ASME Professional Development
Strategic Plan 1999-2000
FOREWORD
It is the intent of the Board on Professional Development and the Professional Development staff members to provide this strategic plan as a tool for not only the present, but the future. It is through the teamwork of the Board and the Staff that this document has been produced to provide both a comprehensive summary of on-going and new activities and guidance for the future.
This document is meant to be a "living" document, updated on an annual basis. Strategic planning is an on-going process. Properly performed, it does not happen in a haphazard and accidental manner. It is necessary to take the time to perform a proper analysis of the status of the organization and the growth objectives and barriers that must be overcome. "Strategic planning" and "long range planning" are not the same, and in fact, are quite different and considered to be so by the Board and staff of Professional Development. This document will discuss the differences so that the objective of the document, "strategic planning," is maintained.
This strategic plan is divided up into several sections to facilitate ease of use. There is an Executive Summary, meant to provide only the high-level visibility to the directions Professional Development is taking. Subsequent to the Executive Summary, the planning process, the vision and mission, and the goals and objectives of Professional Development are discussed. The detailed sections of the strategic plan are divided up into two sections; first, the strategic programs and activities in support of the goals and objectives and second, the detailed status of these programs and activities. Presented in this manner, the reader can go into as much detail as desired with regard to the activities of the Board and the staff of Professional Development.
It is with great pleasure and a sense of direction and purpose that the Board on Professional Development and the Professional Development staff provide this strategic plan to the Society.
TABLE OF CONTENTS
I. Executive Summary
II. Strategic Planning Process
III. Vision and Mission of the Council on Education
A. Existing Programs and Activities
1. Continuing Education (short courses)
2. In-Company Courses
3. Educational Products
4. Special Seminars
5. Satellite Program
6. List Rental Operation
8. Asynchronous Learning
9. International Professional Development
10. Section, Region and Division Considerations
11. External View of Professional Development
12. Marketing Strategies
13. Recognition and Awards
B. New Directions
VI. Detailed Status of Programs and Activities
14. FY’99 Results
VII. Outcome of Strategic Goals for FY’99
VIII. Appendices
A. Strategic Planning Process
I. EXECUTIVE SUMMARY
In March 1998, the Board on Professional Development, together with the other two operating Boards of the Council on Education, performed a SWOT (strengths, weaknesses, opportunities and threats) study to take stock of what have been done and what could and should be done. The study provides a basis of where we are and where we want to be, and is contained in this report.
The Board on Professional Development has its vision that ASME be the premiere provider of continuing education and training, and that Professional Development serves the members need for professional development and, as a corollary goal, provides a net surplus to the Society. The Board is satisfied that existing programs and activities are consistent with the vision and mission of the Society, that they are properly and professionally carried out by highly qualified Staff, and that the Staff are continuously improving the operation of and taking on new initiatives to complement existing programs. The Board is also cognizant that some new directions and emphases are necessary to address a number of new trends. The long-term plan for existing programs and the strategic plan for the new directions are described herein.
Among the existing programs, the Continuing Education Program, consisting of an inventory of over 100 short courses, delivered live in various cities in the U.S. and internationally, is the largest in terms of revenue generation (slightly under $2 million in FY’99) within Professional Development. The long-term needs are to increase the number of new courses each year; reduce the operating costs, particularly related to instructors’ travel and expenses; and to begin to develop ASME ownership to a number of the best selling courses. The In-Company Training Program, customizing the short courses for industries, is a growing and successful program with annual revenue of $720K. The staff commitment has been increased from 1½ to 2, and better targeting of industries and marketing will be key to its growth.
The Educational Products Program, which had suffered recently due to staff discontinuity and a lack of products previously developed, is focussing on building up staff stability, increasing marketing of existing products, and adding new products to the inventory. The annual Bioprocess Technology Seminars has increased 38% (up to $500K revenue) since it was transferred to Professional Development in 1994. The long-term strategy is to continually increase the number of courses in the program, including expanding it into topics including biotechnology and food technology. The List Rental Program has grown steadily, with recent revenue of $400K. Expanding the ASME master database and better segmentation of the data are key to increased revenue generation.
