TOURING A SUPPLY CHAIN WITH STUDENTS: PEDAGOGICAL AND PRACTICAL CONSIDERATIONS

This paper describes the supply chain tour, an expansion of the widely used facility tour pedagogy. A supply chain tour is a tour of facilities sequentially related in the creation of value that is designed to expose critical linkages and illustrate Supply Chain Management concepts and theories. Effectively using the supply chain tour pedagogy requires the instructor to create a standardized approach to managing the facility tour; a checklist is provided for this purpose. An example supply chain tour, used in the author's classes, is described.     

Scholarship and decision cases: pedagogy and standards for publication

Case studies represent an important form of scholarly output for educators of agribusiness management. This article defines scholarship with respect to case writing.First, it explains how case studies are scholarship in the educational process. The pedagogical foundation of the case method is this method’s effectiveness in developing the critical thinking skills of students. This in turn enhances learning and advances scholarly understanding.Second, it examines criteria that are used to assess the quality of cases and their accompanying teaching notes when being considered for journal publication. The standards of the International Food and Agribusiness Management Review are used to illustrate these criteria. Only by reaching these standards of scholarship will teaching notes and cases be of the quality needed to ensure that their use in the case method will develop the scholarly capabilities expected of graduates in agribusiness management.     

Licensed house manager skills/competences and the management development process in Bass Taverns

The aim of this paper is to explore the nature of critical licensed house management skills within Bass Taverns. In particular, it focuses on the extent to which these are viewed as being concerned with 'soft' (behavioural) or 'hard' (technical) aspects of management. The focus of the research is on the 'shared understanding' of the importance of licensed house managerial skills. It is concerned with the identification of coherence and tensions in the criticality of certain managerial skills as perceived by the company's senior and licensed house managers. It presents the findings of surveys conducted at both senior and licensed house manager levels within the company to establish the extent to which interhierarchical consistency exists in the areas of critical skills/competences and whether these are seen as being specific to the organization or considered as generic. The research reports a general harmony regarding the nature of the skills required by licensed house managers and evidence of a focus on people-oriented skills, which are seen as being particularly important for achieving business success. Licensed house managers rated the critical skills as 'generic' rather than 'specific' to the taverns context, drawing attention to the need for the organization to address the manner in which these skills are developed.     

Community-Based Service-Learning: Does It Have a Role in Management Education?

Community based service-learning is a form of experiential education in which students engage in activities that address human and community needs, together with structured opportunities designed to promote student learning and development. Can it be effectively applied to address the current struggles of management education? Management education is facing a gap between traditional curricular content and society's needs for new competencies. The Academy is also faced with the challenge of more effectively relating to society's social, economic and civic problems. The results of this analysis indicate that service-learning offers a means of closing the gap by helping to prepare students who are lifelong learners and active, caring participants in their communities. Service-learning appears to be a promising means of developing such managerial skills as leadership, critical thinking, teamwork, and cooperation. The limitations of service-learning for management education are addressed as well.     

Cognitive skills and leadership performance: The nine critical skills

Over the years, a growing body of evidence indicates that certain cognitive skills are a critical determinant of leader performance. In the present effort we show that application of these skills is typically founded in case-based knowledge. Subsequently, we identify nine key skills people in leadership positions employ when working with case-based knowledge to address leadership problems: 1) problem definition, 2) cause/goal analysis, 3) constraint analysis, 4) planning, 5) forecasting, 6) creative thinking, 7) idea evaluation, 8) wisdom, and 9) sensemaking/visioning. Individual and situational contingencies shaping effective application of these thinking skills is discussed. In addition, the implications of findings bearing on leader thinking skills for leader assessment and leader development are considered.     

Maintaining Relevance in Business Education. A Framework for Exploring Alternative Teaching Paradigms

Relevance has become a critical factor in business education programs. Such programs must deliver the skills and knowledge that enable participants to learn and thrive in a context of change, growing business complexity and technological sophistication. This paper explores the need to realign our teaching approach to the new demands of business managers in pursuit of maintaining relevance. It considers the changes this requires in the learner: teacher relationship, and the way in which information communication technologies have a powerful role to play in developing and managing this new relationship. A model is proposed to explore the alternative teaching paradigms associated wich might be best described as seismic shifts in the learning landscape. For educators it suggests a change in teaching values that emphasise stronger attention to process skills, less teacher autonomy, direction and control, and a more creative use of technology to encourage diversity, dialogue and distributed team learning. This revised version was published online in July 2006 with corrections to the Cover Date.     

A NEW PARADIGM FOR TEACHING INTRODUCTORY PRODUCTION/OPERATIONS MANAGEMENT

This paper postulates that the perception among students that operations management is a tedious, irrelevant subject is a symptom of the lack of a conceptual framework that effectively communicates the importance and relevance of the operations function in a firm. The first half of this paper discusses traditional frameworks, those most frequently found in introductory production and operations management (pom) textbooks, and several alternative approaches to teaching an introductory POM course. The discussion questions whether any of these existing frameworks is sufficient to meet the challenges faced while teaching POM in today's environment and identifies what characteristics an effective framework should possess. These characteristics include defining the scope and bounds of the field, capturing its integrative and system aspects, providing a visible depiction of the framework to aid comprehension, and promoting higher-level thinking (i.e., analysis, synthesis, and criticism) to deepen understanding. This discussion concludes that no current framework meets all of these criteria, therefore there remains a need for a more effective approach for introducing POM. The remainder of the paper describes one approach to conceptualizing the field that satisfies these criteria.     

