Polytechnic Summit 2013

 Master of Science in Construction Management  Operations Management- MGMT820 ▪ Hybrid Course ▪ Only on-line offering in the program  Three Cohorts taught to date

 Course Components  Homework  Tests  Weekly Discussions  Book Review  Final Team Project

 Observations  Each Cohort seemed to have its’ own personality  Many years of work experience  No work experience  Most students don’t seem to see themselves as on a management track

 Discussions, Tips, Comportment  Discussion instructions asked that responses be from the point of view of they as managers  Discussions began- “Management needs to….” or “I don’t understand why management doesn’t……..”  Tips and tricks section for extra credit- some cohorts did not use or did not help one another  Overt rejection of the on-line learning concept versus in class experience

 Comportment and Communications  Unprofessional conduct, attitudes, and communication ▪ Discussions aren’t tweets  Unexpected amount of complaints regarding difficulty of course  Lack of respect and self discipline in completing assignments  Lack of maturity  Possible cheating

 Learning Style  Most students from an experiential learning background  Industry is primarily visual and tactile  We are asking that they work on more abstract ideas  If they see it they can deal with it, if they touch it they can duplicate or improve on it.

 Learning Style  The closer a discussion problem approached a physical or visual issue, the better students performed  The more abstract and virtual the problem became, the more difficulty they had identifying and addressing the core issue and offering appropriate solutions

 What is required to increase the chance of student success and elevate thinking?  One cannot assume that students, young or old, understand the different and additional demands of on-line learning. Far more energy is wasted by instructors dealing with student on- line “drama” than they would in a classroom environment.

 What is required to increase the chance of student success and elevate thinking?  Instructors and program administrators need to understand the potential pitfalls and employ actions at the outset to set a level of expectation and context to fully realize on the promise of virtual learning.

 What is required to increase the chance of student success and elevate thinking?  Minimum amount of field/work experience is a must  Need to understand that in a virtual course they must take the initiative  Create a tutorial for successful on-line learning ▪ Communications etiquette ▪ Preferred and appropriate communications ▪ Sample discussion responses

 What is required to increase the chance of student success and elevate thinking?  Improve discussions ▪ More synchronous ▪ Become more collaborative and find opportunities to “teach” each other based on relevant experiences ▪ Practice the opportunity to communicate professionally ▪ Encourage the option to disagree respectfully with a point of view

 What is required to increase the chance of student success and elevate thinking?  Fill in the blanks ▪ The course doesn’t cover every aspect of operations or issues to encountered as a manager ▪ Ask the industry expert-required each week from at least one student

 What is required to increase the chance of student success and elevate thinking?  Team up ▪ Construction is a team game, use each others strengths. ▪ Be a leader -help those not getting it ▪ Manage time and resources better for final project ▪ Look for and practice opportunities to add value

 Summary  Operations management is at the heart of running a successful business. As on-line Master degree aspirants, students must be prepared experientially, have appropriate quantitative and communications skills, be mature, self-starting, and willing to work with others.  The institute and instructors must provide the environment to help students understand the context of management and hold students responsible for the rigor they will encounter in industry.