KCTBS – Innovative Teaching-Learning Methods

ACADEMICS

KCTBS – Innovative Teaching-Learning Methods

Initiatives bythe Facultyonteaching and learning is summarized below under five heads,

  1. Simulation based Learning
  2. Technology based learning
  3. Activity Based Learning
  4. ExperientialLearning
  5. Project based learning

1.Simulation Based Learning

Dr, S. Jaisankar, Associate Professor, KCT Business School has developed simulation games to teach supply chain management and inventory management.
The simulation games made the students to gain real-time experience and helped them to learn the application of management concepts in real-time scenarios.

Game Course Objectives Developed by
Supply Chain Management Supply Chain Management To maximize supply chain profitability across supply chain. The game is designed for use in the elective course on supply chain management covering the topics on Forecasting and Production Planning. Dr. S. Jaisankar
Forecasting Operations Management To minimize the inventory costs by forecasting the order quantity.The game is designed for use in the core course on operations management covering the topics on Forecasting and Inventory control. Dr. S. Jaisankar

Supply Chain Management Game



Forecasting Game

A capstone learning simulation game titled as ‘The Boardroom’ – it is an interactive on-line simulation game that requires to co-ordinate with your fellow CXOs, strategize in a decision-making setting to take the company’s share price to the zenith.
As a top-level management executive one would have to take-up a challenging role of the following designations – Chief Executive Officer, Chief Finance Officer, Chief Marketing Officer, Chief Sales Officer, Chief Production Officer and Chief Research Officer. All final year students during their last semester undergone the Board room simulation in KCTBS.

Game Course Objectives Initiated by
Boardroom – Capstone Simulation Strategic Management To experiment in managing a business in a competitive simulated environment having real experience in industry To comprehend operative, strategic and tactical plan of action Dr. S. Jaisankar
Project Management Project Management The simulation based Project Management game consists of two stages which include project planning stage and project execution stage. The game was useful to acquire project management skills and decision making skills while working in projects. Dr. S. Jaisankar


Boardroom Game

Project Management Game






All the above innovative pedagogies are used to bring in a collective learning experience for students.The Innovative pedagogies are available in website for external stakeholders and peer reviews is done through Peer learning sessions, Faculty meetings and knowledge sharing sessions. The same is critiqued by peer team on pros and cons of using such pedagogy for improved learning experience for students. The results and outcome of the pedagogy is mapped to the course outcome ad program outcomes.


For more detail contact: jaisankar@kctbs.ac.in

2.ExperientialLearning: Experientiallearning provides an opportunity for active/interactive learning experiences in-class as well outside the classroom environment. With such real time learning activities, students are able to better identify their prospective areas of work in the overall organizational functions.

KCT Business School largely adopts experientiallearning such as Field Study, Market Visits and Online Share Trading Program (ROSTP) as a value-added learning method for management students. Learning from textbooks, lectures and other study material does not suffice for holistic learning. Practical, hands-on learning is essential for better understanding of work processes and business functions. Such visits and real time programs give greater clarity about important management concepts, as students practically experience how these concepts are put into action. Students pursuing functional specializations in Marketing/Finance/Operations/HR/Analytics and Entrepreneurship help them gain hands-on experience of how industry operations are executed. Courses that includesexperientiallearning methods during the assessment years are given table.

Experiential Method Courses Objectives Initiated by
Field Study Lean Six Sigma Experiential learning in industry with on job training on Lean six sigma concepts and application Dr. S. Jaisankar
Market Visit Managerial Economics Experiential learning on market structure. Market structure presentation was successfully conducted for each team, in total 6 market structures were presented: Duopoly, Monopoly, Monopsony, Monopolistic,Perfect competition, Oligopoly Dr.S.Poongodi
ROSTP Financial management Real time online share trading program. Practical session on online investment and trading. Dr. S. Senthil Kumar

2.1 Field Study

  • Objective: To increase the awareness of industry practices and regulations during field study exercises.
  • Designed for Course: Lean Six Sigma
  • Methodology:


    Step 1: Register and visit to an Industries

    Step 2: Identify an activity for improvement in that industry. The activity can be anything that lead to improvement

    Step 3: Use DMAIC approach (Define, Measure, Analyze, Improve and Control)

    Step 4: Work in a group of 5 but the problem identified should be different from others in the group.