Three areas have been identified to warrant specific attention in the coming years. First, there is a need to increase the number of asynchronous educational products to provide distance learning for the place-bound, time-bound, budget-bound and international professionals. Greater demand of multimedia and online instructional products have been articulated. Secondly, as Region XIII expands, the need for professional development of international members becomes more acute. Providing timely and cost-effective continuing education products and services becomes a challenge. Thirdly, the need to work closely with the Regions/Sections to provide professional development locally has been recognized. The expansion of the ASME Career Development Series is one means of addressing that need.
While the Board on Professional Development and Staff have identified a number of areas for improvement, there is still a desire to know more about the marketplace. With the creation of Region XIII, and the ever expanding regional needs of professional development, an objective market study on continuing education and training by an external consultant has been considered useful. This will be combined with the other product developmental needs to form a Development Fund proposal to be submitted for funding shortly.
II. STRATEGIC PLANNING PROCESS
During the past few years, the Board on Professional Development and the Staff of ASME have worked to develop a strong teamwork relationship. This is especially important to the growth and development of the future of Professional Development in the Society and the formulation of a comprehensive strategic plan.
In the fall of 1997, a formal strategic planning process was undertaken. During this process, the distinct differences between "long term planning" and "strategic planning" were discussed. It was recognized that a strategic plan had to begin with the formulation of a distinct vision and mission. This was formulated on a Council basis and included not only the activities of the Board on Professional Development, but also the other two operating Boards of the Council.
Strategic planning involves the evaluation of the current situation, with the intent of making a change in direction of the organization and program to be more competitive in the marketplace and more responsive to customer needs. In addition, specific tactical analysis and examination of the specific climate and culture of the organization and the present method of doing business is necessary. This was accomplished in FY’98 by the team of the Board on Professional Development and the Professional Development Staff in a series of meetings including the Congress in November 1997, a Staff / Vice President meeting in January, a Board on Professional Development Spring Meeting in March, and the Summer Annual Meeting in June. An assessment of the environment under which Professional Development was working, along with a SWOT (strength, weaknesses, opportunities and threats) analysis was performed. A hard internal look at what was being done at the present time with existing programs was the first step in developing the goals, strategies, and tactics necessary to promote the growth of professional development in the Society. After that was complete, examination of the gaps between "where we are" and "where we want to be" was performed. Appendix A contains some of the materials that were used in formulating the strategic planning process. While there are many methods to developing a strategic plan, the method displayed in Appendix A was used because of its clarity and its completeness.
While all of the detailed critical evaluation and examination are not presented here, this document conveys the strategies and tactics necessary for the development and growth of Professional Development in ASME, so that it may better serve the needs of both our members and those of the engineering community as a whole.
III. VISION AND MISSION OF THE COUNCIL ON EDUCATION
The Vision and Mission statements for the Council on Education have been established at the council level. They include the activities for the three operating Boards on Pre-College Education, Engineering education and Professional Development.
Vision:
To provide ASME leadership and focus for all activities related to life-long educational needs of prospective and practicing mechanical engineers, and technological literacy of society at large.
Mission:
To champion the broad educational needs of the mechanical engineering profession by:
The goals of ASME Professional Development are to provide access, reach, quality, efficiency and customer service to continuing education and training. The target audiences are the ASME members, other technical professionals and the industries they work for. The objectives associated with these goals are:
V. PROGRAMS AND ACTIVITIES IN SUPPORT OF GOALS AND OBJECTIVES
PROGRAMS STATUS
1. Continuing Education (short courses)The existing Continuing Education Program, with an inventory of about 100 short courses, ranging from one day to five days, has been quite successful. These courses are packaged into programs and marketed in 40 major cities in the United States and Canada. The short courses are also marketed to and customized for industry as In-Company Training Program, which is described in the following section.
