Steve Nguyen, Ph.D.

Service King Collision Repair Centers, one of the most respected and recognizable collision repair brands in the world, is a leading operator of comprehensive, high-quality collision repair facilities. It is consistently recognized for customer satisfaction, quality workmanship, and innovative training.

• Responsible for the planning, design, delivery, and evaluation of leadership development curricula to support management and leadership development company-wide.
• Consult with business leaders to assess organizational and individual leadership development needs and provide solutions, helping to drive continuous improvement in the way the company attracts, develops, and creates meaningful work experiences throughout the organization.
• Cultivate a robust leadership pipeline through development/training actions, identified as part of the talent reviews and succession planning processes.
• Administer learning evaluations and assessments to ensure targeted levels of effectiveness and impact of learning programs to achieve business outcomes.
• Develop and roll out post-training support and reinforcement tools to sustain behavioral change and drive improved performance and business outcomes.
• Primary ownership and oversight of Service King Leadership Academy.

MedSynergies, an Optum company, is a national leader in bringing hospitals and physician practices together to elevate patient care and improve financial performance.

TRAINING & DEVELOPMENT | LEARNING & DEVELOPMENT:

• Advised on all aspects of learning to clients and senior leadership to support learning & development initiatives. Consultations included: strategy, measurement, needs analysis, and course and program selection and implementation.
• Collaborated with stakeholders on how to achieve desired results efficiently & effectively, addressing root causes of performance gaps rather than symptoms or side effects.

LEADERSHIP DEVELOPMENT | TALENT MANAGEMENT:

• Program manager responsible for corporate university (MedSynergies Institute Academy) that aims to develop employees & high potentials (Sales, Operations, and IT) and teach them business acumen, revenue cycle management, physician healthcare practices, and company’s product lines.
• Developed a detailed, executive-level Succession Planning presentation (including a “Talent Profile” template and a “9-Box Grid & Key”) for managers and executives.

CHANGE MANAGEMENT:

• Developed a change management workshop (Organizational & Individual Change and Prosci/ADKAR Change Management Model) to train and equip workshop participants with an understanding of and appreciation for change, as well as the needed skills to manage that change.
• Created a detailed Change Management Plan with a project plan that walked stakeholders through integrating Change Management process and methodology into a Talent Management Project.

University of Phoenix is accredited by the Higher Learning Commission and is a member of the North Central Association, one of six regional accrediting bodies in the U.S.

Role: Through the subject of health and wellness, I instill in students the belief that no matter how old a person is or how many health problems s/he faces, everyone can make positive changes for a healthier future. I empower students to learn about health risks, develop plans for change, and make healthy lifestyle changes in their daily life. Most of all, I encourage my students to always believe that they can change their own behaviors as well as become an agent for a healthy change in their own families and communities.

Key Objectives:

• Engage and lead students using didactic and facilitative techniques to help them sharpen their academic skills while learning practical, relevant lessons about health and wellness.
• Facilitate the learning process by analyzing, organizing, and translating the information to be learned into a format that matches the student’s current level of understanding. This allows students to build upon knowledge that they have already learned.
• Equip and empower students to use critical thinking skills, teaching them to learn to “fish for themselves” without having to rely on others to “fish for them.”

UNT is one of Texas' largest universities with 36,000+ students. It has a total endowment of $143.4 million (FY 2014).

Role: Helped design, deliver, and evaluate diversity initiatives for the university. Collaborated with senior-level executives to coordinate and develop orientation and training programs and ensure alignment with university strategic goals.

Key Results:

• Ensured successful delivery of diversity education and training programs throughout campus including development and implementation of policies and procedures in the areas of training, faculty and student rights and responsibilities, and new student and faculty orientations.
• Fostered a teamwork environment conducive to positive dialogue across all departments. Personal efforts were cited as a driving force behind new students’ interests and retention in multicultural activities.
• Created and delivered Ally Training program to support faculty and staff in creating a safe zone for highly diverse, minority group members. Wrote and designed the ALLY Training manual covering issues including safety, discrimination, expert insights, and rights information.

Nestlé is the world's leading nutrition, health and wellness company. It is ranked by Forbes as one of the world's most valuable brands.

Role: Helped project engineering managers track and guide materials management and service process to build bottling facilities throughout North America.

