’s assigned case studies.

Brett’s classes were an open dialogue of ideas and discussion. His assignments placed value on effectiveness in time management, reporting, researching, presentation skills, and PowerPoint presentations. The midterm and final assignments in the course could be directly applied to The Globe and Mail’s operations in their current state of green waste and the future state to demonstrate solutions of where the organization could reduce costs to increase profit using sustainability initiatives.

GBM704: Corporate Social Responsibility and Business Ethics

Bob's course on Corporate Social Responsibility was an interesting concept with the end goal of the course to complete a CSR report for your partner company. This would have been a great opportunity and project to undertake if each student in the program had a working internship by the time the final project was completed. Unfortunately, this didn’t happen and several students, including myself, were forced to complete a case study CSR report or team up with other students with their partner company. This course would have been more effective if there were deadlines for each section of the CSR report, rather than the finished report amounting to 80% of the final grade in the course.

Bob stated that there isn’t one company in the world that is ISO26000 compliant and that made me wonder why the course is being offered in the Green Business Management program if no organization is interested in using ISO26000 certified CSR reports. I’m sure that this course will be an addition to my resume – to say that I can complete an ISO26000 certified CSR report, if necessary. However, since I did not have my internship set up by the end of the course, I was unable to use data related to The Globe and Mail. The information in the CSR report is something The Globe and Mail could have used for their organization’s current state. We are also still waiting on the grades from this course to ensure we can graduate from the program. Spending an entire semester on a course where the final project is worth 80% of the grade and not knowing whether you have passed the course can lead to a few anxious students hoping to graduate in April 2013.

GBM802: Green Marketing and Consumerism

Margaret was the professor of this course. GBM802 had a good concept and a solid textbook which made up for lectures that were a bit vague at times. The course was to use internships to overlap projects and assignments, making an attempt to gain more experience and real-world application with the courses and internship placements. The first paper was based entirely on the internship company for the year. The remaining assignments were meant to do the same, except when internships fell through and I, once again, was required to partner up with a colleague to complete the projects.

This course covered a variety of topics in marketing and business that could be useful for The Globe and Mail or other organizations who desire a sustainable marketing plan – which I can now complete for them. I found the course to be interesting but when classes are back to back in a two and a half to three hour span (nearly totalling six hours of straight class), minds tend to wander and the focus is no longer present. This course will be a stepping stone to help me begin an entry-level career in sustainable marketing activities if I’d like to go into that job direction.

Conclusion of Semester One

The underlying notion of the Green Business Management program emphasized a working internship where students could gain real world experience in the sustainability industry at various partner companies. When internships fail due to administrative errors or communication breakdowns, students are at a loss at what to do and continue the program missing out on opportunities in applying internship data to projects and assignments.

If the program coordinator is to place students at companies accordingly, the program coordinator should ensure that those company supervisors are aware of every detail of the internship, including the schedule (one day a week), the student’s workload in other courses, the student’s knowledge of sustainability, the student’s prior work and education experience, and what the student is to gain from interning at the company. The internship company should also let the program coordinator and student know exactly what the projects will be to complete, specific timeframes for completion of projects, and demonstrate flexibility and empathy with the student, as the internship is a learning opportunity.

Each professor in the first semester had a different way of teaching; some taught from textbooks, some taught very little, some had specific formats and page lengths for assignments, and some had minimal project specifics. Each professor also had a different policy for submitting assignments in hard-copy or soft-copy format. In a sustainability program, one would assume that nearly every assignment submission would be via email or Blackboard. Unfortunately, this did not happen as much as I would have liked.

What each of the professors had in common was the end of semester workload, which sent most students into a sleep deprived state for about two weeks. Seeing as how Green Business Management is a part of the Faculty of Business at Seneca College, one would assume that professors have a better understanding of time management. This would not the case. A balanced workload throughout the semester for each course would have been extremely beneficial for both students and professors.

Relating to time management is the horrible scheduling of first semester. Seneca College is a commuter school and students in the program commute many hours in order to get to class. This was extremely tough at times for those who lived far away from campus and had to deal with traffic and bad weather to arrive on time for an 8am class, and only one class for that day. I would have preferred a schedule with several classes in a day (just not back-to-back scheduling) to maximize the time at which I am commuting and on campus. Several classes in a day forces students to get to know each other outside of a classroom setting which allows the program to bond, growing as a group together. I felt GBM did not develop to its full potential until late in the semester due to these scheduling conflicts.