To keep the program viable, about 15 to 20 new courses should be added each year. In FY’99, 16% of the courses offered were new. It is critical that the level of new courses be maintained with desired growth goals. Currently, ASME does not own the majority of the course materials. If ASME owned the course materials, Professional Development would have more flexibility in scheduling and selecting course instructors. Issues include updating the materials so that the content remains current, especially for the code courses, and the costs to buy the materials must first be resolved. In addition, ownership of course materials could allow development of other modes of delivery which would provide additional benefits, including better support to the international member and an enhanced revenue stream. |
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2. In-Company Courses The In-Company Training Program, utilizing the short courses in the Continuing Education Program, is growing and serves industry well. It is an area of potential growth and the staff level has been increased to focus on the activity. Most of the current customers are from the utility, power and petroleum and chemical industries. As in FY99, In-Company will continue to aggressively identify new industries and companies that need training |
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3. Educational Products The Educational Products Program has been established since FY’93. Two videotape review series, one for the Fundamentals of Engineering Examination and another for the Principals and Practices of Professional Engineers (Mechanical Engineering option) have contributed substantially to the revenue. This program should continue to provide asynchronous learning opportunities through different delivery mechanisms to practicing engineers. The availability of more and expanded educational products, in different delivery methods, is an important growth objective. These products can be made available through (a) developing the products ourselves or through partnerships with other organizations, and/or (b) marketing financially viable products developed by other organizations.
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4. Special Seminars The Bioprocess Technology Seminar series is an annual program now in its 12th year. In FY’99 BPTS ran 6 courses and generated revenue in excess of $500K, an increase of 38% over FY’98. Interest continues to grow and with expanded marketing efforts this program should continue to be an effective net revenue generator. In addition to the 6 current courses, efforts are being made by staff and the Bioprocess Technology Seminars Directors to expand the offerings to meet growing industry need and to increase participation.
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5. Satellite Satellite broadcasts provide an alternative mechanism to deliver continuing education and training. It is a tool to provide timely information and training that is not available locally to a large, widely dispersed audience. Satellite programming has not been very successful financially, partly due to its high cost. Professional Development will use satellite delivery when resources are made available, such as through grants and other financial support, and when the potential exists for a large number of participants. In FY’99, there was one satellite event, The Young Engineers Satellite Forum, which was broadcast on March 25, 1999. This was partially supported by the Engineering Foundation and produced with the cooperation of the PBS Adult Learning Service. PBS provided the satellite time and marketing. Eighty-five sites, locally and internationally, participated in this event via satellite and simultaneous cybercast.
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6. List Rental Operation The List Rental operation has generated a revenue of about $400K in FY’98. ASME Professional Development would like to grow both the ASME master database and the list rental revenues. Steps have been taken to improve the database. The program will continue to grow at a steady rate of about 10% a year. |
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7. ASME Career Development Series The ASME Career Development Series (the "4-hour modules") is intended to provide further access to low-cost continuing education opportunities to members and prospective members. These modules, developed through grants from the ASME Development Fund, are designed for ASME Sections and Regions to conduct locally. Currently, the modules are downloadable from the ASME web site. The series will be further expanded to include more technical subjects. |
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8. Asynchronous Learning To meet the needs of technical professionals for access to continuing education and training anywhere and anytime, asynchronous learning is necessary. A number of delivery media are currently available, such as CD-ROM’s, videotapes, computer-based technology (CBT), internet, on-line tutorials, etc. Different delivery methods of varying price points need to be considered to meet the varied need of the professionals for continuing education and training. The use of asynchronous learning products will eliminate at least the traveling expenses and the time away from work. It also provides a greater flexibility for learning the subject matter.
