CH INSTITUTE OF MANAGEMENT AND COMMERCE

Indore(MP)

PROJECT OF ORGANIZATIONAL BEHAVIOUR

TOPIC-: CULTURE OF CHIMC

SUBMITTED TO- SUBMITTED BY

Prof. Sourav Shivhare
MBA I sem (B)

DTAE
1/01/2010

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ABOUT CHIMC

CHIMC is a leading business school in Indore offering industry-oriented

Management Programmes. Promoted by the leading education group Cerebral
Heights and run by renowned educationists, CHIMC has been able to earn a
name in students' community as well as management circles in a very short span
of time. Its unique focus on Practical education, Skills enhancement and
Personality grooming makes students of CHIMC perform everywhere.

CHIMC is Affiliated to Devi Ahilya University and approved by AICTE and DTE.

Where colleges come from

CHIMC is promoted by the leading education group of central India - Cerebral
Heights. Cerebral Heights or CH has been offering quality education to students
of central India for the last 10 years. It has become a name to reckon with in the
field of MBA entrance, Campus recruitment, Personality grooming and Corporate
training - training more than 3000 candidates from Indore alone. Cerebral
Heights is also the first and the only institute to partner Institute of Chartered
Accountants of India for developing the curriculum of General Management &
Communication Skills programme and has trained more than 600 CAs on the
same programme in the last 3 years. Cerebral Heights also has a major presence
in corporate training with year long contracts with many corporates in central
India - L&T, Avtech Ltd., Bridgestone Ltd., Kirloskars, Flexituff International
and others..

With presence in 7 other cities of India - Hyderabad, Jaipur, Udaipur, Pune,

Bhopal, Jabalpur & Ujjain, Cerebral Heights is now on the national map for
quality education.

“Success” Defined

“Successful Occidental students are self-motivated, independent-minded and

intellectually talented people. They base their judgments upon respect for
evidence, ideas, and a deep concern for values, both private and public. They
are alert to the possibilities of betterment in themselves, their college, and their
society. Above all, they realize that no education is finished, that they are in
college to learn how to learn, so that they may carry on their own education for
the rest of their lives.”

Vision
To harness the talents of young students and trigger them off to become
excellent leaders of action and achievement by enlightening and supporting them

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with clear vision and right perspectives while also grooming them with
knowledge, Skills, Habits and Attitudes.

Programs Offered
 MBA Level Programs
 PGPSM
 PGPRM
 PGDM
 MBA (Core)

 UNDERGRADUATE
 BBA
 BBA( Foreign Trade)
 B.Com Plain
 B.Com (Hons.)

Student Selection Process

 Academic Requirements
 Bachelor's degree in any academic field (3 year or 4 year)
 Work experience generally not required
 Admission Tests (written)
 For core MBA – MP MET
 For PGPSM ,PGPRM & PGDM
required MAT CAT & ATMA
 For UnderGraduate (Mini.55% in 12th )
 Group discussions and personal interviews

Purpose of CHIMC

 Increase collaboration across the College

 Improve the quality and intentionality of student learning by promoting a
“culture of evidence”
 Build the leadership capacity of faculty, staff, and students to focus on
student learning
 Use limited resources wisely and attract new resources to enhance the
student experience
 Introduce new ideas from respected colleagues from other institutions

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  Respond to external mandates to continuously improve our assessment
processes

Moving Toward a Shared Path

 How well does our institution promote student success?

 How many students do our services reach and is this outreach
meaningful?
 To what extent are our programs and practices complementary?
 To what extent are our initiatives sustainable?
 What are we not doing that we should?

Achieving Educational Objectives Through Core Functions

 The institution achieves its institutional purposes and attains its

educational objectives through the core functions of teaching and learning,
scholarship and creative activity, and support for student learning. It
demonstrates that these core functions are performed effectively and that
they support one another in the institution’s efforts to attain educational
effectiveness.