    Step 5: Use the template given to complete the study report. Type your answers in the
    “Details” column.
  • Assessment Rubrics:
Topic Task
Define (D)(CO2)(10 marks) Define the problem, improvement activity / opportunity for improvement / the project goals / customer (internal and external) requirements
Measure (M) (CO2) (10 marks) What are the parameter(s) considered to measure process performance?
Analyze (A) (CO3) (10 marks) List the process to determine the root causes of variation or poor performance
Improve (I) (CO3) (10 marks) State the expected Improvement in the process performance by addressing and eliminating the root causes
Control (C) (CO3) (10 marks) Explain how the improved process will be monitored and controlled.

Students assembling horns in a production plant

  • Learning outcomes:
  • Explain the concepts of Lean six sigma

    Apply DMAIC tools for process improvement

    Develop step-by-step procedure for implementing Lean Six Sigma program

2.2 Market Visit

Objective: To broaden the outlook of students with exposure to different workforces from different industry sector.

Designed for Course:Managerial Economics

  • Methodology:
  • Step 1: Like-minded students form a team of 4 to 6 members

    Step 2: List of Markets to be visited in made through brainstorming

    Step 3: Selection of Market to be studied by each team followed by Faculty Approval

    Step 4 Preparation of Unstructured Questionnaire

    Step 5: Visit the market to explore various elements of the market

    Step 6: Relate the Demand and Supply Elements for a chosen commodity from the market visit

    Step 7: Team Presentation and Interaction considered for Assessment

Assessment Rubrics:

Rubrics for Market Visit
(15 marks in Total )
CRITERIA 5 marks 4 marks 3 marks 2 marks 1 marks Total
Knowledge on concepts of the Market Structure
(5 Marks)
Demonstrated a comprehensive knowledge of concepts associated with Market Structure by Identifying and using a range of relevant examples from the visited market Demonstrated a well-developed knowledge of concepts associated with Market Structure by Identifying and using a range of relevant examples from the market visited Demonstrated a mostly developed knowledge of concepts associated with Market Structure by Identifying and using examples from the market visited Demonstrated a partially-developed knowledge of concepts associated with Market Structure by Accurately describing or listing what is seen on the market visit Described or listed what is just seen during the market visit
Analysis and detailed evaluation of information (5 Marks) Exceptionally analysed the information (collected from the market visit) by matching features of the market and interaction of the market elements with all the reference materials Thoroughly analysed the information (collected from the market visit ) by matching features of the market and interaction of the market elements with most of the reference materials Analysed the information (collected from the market visit ) by matching features of the market and interaction of the market elements with some of the reference materials Partially analysed the information (collected from the market visit ) by matching features of the market and interaction of the market elements with a few of the reference materials Expressed a personal opinion by making questionable claims about market structure and its functions with no reference materials included
Written Report & Communication English conventions – (structure, spelling & grammar) Presented concisely and logically in the third person using appropriate terminology with integrated ideas that clearly conveyed meaning Presented concisely in the third person using appropriate terminology, with partially integrated ideas that clearly conveyed meaning Presented logically in the third person using appropriate terminology, with linked ideas that conveyed meaning Presented in the third person mostly using proper terminology, with linked ideas that conveyed some meaning Presented a first or second person account using colloquial language, with loosely linked ideas that partially conveyed some meaning

2.3 ROSTP

Objective: To create awareness on Online subscription of business lines which provides information on current events and discussion forums Designed for Course: Mutual Funds – Financial Management

    Methodology:

  1. Students to be grouped into teams
  2. Each Team has to decide about their investment objective
  3. Each team has to decide about the corpus of investment they would like to invest
  4. Investment has to be done after making through analysis of the fund using risk return analysis
  5. Finally, at the end of the course, teams have to present the investment process for evaluation.

Assessment Rubrics:

Scaled Score: Exemplary(3 marks) Proficient(2 marks) Partially Proficient (1 mark)
Ability to understand and communicate the objective of Investment(3 Marks) Fully articulated the objective and knows very well and is clear about the objective. Understood the majority of the objective and knows where to find the answers. Understood a few objective and does not know where to find the objective.
Ability to locate and select relevant information from a variety of sources to solve objective(3 Marks) Located and selected a wide range of relevant information from a variety of sources Located and selected relevant information from a few sources that will help solve objective. Located a limited amount of information.
Use of creative thinking strategies in the investment (3 Marks) Used a large number of original ideas and strategies to solve the challenge. Used several original ideas and strategies to solve the challenge. Rarely used original ideas to solve the challenges.
Ability to act on constructive feedback (3 Marks) Readily adapted changes when new and relevant ideas and new information was presented. Made changes with some encouragement. Hesitated to make changes when new and relevant ideas and information were presented.
Group/partner teamwork (3 Marks) All team members contributed equally to the activity’s objective. Assisted group/partner in the activity’s objective. Finished individual task but did not assist group/partner during the activity.