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9. International Professional Development With the formation of Region XIII and the international growth of the Society, it has been reported that professional development is the most desired benefit of an international member’s association with ASME. The typical model of delivery of a professional development course does not allow making that course available on an international basis at a reasonable price, due to the high costs involved in course delivery, such as international travel. This is particularly so in countries where the salaries (in U.S. currency) are low and the currency exchange rate is high. Other models of delivery of continuing education materials must be developed to serve the members and other engineers in the international marketplace. Professional Development does have successful models of working with ASME correspondents and private organizations to deliver courses internationally. These models show that PD can generate a surplus while meeting the needs of local course registrants. The perceived need of sections for lower cost training should not mean that PD cease to serve its existing international customers and to expand this customer base. Consideration of language, cultural and financial barriers are all important to the development and success of international professional development. Greater utilization of international members, nonmembers and training decision makers in the growth of Professional Development is necessary. In March 1999 PD received the results of a survey of international ASME code buyers, course participants and members. The survey results will help to shape PD’s strategy in Region XIII. |
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10. Section, Region and Division Considerations The link between the Professional Development Board and Staff and the Sections, Regions and Divisions needs to be strengthened. While there are some excellent examples of Sections working with PD Staff, this is generally not the case. There is a whole network of Sections, Regions, and Divisions that could be used to strengthen the PD program. One of the weakest links seems to be between the Board on Professional Development and the Regional Operating Boards and Sections. There are many people who could help to strengthen the PD activity in the Society, but there is learning that must occur on all fronts, within the PD Staff and the Board on PD, within the Regions and the Sections, and within the Divisions. This learning is not only on what we can do to better utilize out communication links, but also more knowledge of the requirements and needs of all parties involved. |
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11. External View of Professional Development Very often, familiarity with a product, a process, or a system such as Professional Development in ASME tends to inhibit growth and expansion of activities due to being too close to the actual processes involved. Many people believe that they know what is necessary for growth, but many times their understandings are biased and sometimes even incorrect when compared to data. It is important that the Board on Professional Development maintain an open mind when it comes to expansion of activities. While quality of the program is a must, it is important not to forget that thinking "outside the box" is a necessity for growth and expansion in the marketplace. Proper benchmarking must be performed, proper evaluation of the marketplace, and proper strategies for growth prepared. Sometimes it is necessary to seek outside help to obtain the proper data necessary for these decisions. The Board on Professional Development should seek to gain better knowledge of the marketplace, what is desired by members and other technical professionals, what products or services are offered by competitors, and what services ASME can provide best. |
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12. Marketing Strategies The area of marketing is a wide and comprehensive one that can always be developed further in Professional Development, though considerable progress has been made over the past several years. The PD staff has gained significant expertise in database direct marketing. All marketing campaigns are planned and analyzed by a variety of statistical models accepted in the direct marketing community. Enough data has been gathered to make most marketing decisions based on fact, not conjecture. PD is seeing some of the highest counts ever seen in some existing public short courses, while some new courses have been very successful and are contributing an increasing proportion of the revenue. At the same time the course cancellation rate has been reduced to 11.8% from 35% several years ago. Of course there is always room for improvement, especially in the relatively new area of Internet marketing, where many organizations are learning new ways to market and develop relationships with customers. It is key that the Board on Professional Development and the Staff examine all possibilities for marketing improvement with an open mind. Many times, a "we tried it once and it didn’t work" attitude can prohibit finding real advantage in the marketplace. If something doesn’t work well, abandonment is not always the answer. Detailed analysis of all the aspects of the marketing strategy can uncover a small detail in the process that can lead to complete failure. Changing this detail can change the marketing strategy to one of overwhelming success. New techniques and directions in marketing are necessary. Using the new tools available with the Internet, expanding the relationship with Sections, Regions and Divisions (an existing network), and increasing the visibility of Professional Development are necessary. At the same time we need to continue to build on the progress we have made using database marketing to make our campaigns more effective. Enforcing the need for continuous learning, so critical to the development of an individual engineer today, needs to pervade the marketing strategy. That is why one of the managers is in the NYU masters program in direct marketing, one of the top programs in the country. Other managers and staff attend marketing seminars and conferences conducted by the Direct Marketing Association, Clemson University, the American Society of Association Executives and other leading organizations. The development of strong, new marketing strategies and techniques is necessary for growth. Marketing should be kept in mind at all times. Whatever the members and the rest of the engineering community see from ASME Professional Development has an impact on our success, growth, and service. |
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13. Recognition and Awards The Board on Professional Development recognizes the importance of contributions by individuals to the overall ASME Professional Development Program. While the Dedicated Service Award given by the Vice President of Professional Development is considered an important and necessary award, it does not recognize specific work directly related to the success of the Professional Development Program. An effort to establish an award specific to professional development activities is needed. |
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VI. DETAILED STATUS OF PROGRAMS AND ACTIVITIES
VI - 1 Continuing Education (short courses)
At present, a systematic process to generate topic ideas and develop new courses is used. In the process (Appendix B) ideas are first generated from customers, competitors, media sources, technical divisions, codes & standards, membership surveys, ASME sections and committee members.
