A methodology to improved synergy between class room and management practices

A RESEACH PROPOSAL BY

ADNAN QAYUM MBA Group (c) 3rd semester Class no: 92 Date: 07-03-2012

1: Intr oduction:
Universities have two main responsibilities to add something new to the environment and to transfer knowledge to the students. But unfortunately practically we are miles away to implement these practices to the outer world, and these problems mainly realized when a lot of training course offered by the wider communities but without having any academic concept we usually failed to make connection between the training courses and textbook materials. This paper proposed a methodology which we need to use in teaching operations management to train the nontraditional students. The aim is to create a practical learning environment by allowing the faculty to draw on students experiences in conducting research by their selves. Universities need to balance the need of research institutions contributions to the society with the effective teaching institutions. Students come to the class with the practical and professional knowledge while academies must have specific knowledge about the subject area and scientific methodology. So I have done research on this issue after analyzing the need of this sector in the development of our economy and prosperity of our country. Because this has been observed so many times that we are having lack of skilled youth who implement all the contextual knowledge to the society. Now I proposed some possible future applications and a discussion of some limitations.
1. Backgr ound.

This topic is about to shortcomings which we are facing in our educations sector. Students are getting only textual knowledge about the management . And after that they were put up into the various training center but they are not able to get anything properly from these centers to this is all about my topic history. 1.2 Specific over view:

Normally this have been observed that after graduation our students were put into different training centers just to accelerate their skills towards practical knowledge about the management practices but usually they failed to do that fairly. It means there is something happening wrong in the

society. Actually there is no link between the class room and practical management practices because our teaching methodologies are so awkward we are not emphasizing on the practical knowledge and thats why we are unable to put forward any knowledge in the community around us. So this is problematic issues which need to search out.
3.

significance:

This topic has great importance in contributing something new about the society and without sort out this problem it is very difficult to survive according to the modern era. Being a citizen of underdeveloped country this is our main duty to think about the issues which are hurdles in the way of our development and that are why I did researched on this issue and find out some major issues due to which we are failed in doing our best in the practical market. So the issues I have proposed is very fruitful to add something new to the society.
4.

Pr oblem statement:

Major problem is to improved synergy between the class room and management practices. As there is no link in the class room lectures and the management practices which they practice in different training institutions. But theses trainings are useless for them as they are not eligible to being a part of these training centers because they cant get the lectures properly because of having short knowledge about the major issues. 1.5: Hypothesis:

H1. Meaningful improvements are unattainable within the operational parameters of the existing administrative structure. H2. Public education to promote prevention-oriented methodologies is likely to reduce the demand of pressure on the teaching institutions 1.6 OBJECTIVE OF THE STUDY:

Followings are the objectives:

To improved the teaching methodology. To developed the effective training institutions To develop students creativity To enhance students potential and research capabilities. LIMITATIONS:

1.7

The limitations of this area is that we are not having good teaching stuff and the quality teaching faculty which we need to acquires from higher remunerations from foreign countries which is not easily possible in this underdeveloped country. Secondly to develop research qualities in the students is quite difficult job. Thirdly, we are having lack of proper developed system where our students attain the proper effective knowledge.

2.

:-Literature review:

After reading much research paper on the practical education and research institutions in and outside Pakistan, I got the following literature review. Management institutes often suffer from controversory arising from the pursuit of dual goals such as meeting the needs of various levels of students and pursuing academic research (Cockerill, 1994). Research may be viewed as leading to intellectual narrowness and overspecialisation as well as reducing the priority for teaching (Rowley, 1996). These tensions are frequently observed by outsiders who describe academics as focusing on either one while neglecting the other (Clark, 1997). While these tensions exist in almost any university setting, they may be particularly critical in business schools because of the rapid rate of change in the business environment. This means that even while academics must teach the latest technology and practices, and must therefore be involved in learning about them, they must also contribute to the development of their disciplines through research. There is also increasing concern about the low level of exchange between researchers and practitioners (Rynes and McNatt, 1999). Institutes therefore try to minimize the disconnection between the courses they teach in the class room and what students will experiences in the training academies.Business schools often suffer from conflict arising from the pursuit of dual goals such as meeting the needs of various levels of students and pursuing academic research (Cockerill, 1994). Research may be viewed as leading to intellectual narrowness and overspecialization as well as reducing the priority for teaching (Rowley, 1996). These tensions are frequently observed by outsiders who describe academics as focusing on either one while neglecting the other (Clark, 1997). While these tensions exist in almost any university setting, they may be particularly critical in business schools because of the rapid rate of change in the business environment. This means that even while academics must teach the latest technology and practices, and must therefore be involved in learning about them, they must also contribute to the development of their disciplines through research. There is also increasing concern about the low level of exchange between researchers and practitioners (Rynes and McNatt, 1999).

