Management Information Systems (MIS) provide management with information necessary for decision making in all areas of the firm. This paper presents a conceptual approach to construction of MIS simulation models. Such models may be used for efficient structuring of real world systems. The approach used herein incorporates a simple system of flow diagramming the functional elements of the MIS. From the flow diagrams a set of difference equations is developed to provide a model structure for computer simulation runs. The "quality" of the MIS is determined by the information content of the data provided for the management decision making.
Within the relative recent past many universities have turned to large class sizes as one response to constrained resources. These large classes, including Organizational Behavior (O.B.), present an array of unusual teaching problems which can become obstacles to an effective learning experience if not addressed.The purpose of this note is to suggest some strategies and techniques for dealing with large O.B. classes. Both authors have made the transition from teaching relatively small O.B. class sizes to managing megasection classes, i.e., several hundred students. We begin with a discussion of the conceptual purpose of the class, followed by the techniques available to cope with large class problems.Conceptually, it is probably accurate to state each O.B. faculty member has his or her own cognitive map of what O.B. should be. Ritchie (1975) previously described five frameworks, or emphases for O.B.: a managerial focus; an individual development focus; a group effectiveness focus; an organizational theory focus; and a &dquo;bottom-up&dquo; focus i.e., vulnerable students should learn how to protect themselves from becoming victimized in organizational life. Whichever cognitive map we choose, our concepts, values, and belief systems influence how we teach O.B. It is also true that large classes effectively limit our ability to operationalize these conceptual frameworks. For example, it is extremely difficult to adopt a group effectiveness approach in large classes since small group dynamics are not a practical possibility. It may also be difficult to demonstrate an individual development focus, where emphasis is placed on being a &dquo;complete&dquo; person/manager. The large number of students increases the difficulty of giving attention to individual students, maintaining student attention during lectures, and encouraging participation.One option is to conceptually &dquo;position&dquo; the class more toward a managerial focus. A managerial emphasis focuses on the instructor as a managerial role model. For example, the large class size represents an externally imposed constraint which limits courses of action for both student and professor. This bears at least some similarity to a future manager's (i.e.,
The Leadership and Management Technical Area of the US Amy Research Institute is primarily involved in applying the principles of organizational effectiveness (OE) to the Army, thereby developing new technology for use by Organizational Effectiveness Staff and Non-Commissioned Officers (OESOs and OENCOs). The development of a coherent and uniform case study methodology will enhance the retrieval of OE information by OESOs, key managers, and commanders. This manual presents OESOs with a step-by-step approach on how to document organizational interventions using a case study methodology. It was developed by the System Development Corporation under Contract DAHC19-78-C-0008 with guidance from ARI personnel, as part of Army Project 2Q163731A781. The Deputy Chief of Staff for Personnel is the sponsor.
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