CHIMC Mission and Goals

To strengthen student engagement and learning by aligning the goals and

outcomes of academic support services with the academic program

 Define and promote learning outcomes across academic services and the
curriculum
 Create a culture of assessment in which investigation and data collection
become an integral function
 Develop institutional goals from the “bottom up” rather “top down”
 Facilitate the use of evidence in decision-making and allocation of
resources
 Contribute to the national conversation on the value added by liberal arts
education
 Educate
 Awareness
 Guidance
 No sustainability Coordinator

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How the Class is Structured

 Structured as a “mock” college class

 Congruent with the academic semester
 Class is free, and students are not required to purchase their textbook and
other materials needed for the class
 Students receive a syllabus on the first day of class.

Mental Maps Across the College

 Students earn grades for their attendance, participation, and the quality of
their work in the class.

Faculty Mental Model Student Affairs Mental Model

Competing Student Needs

Residential Student
18-24

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Commuter Student
18-24

Applicable Criteria for Review

 Expectations for learning and student attainment are developed and

widely shared among faculty, students, and staff
 Co-curricular programs are integrated with academic goals and programs,
and support student professional and personal development
 Student support services, e.g., financial aid, registration, advising, career
counseling, computer labs, etc. meet the needs of students and curricula

Institutional Learning Outcomes

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Skills and Capabilities
 Expository writing and/or public speaking
 Critical/analytical thinking

Content
 Multicultural competence
 Appreciation of diversity

Intellectual and Personal Development

 Understanding of self and others
 Moral and ethical sensitivity
 Capacity for life-long learning

Occidental-specific
 Engagement with place: Occidental College as a multicultural urban liberal
arts institution in Los Angeles

External Consultants

 Program leader nominates 1-2 external consultants who visits campus to

review the support service’s self-study
 Prior to the visit, consultants receive (a) the Self-Study, (b) the Program
Assessment Guide, (c) College and Division mission statements, (d)
Program staff vitae, and (e) relevant information and websites
 During the visit, consultants meet with students, staff, faculty, and
leadership
 Consultants provide a report of their findings shortly after their visit
 Program leader responds to Consultant Report and includes it with the
original report in a final action plan submitted to the appropriate Dean

BASIC STEPS TAKEN FOR THE STUDENT

1. Identification of problem area(s)

2. Collection and organization of data
3. Interpretation of data
4. Action based on data
5. Reflection

Action Research Cycle

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Characteristics of CHIMC
Prep System

 Dependent on access to
 designated courses (college prep curriculum)
 privileged knowledge (how the system actually works)
 specialized supports (help with application and financial aid
process)
 Also dependent on
 significant student self-reliance, motivation, perseverance
 family and community support
 ability to make a successful transition to a new “culture”: the
environment of postsecondary education with new roles, rules, and
expectations
 In short, we do not make it easy for students to get ready for college

Four Key Dimensions of

CHIMC

 Key Cognitive Strategies

 Analytic reasoning, problem solving, inquisitiveness, precision,
interpretation, evaluating claims
 Key Content Knowledge
 Writing skills, algebraic concepts, key foundational content and “big
ideas” from core subjects
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  Academic Behaviors (self-management)
 Persistence, time management, study group use, awareness of
performance
 Contextual Skills and Awareness (“college knowledge”)
 Admissions requirements, cost of college, purpose of college, types
of colleges, college culture, relations with professors

Four Key Dimensions of CHIMC

Principles of CHIMC

 Teach key self-management skills, require students to use them,

and provide students with feedback on how well they are
developing these skills
 Make college real by preparing students for the complexity of
applying to college and enrolling in an entry-level course
 Create assignments and grading policies in high school that more
closely approximate college expectations as students progress
 Make the senior year meaningful and challenging
 Build partnerships with and connections to postsecondary
programs and institutions
 Educate students and their families about the social and financial
benefits of a college education, and provide information about
financial aid
 Expose students to college students, faculty, and campus life
 Create instructional strategies that are hands-on and interactive,
with the content and skills aligned with national standards and
curriculum

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  Use the materials in a variety of settings (classroom, after-school,
Saturday programs, informal educational settings, or include short
segments of the lessons in advisories or homeroom settings).