The ideas are screened to see if the concept is compatible with PD objectives, strategies, and resources (Appendix B). If so, the topic is developed into a new course. After the first offering, the course is evaluated to see if it meet quality and financial objectives. Courses that meet all of the objectives are rescheduled. The courses that do not are either revised or dropped, depending upon the degree to which it did not meet quality and financial goals. Objective evaluation of the success or failure of a new course is necessary. Work will continue on this process to improve the success rate of new courses. This will be done with a mindset that the delivery mechanism may determine the success or failure of a course. For example, what does works well in a live course may not work at all in asynchronous mode.
Market segmentation is used in an attempt to reach the target audience in the most cost effective manner. Current and prospective customers are segmented by industry, company size, and job function. Current customers and inquiries (people who have indicated that they want to receive information about a certain topic) are segmented according to the course subject (for example, pressure vessels) that they have attended or in which they have indicated an interest.
Current customers are presently considered the best source of growth through referrals, and the base from which to build an acquisition strategy. Since the likelihood of success is higher when marketing new courses to the people who know you best, past participants can help define the target and the segments for future marketing campaigns and new courses.
The course inventory is segmented and grouped by subject matter and target audience. For example, the fluids and heat transfer track is made up of courses that address research, product development, and operations and maintenance needs. The tracks are pressure vessel and piping, design, heat transfer and fluids, engineering management, gas and steam turbines, reliability, nuclear, elevator and escalator, and fracture and fatigue. New tracks are continuously being created or dissolved according to market conditions and needs.
Professional Development needs to own the rights of some of the courses, at least the best selling codes courses, so that it is independent of the particular instructor’s availability to teach, and a good source of other educational products.
The near term goals for Continuing Education are:
VI - 2 In-Company Program
A second, full-time staff has been added to the program starting with FY’99. An additional third full time person is planned for the beginning of FY’01 based on revenue projections. Goals for the program are:
VI - 3 Educational Products
The continuity of existing programs rests with Staff. Changing technologies and rapid growth in interactive media such as the internet and the web require that training and development of existing and future product development staff for continued growth of this program.
PE & FE Exam Videos
The large majority of revenue in the self-study product area is generated by the FE and PE exam reviews. The video format is still popular for program delivery. One of our goals is to increase ASME-developed inventory in video format by working with the faculty from the Short Courses, the members of the committees and staff at Codes and Standards, and researching and identifying requirement-satisfying (PDH) materials can be used in the creation of new self-study programs.
Codes and Standards Video
The Council on Codes and Standards has initiated a committee, including a representative from the Council on Education, to investigate the development of educational videotapes on codes and standards. The Committee has agreed on the development of the first video which will focus on the role of codes and standards in the educational process and, thus, has college students as its primary audience. The project will be funded totally by the Council on Codes and Standards. Discussions have been held with the Committee about producing a shortened Introductory course on codes and standards. This is presently the plan and will be discussed further upon completion of the videotape.
The near term goals for Educational Products are:
Other educational products are described in Section VI - 8, Asynchronous Learning.
VI - 4 Special Seminars
Bioprocess Technology Seminars
We are working to grow the Bioprocess Technology Seminars even more in 1998/1999. While not increasing the inventory from 6 courses, we expect to maintain course attendance and tabletop vendors with more highly targeted and aggressive marketing, as well as more 'hands-on' working with the Advisory Committee to encourage their active participation.
The near term goals for Bioprocess Technology Seminars are:
VI - 5 Satellite
We will consider satellite delivery as a tool to get timely information and training to a widely dispersed audience. Hopefully, our Young Engineers satellite broadcast will become a viable annual event which we can use as a model for other events where the size of the market justifies satellite transmission.
We are exploring other possibilities for satellite distribution, and we would sell the tapes as part of our regular video product line. The next step is to conduct a survey to gauge the size of the market.
The near term goal is to provide the Young Engineers satellite program every other year with external support and funding. In the off years, the videotapes of the satellite programs will be aggressively marketed.