For more detail contact: mohanamani@kctbs.ac.in

3. Activity Based Learning

Activity-based learning describes a range of pedagogical models to Business and Management teaching. Its core premises include the requirement that learning should be based on doing some hands-on experiments and activities. The idea of activity-based learning is rooted in the zommon notion that Management Students are active learners rather than passive recipients of information. If a student is provided the opportunity to explore by their own and provided an optimum learning environment, then the learning becomes joyful and long-lasting.

S.No Course Activity Based Learning methods
1 Financial management Debate on currency demonetization


Union budget panel discussion


Discussion on Chinese yuan devaluation and stock market crash


National institute of securities market certification. Examination on conceptual clarity and knowledge on capital investment
2 Organizational behavior Experiential learning on organizational behavior to make the students understand the importance of group and group behavior
3 Entrepreneurship Nature trek for design thinking. The students were taken for a nature trek to learn biomimicry – to imitate models, systems and elements found in nature to solve human problems.

Creating social enterprises. Students were shared with a real time case scenario to work towards creating a social enterprise.


Creative thinking for business was interactive and highly informing program.


Doodling ideas at design thinking class. This session was conducted to introduce them to be customer focused, empathize, innovate and prototype. The students learned in and had fun doing the activity.
4 Data analysis Movie evening- MONEY BALL, this movie screening was intended to make students aware of the application of statistical and analytical concepts in real time.
5 Marketing management Creating effective advertisements. Takeaways of the guest lecture included Creation and innovation in marketing, to plan a career in advertising industry, Ways to build inner confidence, Tips to seek the attention of the customer through effective advertisement, Simple and clear cut advertisement ideas, creating advertisement in a humorous way will reach the big crowd.

The blind taste of coco cola company was organized to make them understand the importance of problem identification during their Research Session


Selling skills. a few tips on selling, which included, Grooming, being prepared,to study/prioritize needs of the customer, be aggressive, follow up on calls, Have a good Intellectual capital.

6 Decision models The entire course was taught using optimization software.Exercise problems were performed and results were obtained.Demonstrated various business applications and how to interpret results.
7 Business statistics The business statistics course was designed as an activity based learning course. The entire course was taught using MS Excel. This activity has been conducted with the purpose of use of excel in solving business problems and data analysis.

For more detail contact: kirupa@kctbs.ac.in

4. Technology based learning (Learning Management System –MOODLE)

The Learning Management System (LMS)automates the wide administrative tasks in KCT Business School, such as registering users, planning the courses, tracking course execution, recording data, charting a user’s progress for certification, and providing reports to accreditation and control bodies viz., UGC, AICTE. These systems also help our students for interactive learning and better engaging with the courses than traditional methods of delivery. Moodle is a learning management system (LMS) implemented and used by all the faculty members and students in KCT Business School. Moodle is an excellent open source platform for the teaching, learning and assessment of their students in all types of courses because of its Flexibility, Customization and Security offered. Moodle environment also helps to understand the topics with interactive ways like:

  • On-line Assignment submission
  • Uploading Course related materials
  • Conducting Online quiz
  • Grading / Marks (online)
  • instant messages / mails
  • Online news and announcement

For more detail contact: jaisankar@kctbs.ac.in

5. Project based learning (Social Immersion Projects)

Social Immersion Project (SIP) helps students better understand their own competence,leading to more self-confidence and a can-do attitude that can spread to their academic pursuits and work, by involving in SIP students learn to tackle tough problems and challenges in the community services them by learning problem solving skills and enjoy the satisfaction of overcoming hurdles.SIP opens students to a wealth of networking opportunities, allowing them to build new relationships within their community as they contribute, Students can meet new people, work with new organizations, and strengthen their ties to the community. SIP allows students to take what they’ve learned and apply it beyond the classroom. Taking part in socially relevant projects teaches students valuable skills like ability to follow instructions, teamwork, problem solving, and networking above all being humane.

  • Social immersion project is to sensitize students on civic and community issues, to enhance their interpersonal skills and work as a team, to understand the problems of marginalized community and enhance them. status through capacity building
  • The training was on learning and developments which helped students identify the need, develop a learning module, designing and delivering the program

For more detail contact: deepa@kctbs.ac.in

KCTBS – Innovative Teaching-Learning Methods

KCTBS – Innovative Teaching-Learning Methods

KCTBS – Innovative Teaching-Learning Methods

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