3:- Methodology:
Following methods can be used to achieve effectiveness. Teaching design: Class started to cover the relevant concepts, models/techniques and informal discussion will takes place i.e. team making and one person will lead the team by doing this each is student will learn how to implement the studied things into the real world. They prepare their written reports by collecting information and finally give presentations on that. Inputs: Each of the students improved two main things in the class room his/her research skills and access to his/her specific organization. Many of the students will familiar with the collection, analysis and presentation of the data. Thus their lectures will become the most important for helping them to go beyond the subjective manner, and their minds will open. Process: This is the transformation process to improved synergy.

3.1 DATA TYPES:

Both primary and secondary data has been used in this research. 3.2 DATA SOURCES: Collected data from Health care organization and via Questionnaires. 3.3 VARIABLE OF INTEREST: Both dependent and independent variables have been used. P+R+ER=L 3.3.1 Dependent variable: L= Learning is dependent variable. 3.3.2 Independent variable: P= program learning, Q= Knowledge and skills gained via questionnaires

ER= Represents ones own experience reflected on and revise. 3.4= TARGET POPULATION: University students and training centers on graduate and post graduate levels. 3.5 SAMPLE DESIGN: Health care organization is taken as a sample. 3.6 SAMPLE SIZE: Universities and training institutions have been targeted 3.7 METHODS: I have used Primary and secondary data approach in this research because most of the data I gathered form case studies and students notes & research (oral presentations and cognitive learning component) and small discussion group that worked on health care sector. 3.8 ASSUMPTIONS: To develop a research institutes and to contribute knowledge to the society is not quite easy. And as I targeted the area of research study so it is not an easy task to be done in the short spam.

4:- REFERENCES:
Ball, S. (1995), "Enriching student learning through innovative real-life exercises", Education + Training, Vol. 37 No.4, pp.18-25.

Buckley, R., Calpe, C. (1995), The Theory and Practice of Training, 3rd ed., Kogan Page, London
Kolb, D.A. (1984), Experiential Learning, Prentice-Hall, Englewood Cliffs, NJ, . Marlow, E. (1998), "Determining success in university teaching", College Student Journal, Vol. 32 No.1, pp.121-5. Yeo, R. (2002), "Learning within organizations: linking the theoretical and empirical perspectives", Journal of Workplace Learning, Vol. 14 No.3, Tice, E.T. (1997), "Educating adults: a matter of balance", Adult Learning, Vol. 9 No.1, pp.18-22.

Lin, B., Ogunyemi, F. (1996), "Implication of total Quality Management in federal services: the US experience", International Journal of Public Sector Management, Vol. 9 No.4, pp.4-11. Kazenbach, J.R., Smith, D.K. (1993), "The discipline of teams", Harvard Business School Review, Vol. 2 pp.111-24. Good, T.L., Brophy, J.E. (1990), Educational Psychology: A Realistic Approach, 4th ed., Longman, New York, NY,. Cockerill, T. (1994), "Custom-designed programmers: the strategic response and implementation issues faced by business schools", Executive Development, Vol. 7 No.5, pp.28-32

5:- APPENDICES:
Topic: fundamentals of operations management

1. (1) (a) What input resources do you manage in your job? 2. (b) Where (from whom) do you obtain these inputs? 3. (2) What outputs are you required to produce? 4. (3) Describe the process involved in converting these inputs to outputs. This is really a description of
your job. Ensure that the description is clear, not only to you, but to an audience that might not be au fait with the jargon, etc., used in your profession.

5. (4) Use the conversion system model to summarize your answers for 1, 2, and 3 above. 6. (5) How do you, and should you, measure the success of the conversion processes involved in your
job?

7. (6) In order of importance, identify the five most important factors that: 8. (a) at present, make it easy for you to successfully carry out your duties; 9. (b) at present, make it difficult for you to successfully carry out your duties; 10. (c) in the future, might improve your ability to successfully carry out your duties; 11. (d) in the future, might worsen your ability to successfully carry out your duties.

Topic: quality assurance

1. (1) Define/explain the main attributes that one should focus on in assessing the quality of your outputs. 2. (2) Sketch a process flow diagram showing the essential steps of a major process you are responsible
for. Highlight steps in the process where the risk of defects is high.