The program should have scheduled a feedback focus group in the first semester. This way, key professors and colleagues would be aware of the program’s faults and where they cold improve for the second semester. This would also give students a chance to speak their minds critically about the program as a whole and offer solutions to challenges faced throughout the first semester.

Semester Two

In the second semester, I was enrolled in the second eco-productivity course, sustainable leadership, ecopreneurship, and sustainable business plan. I was exempt for “advanced standing” in Margaret’s second course, GBM703: Sustainable Management.

GBM800: Eco-productivity in the Workplace II

Brett’s second course has been, so far, structured about the same as his first course. It continues to place monetary value on sustainability and includes more calculations for a carbon footprint, part of one of the projects I’m working on at The Globe and Mail. Finally, I’m able to use information from my partner company in the assignments for the second semester, upon starting at The Globe and Mail in January 2013. The Globe and Mail can benefit from these projects to reduce waste and improve profits.

Brett incorporated a few guest speakers this semester, including Bob Willard and employees from the Ministry of Environment. Originally, there was a discussion earlier on in the semester about a “field trip” to Evergreen Brickworks. However, I think due to inclement weather, holidays, course material, and scheduling conflicts, the field trip is not happening. This is unfortunate as I think hands-on learning and out-of-the-classroom learning is a great way to gain experience in the sustainability industry. Brett also talked about writing the GHG emissions exam to become GHG certified – something that would set the program apart from other environmental and sustainability post-graduate programs. I don’t think that went ahead either. I think the certification is a great idea and hope that it can be part of the curriculum for next year’s students.

GBM801: Sustainable Leadership

This course was the best course of the entire program, taught by Michael. The open dialogue and discussion format of the course worked so well. The readings every week were interesting and relevant to the course material. I believe that self-awareness is critical to success and that Michael demonstrated this through his lectures and assignments.

The course gave the opportunity to connect our placement companies through every reading, assignment, and discussion – and by the second semester, each student had a working placement until April. Reflecting each week on my internship placement organization kept me grounded in the projects I’m working on at The Globe and Mail. Reviewing the employees and culture at The Globe and Mail and my experiences as an intern to the readings in the course was an excellent way to learn about leadership styles.

GBM803: Ecopreneurship

Peter openly announced to the program that he has very little background in sustainability, yet is teaching an entrepreneurship course that focuses on sustainability. The main project is a semester-long fake sustainable business from inception to implementation to pitch and beyond. I imagine this would be a better course suited to actual business or entrepreneurial students rather than Green Business Management. It is not in my plan to begin my own business even though the group project has both negative and positive aspects to it.

Submitting a business plan on the fake business meant that two business plans were to be submitted for two different courses with two different professors and each professor not wanting the same format or layout. The business plans were also submitted following each other in two weeks. This made it difficult to understand what parts were actually required in writing a business plan.

Following the 40+ page hard copy business plan was the implementation plan: a 100+ page hard copy document of every government, bank, and marketing form a business needs to start. This did not go over well with Green Business Management students. The final project is a marketing blog, virtual trade show, and “Dragon’s Den” type pitch to “investors.” I’m looking forward to the pitch as what I’ve learned from the entire program so far is that sustainability is all about selling yourself and what you plan to do for the organization so that they buy-in. I enjoy my fake business idea and hope that one of the investors will buy into it as much as I have throughout the semester. However, the only take away from this course is the pitch – since pitching ideas and proposals to The Globe and Mail is important for success and employee buy-in.

The name of the course “Ecopreneurship” needs to change. Whoever designed the courses and course names needs to understand that putting “eco,” “green,” or “sustainable” in front of a course name doesn’t make it a “sustainable” course. Call it what it is – entrepreneurship. Not every course name needs to reiterate sustainability if the program and underlying concepts of each of the courses are actually about sustainability.

Peter helped students with their cover letters and resumes. He brought a different perspective into the course by utilizing networking, social media, and technology. He offered insightful tips for job interviews, as well as new social media websites that are on the rise. I’ve never had a professor so technologically and social media oriented, so that was a nice change.