VI - 6 List Rental
ASME Professional Development would like to grow both the ASME master database and the list rental operation. It has taken steps to improve the database, such as adding data fields; including authorization levels on the part of the renters; overlaying records over company size, number of employees, sales volume, 4-digit SIC codes; capturing business addresses for everyone in the system; providing better segmentation; and updating records with every opportunity.
The Board on Professional Development should also review the practice of renting ASME lists to competitors even though they do not conflict with our own operation within a six-week window.
The near term goals for List Rental are:
VI – 7 ASME Career Development Series
At least ten (10) modules will be completed by June 1999. They are downloadable from the ASMENET. The series will be expanded to include more technical subjects, if the demands exist. The goal is to develop an additional ten modules in FY’00.
VI - 8 Asynchronous Learning
FE/PE Review Products
The FE and PE examination review videotapes provide engineers sitting for the examinations an asynchronous learning mechanism to learn the materials covered in these challenging exams. A goal is to maintain interest in these products by developing and providing value-added asynchronous components, such as on-line quizzes and interactivity.
CD -ROM/Computer-based Training
Discussion with the Holmes Corporation to develop a computer-based training multimedia product on ASME Code Section VIII, Division I – Design and Fabrication of Pressure Vessels continues. Preliminary market research and analysis shows tremendous interest in and need for such a product. A Development Fund proposal will be resubmitted in June 99 to request necessary development funding. The goal is now to have this product available in the Spring-Summer of 2000 (delayed from launching in FY’99).
Downloadable Self-Study Material Via ASMENET
A proposal has been brought before the Board for providing low-cost self-study material to members by placing the material on the net that could be downloaded by individuals using a credit card charging and password arrangement. In addition to minimizing cost, it would have the advantages of immediate accessibility and rapid delivery at all times.
There seem a number of possible advantages to this approach. Consequently the following actions are planned:
1. Determine the true cost of delivering self-study materials from ASMENET. This includes any fixed costs imposed for maintaining, updating, storing or accessing the material over the web. Questions to be answered here include determining who pays for the storage space on the server as well as any cost imposed on users for downloading the material.
2. Examine the other advantages and disadvantages of using ASMEnet for the delivery of technical training, or of finding and using outside vendors.
3. Continue to evaluate the practical aspects of this method of delivery by running trial programs. Although one downloadable module (E-textbook in PDF format) has been available and marketed on-line since FY’98, there have been no download requests. New modules continue to be added, and we continue to be optimistic about the viability of downloaded self-study material as a training medium.
Learning Through Questions - Russian Material
Five modules have been completed by the engineers from the Russian Academy of Sciences in Krasnoyarsk, Russia on mechanical engineering subjects in FY’99. These tutorials are formatted as a series of "100 Questions On…" which engineers can access earn through the ASME web site. They are being marketed in the spring of 1999.
There are ongoing discussions with other educational product developers. The objective is to provide more asynchronous products to the practicing professionals.
VI - 9 International Professional Development
A survey of market needs of professional development by members outside of North America has been conducted. This will provide actual data to illuminate areas of actual need by the international members based on their responses.
The near term goals for international professional development are:
VI - 10 Section, Region and Division Considerations
ASME Career Development Series
This Series is made up of courses that are four hours in length and are designed for Sections and Divisions on a low-cost locally delivered basis. While the startup of the Series has not been as fast as the Board would like, major development problems have been overcome and the format and style of the courses is in place. Presently, three courses exist that are being used by the Regions and Sections. These are available on ASMENET to minimize the cost of warehousing and shipping materials to the users. The users can download the material at no cost and put together a local program with a minimal effort. Both Instructors Guides and Participant Guides are available. Presently, a person has been dedicated to working on the expansion of the program and at least 6 more new courses will be added to the Series by June 1999. The goals are to produce 6 new modules each year if the demand continues.
Work With the Council on Member Affairs
The Board on Professional Development has been working very closely with the Council on Member Affairs to develop ideas and strategies to increase Professional Development services to the members. This close contact and association is considered a necessity to the successful growth of Professional Development and the successful increase in the service to all members. The Board will continue to nurture this relationship as it is considered critical to the success of the efforts to deliver low-cost, local programs. Moreover, efforts will be made to strengthen the links between BPD, Regional Operating Boards and Sections.