3. (3) Which of the analytical tools of TQM would be among the more relevant ones in helping to improve
the processes you are responsible for? Fully explain your reasons. Topic: demand forecasting

1. (1) Obtain time series data on a variable that is relevant to your planning of your job activities for the
following planning periods: (a) hourly, (b) daily, (c) weekly, (d) monthly, (e) annually; i.e., one variable for each of the five planning periods.

2. (2) For each of the above time series, what would be your forecasted values for the next several
periods into the future? Explain how you arrived at these forecasts.

3. (3) What other information might help you to come up with more reliable forecasts?
Topic: facility location

1. (1) Identify one building (facility) that is a part of the healthcare system that you work in and state your
opinion, along with explanations, as to whether that building is ideally located or it should be relocated elsewhere. Please feel free to draw on available quantitative data to back up your analysis.

2. (2) What quantitative data, though not readily available, would you need in order to arrive at an
objective determination of an appropriate location for the facility you selected in 1 above. Topic: planning the design, capacity, and layout of operations

1. (1) Within the building that you most often work, identify a well-defined segment that includes your
work area(s). Sketch a diagram showing the layout of that area. Your sketch should clearly identify significant points, which may include, for example, storage areas for materials and supplies, patient waiting areas, and equipment storage areas, and walkways.

2. (2) What quantitative information would you need in order to evaluate whether the above layout is
suitable?

3. (3) Based on the quantitative data at your disposal, and on non-quantitative considerations, explain
whether the layout is good as it is or what changes might make it better. Topic: waiting line analysis

1. (1) Do one of the following: 2. (a) Identify an operation in which a regular flow of either people or things comes to you for processing. 3. (b) Identify an operation in which a regular flow of either people or things comes to a particular
department or person for processing and, in your view, that operation is very efficient.

4. (c) Identify an operation in which a regular flow of either people or things comes to a particular
department or person for processing and in your view, that operation is very inefficient.

5. (2) Describe the basic features of the operation you identified in 1 above; i.e. the arrivals, the waiting
line, and the service facility. Which waiting line model(s) would you use to analyze the operation?

6. (3) Based on data that you can readily access, provide a brief analysis of what might happen to the
operation if there are changes in its parameters (a higher arrival rate, a smaller number of servers, etc.). Topic: job design, work measurement, learning curves

1. (1) Fully describe the job that is performed either by you or by one of your immediate subordinates. 2. (2) To what extent does this job contain the five desirable characteristics of skill variety, job identity, job
significance, autonomy, and feedback?

3. (3) Assuming you are required to analyse the job and improve its efficiency, prepare a Process Chart
documenting the movements of the person and related materials involved in the job.

4. (4) Which of the work measurement tools would be most appropriate for this job? Using hypothetical
data, or readily available real data, illustrate how you would apply this tool to the job.

5. (5) Explain whether the learning curve principle would be of use in this job. 6. (6) Prepare a ten-minute presentation outlining your answers to the above questions.
Topic: managing the supply of operating inventory

1. (1) Present a list of a sample of up to ten inventory items that your organization or unit uses. Explain
whether the type of inventory control system should be the same for each item. What criteria should be used to determine the relative importance of each item?

2. (2) To what extent does your organization or unit face the problems of (i) inventory obsolescence, (ii)
excess inventory, (iii) shortage of inventory, (iv) discrepancies between inventory records and actual on-hand inventory, (v) lack of information on inventory?

3. (3) What are (could be) the causes of these problems and what solutions might be required to address
them. Be as specific as possible.

4. (4) Using real data, where available, or hypothetical data, illustrate how the EOQ model and the
probabilistic model could be used for a representative item of inventory. Explain whether or not the use of these models would mean better management of inventory by your organization/unit. Topic: short term scheduling

1. (1) List, in approximate order of severity, the five most difficult problems that your organization (unit)
faces in scheduling staff (doctors, nurses, orderlies, etc.), resources (operating rooms, equipment, etc.), and activities (surgeries, screening, etc.). How are these problems manifested?

2. (2) Trace the cause(s) of each problem to its ultimate source. Fishbone (cause-effect) analysis would
be very helpful in identifying the root causes.

3. (3) Assess the extent to which the concepts and techniques covered in the material from the class can
help to remedy these problems. Please feel free to specify (a) remedies that might lie outside the class material (e.g. resource constraints), (b) what data you might need to gather in order to do a more complete assessment, (c) and how (using real or hypothetical data) any one of the techniques could assist with a scheduling task in your organization/unit