DMMIP Job Desciption

Things CFL Consulting Digital Marketing Managed Intern Program (DMMIP) Students Can Do:

  • Create posts for Facebook, Twitter, Pinterest, Instagram, and LinkedIn
  • Resize images
  • Find and create content
  • Help manage email campaigns
  • Research audiences
  • Share reports on social media efforts
  • Basic Facebook Ads (Less than $100 monthly)
  • Help define social media goals
  • Explain what they are doing

Things DMMIP Students Can Not Do:

  • Actively train others
  •  Google Adwords
  • Advanced graphic design

Click here to learn more about the DMMIP Program.

CFL Incubator Idea Pitch and Learn Competition

Fathom 3

The Center for Faithful Leadership sponsors three CFL Incubator events each semester: a sales pitch and learn experience, an idea pitch and learn competition and an investor pitch and learn competition.  These events are open to all students but are required by those taking either Leadership 231 or Management 395 (an elective in the Management major). While there is prize money as incentive in the idea pitch and learn and investor pitch and learn competitions, it is the process and experience in all three events that is most valuable to the students. Judges play a critical role in optimizing the value.

This brief is intended to give those judging the CFL Incubator Idea Pitch and Learn Competition an increased understanding of how each fits into CFL’s co-curricular program at large and what the objectives are for each competition thereby assisting in evaluating and coaching our students.

Background

The CFL Incubator Idea Pitch and Learn is near the middle of a student’s semester-long experiential journey into thinking about entrepreneurship as a calling as well as a new for-profit or not-for-profit business.

To encourage and assist students, and to help them enhance their critical thinking and communication and learning skills learned in a liberal arts education, we engage them in a lean start-up process consisting of “The Four Steps to the Epiphany.”

  • Customer Discovery
  • Customer Validation.
  • Customer Creation.
  • Company Creation.

The Four Steps to the Epiphany

At this point in their journey the students have been engaged in Customer Discovery and Validation.  At an earlier stage, students presented their solutions to a small group of potential customers to get their feedback: The CFL Incubator Sales Pitch and Learn Experience.  At this stage, presuming students understand who their customers are and the problems they encounter, and presuming their customers want to purchase their solutions, students must potential investors interested in their ideas to help finance the Customer Creation and Company Creation steps.  That is the purpose of the CFL Incubator Idea Pitch and Learn Competition.

Format

The idea pitch is also known as an elevator pitch because of its brevity.  Think of an idea pitch as something an entrepreneur would give to a busy investor whom she just met waiting for an elevator.

In other words, in an elevator pitch students have 90 seconds to get a potential investor interested in having a follow-up conversation.  Their idea pitch outline should include the following (adapted from Guy Kawasaki’s The Art of the Start):

  • Opening: Greeting (“Hello, my name is __________.  The name of my idea is ___________.  It is like __________ , except that it is better because ____________.”)
  • Problem: a description or story of customers — could be autobiographical — and the pain they are experiencing — 15 seconds (“I get frustrated when _____________.”)
  • Solution: a description or story of the proposed solution alleviates the customer’s pain — 15 seconds (“My idea addresses this frustration by __________.”)
  • Value Proposition — a description or story of how the proposed product is different from the status quo (how customers currently solve the problem) and why it is better than the competition (Positioning) — 15 seconds  (“My solution is like ___________ , except it is better because _____________”)
  • Demo: a demonstration of how the solution works — 30-45 seconds (“Here is how our solution works.”)
  • Closing: Next Step (“Could we meet to discuss further?”)

Following each student’s idea pitch judges have 4 minutes to ask students questions for clarification and understanding, and students have the opportunity to respond in a way that encourages a follow-up meeting.  It is in these 4 minutes the judges have the opportunity to see determine the depth of students’ critical listening and thinking skills, and an opportunity for student contestants to tell judges more about their ideas in a persuasive manner.  Judges should note at least one positive thing about both the idea and the pitch, and at least one challenge of both the idea and the pitch.

Fall 2014 Raechel

Elaboration

Judges for CFL Incubator Idea Pitch and Learn should not expect the student to have exhaustively thought out their business; nor should they expect the student to “tell you everything” in their 90 second pitch and 4 minute question and answer session.  That will occur at a subsequent meeting — the CFL Incubator Investor Pitch and Learn Competition.  At that time students will go into much more detail about their business plan.

Students present their idea pitches individually.  At the end of the evening, all of the student presenters meet with the judges to hear what was good or what could be improved about their idea and their pitch.

It is important for judges to remember that this is a “teachable moment” wherein they can influence a future entrepreneur. Use his/her idea pitch presentation to help the students think more broadly or deeply, to consider alternative ways to pitch their solution.

Judges also announce who gave the best idea pitches: we are looking for a 1st, 2nd, and 3rd place awardees.  Questions for evaluating a idea pitches include:

  1. Did the student express the problem in a way that communicated an empathic understanding of the customer?
  2. Does the student understand the problem?
  3. Could the student validate the problem?
  4. Did the student have a problem worth solving?
  5. Did the student describe the solution in a persuasive way?
  6. Does the solution solve the problem?
  7. Is the solution viable?
  8. Did the student demonstrate clearly how her/his solution is better than the “status quo?”
  9. Was the student passionate about the idea?
  10. Was the “demo” creative?
  11. Did the student ask for action?
  12. Was the student a good listener during the question and answer phase of the pitch?
  13. Was the student persuasive when answering questions?

