Outlining and Conveying a Superior Administration Science Course for MBA Understudies Robert Freund MITSloan School of A.

Uploaded on:
Outlining and Conveying a Superior Administration Science Course for MBA Understudies Robert Freund MITSloan School of Administration November 2007. Preface. For an assortment of reasons (inward and outer to OR/MS), OR/MS still should battle survival fights in MBA programs
Slide 1

Planning and Delivering a Better Management Science Course for MBA Students Robert Freund MITSloan School of Management November 2007

Slide 2

Preamble For a mixed bag of reasons (inside and outer to OR/MS), OR/MS still must battle survival fights in MBA programs The contracting MBA Core educational modules At MITSloan, we have felt and keep on feeling this As “leaders” we feel an extraordinary obligation to MIT and to INFORMS to make OR/MS genuinely sparkle in MBA programs

Slide 3

Preamble, proceeded with We have built up an extremely fruitful educational modules Not a simple errand Took numerous years to refine Many diverse educators contributed Dynamically moving target Still powerless against arrangement shifts at MITSloan is at MIT, yet Demographics are same as other MBA programs Expectations of understudies and staff are same as other MBA programs In most recent 15 years, MITSloan has attempted to be un-MIT from various perspectives (apparently awful for OR/MS)

Slide 4

Disclaimer I am not a researcher of OR/MS instructing, educational program, OR/MS case commercial center Recommend magnificent arrangement in OR/MS Today June, August, October 2007 by Patrick Noonan

Slide 5

Disclaimer II I am co-creator (with D. Bertsimas) of reading material Data, Models, and Decisions: the Fundamentals of Management Science © 2004 Dynamic Ideas LLC Textbook is codification of MITSloan OR/MS educational modules I am not attempting to plug either our educational modules or reading material Textbook is effective as such so we are doing something right 

Slide 6

Purpose of Talk Convey some wide subjects/lessons in OR/MS educational programs outline for MBA Enhance trust in capacity to plan/convey a fruitful MBA OR/MS course

Slide 7

Our Inspiration “The last test of any hypothesis is its ability to take care of the issues which began it.” - George Dantzig, opening sentence of 1963 book Linear Programming and Extensions

Slide 8

Proposed Motivation for Every OR/MS Course Management science instruments and models speak to the eventual fate of best-practices for tomorrow’s effective organizations Future-arranged But meets expectations throughout today too

Slide 9

A Recent Student Experience “I worked with McKinsey in its Atlanta office amid this mid year (Jun-Sep-05).â  I did a task with one of the main telecom administrators in the U.S.  The venture spoke the truth venture portfolio improvement, recognizing the productive undertakings and selecting the one with the most noteworthy NPV.  Before I joined the task, the specialists had attempted a few “traditional” critical thinking systems to explain this problem.â  Unfortunately, because of the intricacy and plenitude of the parameters, the customary methodology did not give the attractive answers, which the organization CFO was looking for.â  I chose to utilize the streamlining routines you taught us in DMD class.… I immediately skimmed through the advancement areas of the book to recollect how to utilize the solver, how to make a target capacity and how to include constraints.â  It took me several days to structure the issue, set up the target capacity and concoct important constraints.â  I assembled, ran the model, and arranged the presentation to impart this mind boggling issue, complex methodology and wonderful answer for the customer officials. It was this CFO-level official meeting at the customer webpage that made me a “hero” this mid year at McKinsey.  After my presentation, the CFO of the telecom administrator was astounded with the answer I gave and quickly offered me a job!!â  Since this occupation offer came before the other McKinsey accomplices and senior directors, promptly after the meeting the accomplice conversed with me about his tentative arrangements for me at McKinsey and attempted to persuade me to join McKinsey.” - Emre Gurken

Slide 10

Very Many Curricula Models Discipline-centered molecules likelihood, measurable estimation, recreation, choice trees, straight advancement, nonlinear enhancement, stock control/EOQ, whole number improvement, and so on. Industry applications center Manufacturing, retailing, web evaluating, administration, and so on. Displaying center Designing, building, and working with investigative models Data concentrate How to assemble, channel, outline, and settle on choices in view of information Computer center Working with PCs, Excel, getting information all through spreadsheet models, and so on. Half and halves, varieties of above, and others, and so on

Slide 11

Pre-Design Answer Three Questions: Who are the partners? What are the stakeholders’ objectives? What is your sought effect on partners? At that point: Translate sought effects into solid educational programs (less demanding said than done) Practice persistent change

Slide 12

Enumerate the Stakeholders Instructors School OR/MS calling (~INFORMS) Business world Students