Key Results:

• Consulted with senior project managers ensuring 100% accuracy & timeliness of value streams.
• Evaluated and reconciled numerous international, $20+ million construction projects.
• Effectively negotiated with subcontractors achieving 10% cost and time reductions.
• Managed allocation of budgets using SAP R/3 GLOBE for WBS (work breakdown structure) elements to ensure appropriate project funding.

Collin College is a public, higher learning institution. It serves about 53,000 credit and continuing education students each year.

Role: Served students with disabilities. Established academic and mental health support system, enabling students with learning, emotional, and mental disabilities the opportunity to learn and thrive.

Key Results:

• Developed and delivered quality disability services to student population at Collin College. Implemented programs and policies in the areas of advising to students and training to faculty, to improve college learning experience for students and college teaching experience for faculty.
• Promoted teamwork-based environment to drive better interaction with & services to students. Personally cited by students as the dynamic force behind improved advisor-student relations.
• Counseled students in getting the appropriate level of mental health care. Proctored and administered tests for students on all campuses needing special testing arrangements.
• Delivered presentation on alternative education for students with disability, helping them and their families to understand their rights and options.

School system in North Pacific Ocean comprised of 20 schools and 12,000 students across three islands.

Role: Helped school district in servicing learning and emotional needs of students. Worked with administrators, teachers & staff to create policies & procedures. Developed and headed orientation & crisis management training programs and effectively handled crisis issues in school & workplace.

Under organizational development framework (i.e., top-down plan to strengthen employee knowledge and skills & improve overall health of the organization), designed and implemented pro-active approach to crisis management in school system that included:

• Focus on prevention and strategies for defusing anxious, hostile, or violent behavior at the earliest possible stage.
• Developing crisis management plan & communication: (i) Prevention: three levels of prevention for inappropriate behavior, ranging from school-wide positive behavioral expectations to specialized individual systems for specific groups or individuals, (ii) Collaboration: collaborative team approach to prevention through the involvement of key stakeholders including the individual, family, staff, and administration, (iii) Person-Centered Plans: Relationship-based approaches foster person-centered, respectful interactions between staff and the individual.
• Training individuals & teams in physical crisis intervention, to be used as a last resort (Nonviolent Crisis Intervention® training delivered to over 800 individuals).
• Empowering educators and community about crisis management: (i) 3-hour presentation to the local community, and (ii) School Crisis & Acute Traumatic Stress Management Handbook.

Activities and Societies: 

• Caritas of Waco
• Habitat for Humanity
• Waco Animal Shelter

• Kate Adele Hill Scholarship

• Dissertation: Gender and Conflict-Handling Style as Predictors of Indirect Workplace Aggression
• Graduated with Distinction

Qualified to use EQ-i 2.0 and EQ 360 (Emotional Intelligence & 360-Degree Assessments). The EQ-i 2.0 and EQ 360 assessments measure emotional intelligence (EI) and how it can impact people and the workplace.

Scrum is a team-based iterative and incremental Agile methodology for managing projects.

Change management is leading & managing the people side of change to achieve a desired outcome.

Lead process improvement projects using Define-Measure-Analyze-Improve-Control (DMAIC; improve existing processes) methodology or Define-Measure-Analyze-Design-Verify (DMADV; design new processes, products, and services) methodology.

LSSGB practitioner trained in the tools, methods, and skills necessary to conduct Lean Six Sigma improvement projects. Lean Six Sigma combines two process improvement methods: Lean (reduces wastes) and Six Sigma (reduces defects).

Trained in Myers-Briggs Type Indicator (MBTI) assessment.

Trained in DISC (Dominance, Influence, Steadiness, and Conscientiousness) assessment.

Letter from Director of the Crisis Prevention Institute for delivering Nonviolent Crisis Intervention® training to hundreds of individuals in the school system.

Given for “Public Service, Volunteer Work and Advocacy in Improving the Lives of Individuals with Mental Health Disability, and most especially for Children with Special Needs.”

International Coach Federation (ICF) is the world’s largest coaching organization. ICF’s core purpose is to advance the art, science, and practice of the coaching profession.

Society of Psychologists in Management (SPIM) is a society made up of PhD psychologists who work as executives, managers, leaders, & consultants with executives and managers in organizations.