Fall 2014 Cara and Margo

Calling

We seek to enable students to present their solution clearly, succinctly and with appropriate passion.  Some students will be more passionate and skilled than others.  That is OK.  Passion comes from both the excitement of the idea and the excitement of being an entrepreneur.  Skill may be related to passion.  We are good at the things we are passionate about and passionate about the things we are good at.

Passion and skill are important considerations because the purpose of all CFL-sponsored activities is to help students discern their gifts and calling — how they might best employ the gifts God has given them for his glory.  Whatever are the students’ gifts and passion, it is our job to encourage them to keep exploring ideas and their strengths and calling.

Thank you for participation!

All Time Top Posts, Momentum, Thanks for the Love!

Months and Years

Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Total
2013 1,098 943 992 486 3,519
2014 1,304 1,119 979 938 921 660 913 1,192 1,684 2,925 1,850 1,540 16,025
2015 1,851 2,711 4,562

Average per Day

Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Overall
2013 50 30 33 16 31
2014 42 40 32 31 30 22 29 38 56 94 62 50 44
2015 60 104

All Time

Student Stories

Consulting AcademE #1 Jan 20 2015

Created to Work and to do Good Works

Life and work are intimately connected.

“The odds of thriving in all areas of well-being are 4.6x higher if [we are] engaged at work” (Gallup).

The odds of being engaged at work are…

  • 2.6x higher if college prepared students well for life outside of college
  • 2.4x higher if the institution was passionate about the long-term success of its students
  • 2.2x higher if students had mentors who encouraged them to pursue their goals and dreams
  • 2.0x higher if at least one professor made them excited about learning
  • 1.9x higher if professors cared about students as people
  • 1.8x higher if students worked on a project that took a semester or more to complete  (Gallup)

Hope College understands this.  Hope “will engage every student in a holistically formative education, distinguished by its combination of academic rigor, intimate learning environment, and experiential relevance, developed and delivered by nationally-recognized teacher-scholars” (Hope College Strategic Plan Goals, 2015).

Thus CFL is a resource for all Hope students (regardless of major), complementing Hope’s academic program.  It is focused on educating for life and work.  CFL’s mission is to help students discern their gifts and calling, prepare for work, and transition from college.

Here is some evidence via our two co-curricular programs (CFL Consulting and CFL Incubator) — and some of the reasons why we work!

Student Stories

CFL Consulting

Russell and Jared at aimWest

CFL Incubator

Tizzy

All time most popular CFL blog posts

Fathom 3

Join the Movement!

RBS: Anysie and Chal’s Experience

Inaugural Reflective Best Self cohort

CFL Consulting hired Anysie and me to lead a group of students through program based on the RBS (Reflected Best Self) methodogy.

This meant it was our work to help students take the first steps in getting to know themselves better: knowing their strengths and weaknesses through StrengthsQuest and identify patterns in the RBS
responses.

As a team, my Anysie and I recruited a small group of students to meet weekly. At our first meeting we explained why we are doing what we’re doing. We then gave out assignments, RBS and StrengthsQuest, and a due dates. Students then sent out emails to over 20 people each who they believed would give them honest feedback.

At our second meeting we identified and discussed students’ StrengthsQuest findings: the meaning of their top five strengths and also the pros and cons of each. To help us, we split those strengths into the following four categories: influencing, executing, critical thinking, and relationship building.

At our third meeting, we helped each other identify existing patterns from the RBS responses. We looked into some keywords and how they may or may not relate to their strengths. We asked:

  • How might these responses correlate to their major or interests?
  • What are the surprises?

At our fourth and last weekly meeting we invited someone from Hope’s Career Development Center to help us wrap up. We dug deeper into students’ strengths and reflection on the responses. We also asked for a feedback based on the following questions:

  • What are 3 things you like about the program? What improvements could be made?
  • Has your perception of yourself changed? How? Why?
  • What were your expectations and how did (did not) we meet those?
  • How does knowing your strengths changed the way you interact with others/yourself?
  • What are your final thoughts?

Based on the feedback, students have gained self-confidence and reassurance of the paths they are taking, such as their choice of major. As college students, we tend to overbook ourselves with class, activities and extracurricular activities. The RBS exercise enabled us to slow down and shirt our focus. By doing that, we feel more fulfilled. Everyone needs someone to pour back into them and this is their chance to do so.

Students do not find the RBS task to be extra work; instead, they find it fun and refreshing. One participant mentioned the word “refreshing.” This explained how we wake up every day, seeing ourselves in the mirror for over 20 years (whatever age we are) and not knowing the changes in the reflection because we are used to it. Similarly, when we invested ourselves in a culture, we see what’s normal and we suddenly become used to it. When someone new comes in from a different background, they tend to see things we do not. That is what happens when we have the students ask for feedback from others around them. That allowed students to see themselves from new eyes/perspectives.

Before leading a group, Anysie and I both went through the process ourselves. By doing so, we personally, realized many things about ourselves we didn’t know. Receiving information about our strengths encourages us to move forward — especially at times when I have no idea what exactly we are doing. As college students we try to get things figured out and most of the time we realize it’s a never-ending process.

Another benefit is that through the RBS exercise, we were able to get back in touch with those I have not talked to for over a year.

The RBS exercises really opened our eyes to those things. As for the lives of others, we believe the participants all been impacted in a slightly different ways. They all gained self-confidence and assurance in a slightly different areas of life. Whichever area was impacted, it will play a huge role in helping them moving forward. They are now ready to lead the leaders.