Preliminary Validation and Training of Supervisory Interactional Skills

Employee job satisfaction and performance are critical to the effectiveness of an organization. Although satisfaction and performance are not determined in total by a supervisor's interactional skills, it appears that interactional skills can significantly influence employee satisfaction and productivity. This research was conducted to further validate the types of interpersonal skills important in supervisory interactions, and then to evaluate the effectiveness of a supervisory training workshop in improving these aspects of managers' repertoires. In the first study social validation and survey procedures were used to identify supervisory behavior that employees judge to either facilitate or inhibit their job satisfaction and performance. Based on these results, the workshop training program was developed and tested in a second study which revealed a significant improvement in the group of supervisors who underwent training versus a no-training control group. This study provided a preliminary demonstration of the efficacy of using a behavioral training program to improve supervisors' interactional skills judged to be related to an organization's level of satisfaction and performance.     

Computer literacy: It's time to “get back to basics”

This paper argues the need for a back-to-basics approach in computer literacy education. It then presents such an approach. This approach has worked well both in courses designed for majors in computer science and in information systems, as well as in a course designed for nonmajors. The current view of literacy as indicated by courses taught at universities and in industry around the country is that literacy means learning about the computer (lots of terminology) and learning to use microcomputer application packages. It might include a glimpse of programming, but the feeling seems to be that computer users do not need to understand more than packages. We contend that the current approach is not literacy, does not prepare users to use the computer effectively, that the function of the universities is not to teach skills, and that such skills are in fact taught more efficiently if understanding that is true literacy, precedes the teaching of skills.     

Improving Program Outcome with Process-Based Performance Feedback

Abstract

Two studies, using an across participants multiple baseline design, assessed effects of different amounts of process and outcome performance feedback on instructor and child behavior in an early intervention program. Seven instructors, mostly university students, and one child with autism were observed over a 4 month period on measures of instructors' verbal instructions, prompts, and consequences, and correct child behavior. In Study 1, performance feedback contained verbal, written, and graphic information on instructor (process) and child (outcome) behavior, whereas in Study 2, only verbal process information was provided. Results show that both feedback procedures were equally effective in increasing correct instructor performance and correct child behavior. Conclusions are (a) that verbal process feedback alone was as effective as an extensive process plus outcome feedback, but easier to use and more efficient, and (b) that measures of performance error proved useful in detecting feedback effects on instructor behaviors that varied across time and program changes.     

Economic and Environmental Assessment of Remanufacturing Strategies for Product + Service Firms

This article provides a data‐driven assessment of economic and environmental aspects of remanufacturing for product + service firms. A critical component of such an assessment is the issue of demand cannibalization. We therefore present an analytical model and a behavioral study which together incorporate demand cannibalization from multiple customer segments across the firm's product line. We then perform a series of numerical simulations with realistic problem parameters obtained from both the literature and discussions with industry executives. Our findings show that remanufacturing frequently aligns firms' economic and environmental goals by increasing profits and decreasing the total environmental impact. We show that in some cases, an introduction of a remanufactured product leads to no changes in the new products' prices (positioning within the product line), implying a positive demand cannibalization and a decrease in the environmental impact; this provides support for a heuristic approach commonly used in practice. Yet in other cases, the firm can increase profits by decreasing the new product's prices and increasing sales—a negative effective cannibalization. With negative cannibalization the firm's total environmental impact often increases due to the growth in new production. However, we illustrate that this growth is nearly always sustainable, as the relative environmental impacts per unit and per dollar rarely increase.     

Increasing the Effectiveness of Student Evaluation of Instructor Data through a Factor Score Comparative Report

Effective student evaluation of instructor instruments must provide norm, or comparative, data to aid interpretation. This note highlights an innovative factor score comparative report. Rather than merely reporting comparative data on individual questions items, the innovative report provides comparative percentile data on the six factors underlying our thirty-three item questionnaire. The faculty indicated overwhelming support for the new report. The note also briefly mentions three other activities that are essential for student evaluation of instructor data to improve teacher effectiveness. Our goal is to stimulate other colleges to adopt the innovative norming practice once they have validated their local evaluation instruments. College-wide improvement of teaching will occur through such do-it-yourself efforts and only decision science faculty are technically qualified to lead such efforts.     