Slide 13

Articulate Stakeholders’ Goals Instructor objectives Teach fun stuff Have fun showing fun stuff Add quality to School through showing School objectives Reputation of School Positioning of School Entrepeneurship, worldwide undertaking, and so forth. Money, OR/MS, General Management, and so forth. Administration to different units Marketing, Operations, Finance, Economics INFORMS objectives Promote OR/MS Educate individuals on worth and utilization of OR/MS

Slide 14

Stakeholders’ Goals, cont. Business world objectives Better administration choices Leads to “the study of better” Lower expenses of business More productive mechanical undertaking Student objectives Get a decent/extraordinary beginning employment Acquire instruments for a decent/incredible vocation

Slide 15

Articulate Desired Impacts on Stakeholders School Students OR/MS Profession Business World

Slide 16

Examples of Desired Impacts on School MITSloan Impacts: bolster three utilitarian regions through our course: advertising, account, and operations administration “Service” mode to different capacities Other capacities serve OR/MS if done well have MITSloan be known for greatness in OR/MS Risky, may intensify MITSloan situating issue Could prompt “niche” position

Slide 17

Examples of Desired Impacts on Students (short term) Student Impacts in short term: Change the way understudies think and comprehend their reality Uncertainty can be displayed and oversaw “Best” choices can be resolved even in complex asset compelled situations Data can be put to magnificent utilization to comprehend the earth under inquiry, and to propose or focus the best choices

Slide 18

Examples of Desired Impacts on Students (short term), proceeded with Student Impacts in short term, proceeded with Students ought to have great introduction information and involvement with most OR/MS apparatuses Students ought to comprehend the estimation of OR/MS to business endeavors Students ought to have the capacity to recognize when OR/MS may include worth, and what sorts of devices may be obliged to include esteem

Slide 19

Examples of Desired Impacts on Students (longer term) Student Impacts in longer term (5 years out) Managers will have overlooked bunches of specialized point of interest (shadow costs, linearity suspicion, meaning of standard deviation, meaning of R 2 , and so on.) Managers ought to still know the estimation of OR/MS to add to educated choice remembering so as to make in their space how they utilized OR/MS in administration cases, and so forth. Directors ought to be sure to outfit OR/MS to settle on better choices Internal OR/MS capacity External OR/MS capacity (counseling)

Slide 20

Some More Critical Questions What do you need understudies to know now and/or have entry to in their late spring employment and graduation work? How would you like to change the way your understudies think/comprehend their administration world in the short and more terms? What do you need your understudies to have admittance to quite a while from now?

Slide 21

John Feddock and the Conemaugh Generating Station Conemaugh Generating Station – biggest coal-smoldering powerplant east of Mississippi River (40MM tons/year) mutually claimed by 7 service organizations John Feddock was fuel supply chief in 1980, had a MBA from Columbia Thought fuel supply arranging and operations should be possible a great deal all the more productively Convinced the consortium to put resources into a straight programming model to enhance fuel supply Saved the consortium and at last purchasers in the Northeast, and brought down SO 2 emanations too

Slide 22

Examples of Desired Impacts on OR/MS Profession Tomorrow’s supervisors will comprehend the estimation of OR/MS to universe of business Tomorrow’s directors will request more OR/MS content in their firms’ choice making Prestige of OR/MS will develop OR/MS will be surely known for its commitments to universe of business

Slide 23

Examples of Desired Impacts on Business World Future administrators will settle on better choices Businesses will be all the more effectively overseen Costs will be improved Consumers’ utilities will be expanded Social welfare will be upgraded

Slide 24

MITSloan OR/MS Course One semester course (21 classes) Required for every one of the 1 st - year MBA understudies Title: “Data, Models, and Decisions” Mix of addresses and cases All cases began from our workforce/understudies/graduates

Slide 25

MITSloan Course, proceeded with Decision Analysis (2 cases, no addresses) Probability Theory (3 addresses) incorporates joining irregular variables to lessen instability Simulation Modeling (1 address, 1 case) Statistical Estimation (2 addresses) Regression (2 addresses, 3 cases) Linear Optimization (2 addresses, 1 case) Nonlinear Optimization (1 address, 1 case) Integer Optimization (1 address, 1 case)

Slide 26

MITSloan Course, proceeded with We begin with choice investigation – 2 cases, no hypothesis No formal hypothesis required or utilized Transparent model Students see quality included of organized thinking Course includes esteem at address 1 “Cases” add to administrative connection and common sense Students purchase in by address 2 We attempt to adjust addresses and Cases have low baud rate But cases assist

View more...