GBM804: Sustainability Business Plan  

As previously mentioned, this business plan was entirely different compared to Peter's business plan. Michael's version was to keep it short and simple – the shorter, the better. I think the idea of the course was to stress proposals to organizations for sustainability initiatives, but I doubt that if I were to contact The Globe and Mail and/or The Globe and Mail’s Green Team outside of being a student intern at the organization, a proposal presentation would not go over very well.

The course didn’t have much “teaching” and was possibly meant to be self-directed. Class time was never used appropriately. I believe the course has potential to be an excellent addition to the program curriculum if it is taught by a professor in the sustainability industry with a background in writing business plans. At least, this new professor may be able to offer a sustainable business plan template for the internship placements (even though there are too many to choose from). Again, this course suffers from awful course naming, as there was very little “sustainability” involved in the course. I like the idea of the capstone paper and I hope it offers insight into where the program needs to be improved in future years.

Conclusion of Semester Two

Semester two experienced many of the similar problems as Semester One. Class scheduling was still terrible. Commuting to campus for early 8am classes was now Tuesday to Friday and dealing with the winter weather did not help. Classes for me were once a day for almost three hours. This meant I was commuting two hours a day for three hours of class. Professors with little to no interest or background in sustainability were teaching courses in the program. Course names were misunderstood and confusing. Professors continued to want hard-copy and/or soft-copy versions of projects and assignments. Professors had terrible time management and piled on the workload once again in the last two weeks of the semester, rather than trying to balance the coursework over the semester. Many of these problems could have been avoided with a simple feedback session at the end of the first semester.

Most of what I’ve learned during both semesters can be applied to the job title I’m hoping to get in the future as a sustainability project manager. Brett’s courses will be extremely valuable to selling sustainability to organizations and Michael's leadership course will help me continue to develop as a great manager and leader in the long and short term. Working on business plans and carbon footprint reporting at The Globe and Mail will add to my resume list of tasks I can complete for any organization, as well as sustainable marketing plans, ISO26000 certified corporate social responsibility reports. Every course enhanced my presentation and public speaking skills which are valuable for my future endeavours in the sustainability industry.

Internship Placement

In the beginning of the program, I had an internship placement set up at Metrolinx. I was happy and excited to start at the placement with a partner classmate. Eventually, there was a communication breakdown between the Metrolinx supervisor, the program coordinator, my partner, and myself. What Metrolinx was asking for and what my program coordinator was asking for were always two different tasks. By the third discussion with Metrolinx and first on-site internship day, it was impossible to understand exactly what the organization wanted and how we were supposed to carry out what they wanted, since we were just beginning the program. My partner and I were overwhelmed with Metrolinx and decided to end the internship.

This sent the two of us scrambling for another internship and left to our own devices to find a suitable placement. After weeks of searching for a placement and continuing to come up empty handed, I was thrown into The Globe and Mail as a second intern. However, by this time it was nearing the end of the first semester and I didn’t actually start the placement until January 2013.

I believe that many of us in the program enrolled in the program to gain first hand, real world work experience as part of the internship. Several internship placements failed during the semester for one reason or another and left students without a working placement for weeks or an entire semester. Some internship companies were located extremely far away for students. These internships were picked by the program coordinator – students were unable to choose their placement unless the one chosen placement for that student had failed.

Since the internship placements play such a large role in the program, they should be set up and confirmed immediately within the first month of the program. The placements should be required to know exactly what it is they are getting into upon signing up with the program. Instead of spending one day a week at the placement, students should be able to spend two or three days a week on-site at the internship, with the rest of the time during the week devoted to class. One day a week at a large or small organization does not work well for productivity and students do not gain any insight into the company’s environment and culture.

All placements should be located within the TTC and GO Transit lines to be accessible for all students inside and outside of the Greater Toronto Area. This is especially important for students who do not drive and their only means of transportation is by public transit. Students should have the ability to choose their own placement and ensure that the placement is somewhere the student wants to intern. The companies should allow students to work on environmental and sustainability projects that relate to the program. The placements should also be flexible in providing data and information for course-related projects and assignments, if possible, to enhance the learning experience.

Alternatively, I believe the internship placement could be modified entirely. I would change the internship to be extended throughout the year. The internship could remain as one day a week at a placement, followed by a full-time summer (paid) employment at the company for 3-4 months. I think this is the best route and would set the program apart from all similar post-graduate programs at universities and colleges. This would also help many students secure entry-level positions directly after the program is completed.