VI - 11 External View of Professional Development
To gain an objective view of the marketplace, it will be useful to engage an outside consultant to reaffirm what we already know and are doing, and to advise us of what other professional development needs that are not currently met but seem especially appropriate and timely for ASME to address. It can also assist us to benchmark ASME as the premier organization for professional development.
The goal in FY’99 is to engage an outside consultant to help us in that study.
VI - 12 Marketing Strategies
Young Members
Professional Development will continue to join forces with CMA with programs that appeal to younger members, such as the FE Online Free for All Renewal incentive, thereby increasing traffic to ASMENET and providing very real benefits. Our FE preparation and Young Engineers satellite tapes do well among engineers with 0-10 years experience. We need to gather and analyze the demographics and purchasing patterns of this age group with the intention of increasing product line as well as membership retention.
Older Members
It has been observed that there are an increasing number of ASME members who are approaching or have reached retirement age. While ASME offers lower dues for such members, many of them might also appreciate the opportunity to take advantage of professional development activities. The motive for these members in taking a PD course is more likely to be curiosity than economic or professional necessity. The Board wants to investigate possibilities for serving these members. Ideas range from the establishment of special seminars for retired members to providing special rates or registration possibilities for existing seminars or short courses. For example, a limited number of retired members could attend PD courses at reduced rates on a "standby" or "space available" basis. In many cases these senior members might also enhance the seminar by their presence, bringing with them background and experiences from their engineering careers.
VI - 13 Recognition and Awards
To provide recognition for distinguished service in professional development, a new award, the Frank Von Flue Award will be instituted. This award is to be awarded annually, if warranted, to a person who has rendered eminent service in the preparation and delivery of professional development courses, the development of self-study materials, the development of career development programs and/or the administration of the ASME professional development program.
The award is not to be confused with the Edwin F. Church award, which is awarded for increasing of the value, importance and attractiveness of mechanical engineering education.
The award honors Frank Von Flue who was a pioneer in ASME's professional development program and a long-term servant of the Board on Professional Development. It is anticipated that the necessary funding to establish the award will be obtained from various sources including individual contributions.
VII REPORTS ON STATUS OF PROGRAMS AND ACTIVITIES FISCAL YEAR 1999
VII-1 Continuing Education
Strategic Goal Maintain course cancellation below 15%
FY99 Outcome : Course Cancellation YTD = 11.8%
Strategic Goal Increase New Courses 15% per year
FY99 Outcome: New Courses = 16% of FY’99 schedule
VII–2 In-Company
Strategic Goal Increase proposals to 215 in FY ’99
F99 Outcome Number of completed proposals ytd = 228, projected=303
Strategic Goal Increase repeat business to 34% overall
FY99 Outcome Repeat business for FY99 = 49%
Strategic Goal Increase number of In-Company programs
FY99 Outcome: Number of scheduled programs ytd = 58, 23% increase
VII–3. Educational Products
Strategic Goal Introduce two new self-study products
FY99 Outcome: 2 new downloadable E-texts available via ASMEnet Videotape of March broadcast of Young Engineers Forum New modules added to Career Development Series Access to 5 ‘100 Questions On’ Q&A tutorials as of April 1999
Strategic Goal Survey FE/PE buyers
FY99 Outcome: Web-based survey to launch June 1999
VII-4. Special Seminars
Strategic Goal: Expand number of registrants to 200 from 188
FY’99 Outcome Registered 258 participants (from 188) – 38% increase
VII-5. Satellite
Strategic Goal Conduct Young Engineer Satellite program with outside funding
FY99 Outcome Received $30k grant from the Engineering Foundation and partnered with PBS Adult Learning Services to reach 85 national and international sites in March 1999.
VII-6. List Rental
Strategic Goal
FY99 Outcome
VII-7. Career Development Series
VII-8 Asynchronous Learning
Goal: Evaluate practical aspects by running trial program
FY’99 Outcome Access to ‘100 Questions On’ series is free Spring 99 for beta-testing