Living in the shadow of OD: HRD and the search for identity

The paper attempts to describe the similarities and differences between organizational development (OD) and human resource development (HRD). While it is argued that HRD practitioners need to acquire some of the skills of OD consultants, these are likely to be limited to the development of personal skills and learning in the attempt to achieve intrapreneurialism and personal transformations. We argue that HRD is living in the shadow of OD because it is slow to recognize its roots in the debates of that discipline. It is therefore suggested that HRD will recognize its true potential only when it identifies its core knowledge and skills. We argue that HRD can find its essential identity in four main ways: by focusing on the organization's business strategy; by devolving responsibility to line managers; by adopting an employee-centred approach to learning; and by emphasizing workplace learning. However, a wider behavioural understanding and a greater degree of reflectiveness in relation to the politics of change and the skills of the change agent must inform this identity.     

Systems innovation manager

Each year organizations spend a significant amount of money developing new products and processes in an effort to satisfy customer demands and manufacture high-quality products efficiently. Both development processes - product and process, are complex, resource intensive and thrive on innovation. They demand a variety of skills and resources, but in particular, participation among all staff in generating ideas, managing projects and implementing change. There are currently a number of software tools and methods that facilitate change in a systems environment. These range from complex modelling tools to information management tools. The tools have been developed around paradigms, e.g. world class manufacturing, total quality management and business process reengineering. They are often complex, requiring the efforts of skilled designers and managers. Current thinking within a systems environment reflects a more participative and less specialist approach to managing innovation and change. There is a need to create compromise between detailed project engineering and good management practice. This paper introduces a new paradigm centred on good management practice, and identifies the critical issues in systems innovation and change. The paradigm is articulated through a series of change levers and a methodology that guides managers and designers. It is supported by a series of software tools that together bring innovation management to life within the industrial organization.     

The evaluation of country risk and economic potential

The need for a framework to evaluate the risks inherent in dealing with different countries is widely recognized. International financial institutions, government agencies and major corporations have in recent years established formal systems of risk assessment as an important input to their operational and planning decisions. It is important to understand the basic thinking underlying the mechanical approach to risk analysis and the results must be treated with care. A structured approach to the evaluation of international risks provides the necessary analytical framework.     

Action Learning - A Paradigm in Emergence: the Problems Facing a Challenge to Traditional Management Education and Development

This paper examines the proposition that action learning is a new paradigm in management education. Action learning is becoming widely accepted methodology for the development of managers and managerial competence. This is in both public and private sector organizations and within the context of certificated and organisationally based programmes. The paper seeks to use Kuhn's work on the nature of paradigms and change as a way of explaining the increase of interest in his approach. Importantly, although this approach promises to answer some of the problems of traditional management education, it is not without its own critics. Kuhn's criteria for a paradigm change are explained with reference to action learning literature and knowledge of practice. From this a framework is developed that compares a traditional approach to management education with an action learning approach on three levels. Our conclusion is that action learning is a new paradigm, but for the maximum benefit to be gained from the approach its application needs to be more carefully considered, particularly in relation to the provision of some wider external frameworks for the manager to use as‘tools for thinking’     

CRITICAL PERIODS DURING CHILDHOOD AND ADOLESCENCE

We identify the ages that constitute sensitive (or critical) periods in children's development towards their adult health status, skills, and human capital. For this, we use data on families migrating into Sweden from countries that are poorer, with less healthy conditions. Late‐life health is proxied by adult height and other adult outcomes. The relation between siblings’ ages at migration and their adult outcomes allows us to estimate the causal effect of conditions at specific childhood ages. We effectively exploit that, for siblings, the migration occurs simultaneously in calendar time but at different developmental stages (ages). We find evidence that the period just before the puberty growth spurt constitutes a critical period for adult height and we find related critical periods for adult cognition, mental health, and education.     

System Dynamics Understanding in Projects: Information Sharing,Psychological Safety,and Performance Effects

Systems thinking has proven useful in project management planning activities and has been suggested as a critical driver of a range of beneficial organizational behaviors. Yet, empirical evidence on the myriad of ways in which systems thinking can impact internal project dynamics and performance remains limited. This study focuses on one aspect of systems thinking in particular: the ability to recognize and understand the dynamics of systems and their features (e.g., feedback and delay). It makes use of a unique, large‐scale interview data set along with objective and structured survey data drawn from multiple sources associated with supply chain system implementation projects. Analysis suggests that an individual's understanding of system dynamics as well as the similarity of such understanding to that typical of their team is, in fact, a strong predictor of both perceptions of psychological safety and information sharing quality in project work. These outcomes appear to mediate the relationship between system dynamics understanding and performance.     

Using Virtual Simulations to Assess Situational Awareness and Communication in Medical and Nursing Education: A Technical Feasibility Study

ABSTRACT

Communication and situational awareness, among other “human factors,” are critical skills needed within high-reliability organizations (HROs). HROs are challenged to develop an effective methodology for the systematic assessment of these skills. Virtual reality (VR) simulation technology offers a promising approach to meet this challenge. By utilizing a verbal coding procedure in tandem with eye-tracking metrics, we conducted a technical feasibility study to assess the impact of an interprofessional training (TeamSTEPPS®) on communication accuracy and observing responses among medical and nursing students in a virtual simulation. The results suggest that communication accuracy significantly improved as a result of TeamSTEPPS® training. These findings and changes in situational awareness among individuals are discussed.