Locating culture

Dress-: Dress of CHIMC IS Very unique in which student seems as a good

master in business and looking smart in this white shirt with gray line and steel
gray paint and trouser and tie with black shoe
Material-: CHIMC Provides Study material To each Student Which contains all
syllabus and case study and sample papers.
Groups-: CHIMC has divided their whole student in some specify group Like
(GREEN HOUSE ,RED HOUSE AND etc.) which plays a very Imp role at the
time of college activities

Address-:
CH Institute of Management & Commerce,
12, Press Complex,
Behind Dainik Bhaskar Press, Indore.

The different parts of

CHIMC culture

 There are four parts of culture you can look at,Each part defines a
piece of the college culture:
 Characteristics – what makes your campus unique and special?
Any special stories? Academic demands on campus.
 Actors – Who make up the faculty and administration?
 Subcultures – Are there any distinct groups on campus?
 External Forces – Is there anything surrounding the campus that
affects or shapes it? For example, relationship between campus
and town location? State political influences? Etc.

Curriculum

 Typical structure
 Foundation course in basics (such as statistics, accounts, and
economics) in the first year
 Core subjects also in the first year
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  8-10 week summer training in companies
 Electives in the second year (taught courses or projects of varying
lengths)
 Trimester or semester system

Student Exchange
Programs
 Provides an opportunity to observe, interact and learn across the globe

 Gives an experience that cannot be rivaled by any amount of class room

learning.

 Understand cultural implications of management problems in the

globalised economy

 An opportunity to meet young intellectuals from around the world

 This networking will enable schools to be globally oriented, enhance the

curriculum and the education delivery system.

 Opportunity for students to understand soft skills which helps develop

higher emotional maturity

Making the Grade & Rewards

 Students who earn an A (93% or higher) in the class receive a scholarship

 Students can apply for their scholarship
 Students are eligible to receive the scholarship only once, but may repeat
the class once more if they choose.
 A student whoes attendance shall be 100% in all the subjects in a
semester shall be given a CERTIFICATE OF APPRECIATION AND CASH
REWARDS of Rs 1000/- His/Her name shall be displayed on the notice
board.
 A student whoes attendance shall be mini 85% in all the subjects in a
semester shall be given a CERTIFICATE OF APPRECIATION AND CASH
REWARDS of Rs 500/- His/Her name shall be displayed on the notice
board.

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Culture/Environment

 Fun  Environmental
 Safe Sciences
 Communicates  Art Department
well  Natural
 Believes in Resources Crew
Sustainability  Business Office
 Excellence  Farm
 Pro-Active  Organic Garden
 Learning  Admissions
Institution  College
 We are all Relations
partners!  Students!

S.M.A.R.T. Goals

Specific
Measurable
Action Oriented
Realistic
Time Constrained

CHIMC Outcomes

 Develop core learning outcomes applicable

across academic support services
 Educate administrators about the importance
and practice of ongoing assessment of student
and organizational learning outcomes
 Complete an assessment of each service, with
specific outcomes and action plans
 Develop a model which will continue to be used
at Occidental and can be replicated at other
liberal arts colleges nationall

Student Council
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  PREAMBLE: The student’s council (SC) is
constituted with aview to give autonomy to the
student in managing the affairs of the Institute.
The student shall be partners in the decision
making process of the Institute.
 FUNCTION:- The student council (SC) will
manage the extra curricular activities of the
Institute at the campus for a period of one
acadmic year. The activities will consist of the
following areas
a. Academics
b.Finance Affairs
c.Publication
d.Placement Activity
e.Social and Cultural Activities
f.Sports activities , The SC can delete any or add
more activities and Positions
 The Proposed SC will consist of the following
members
a. The chairman
b. All of the student ‘committee members ,
numbering in the ratio for part there of one for 15
student each
c. Two nominated members by dirextor
d. The Financial Advisor

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