Report on operations management
Foreign Affairs Division
Changchun University of Technology
Summary
Operations management deals with the production of services and goods in our daily life.
It means the process that enables organizations to achieve its aims by efficient use and
acquisition of its resources. Every organizations, whether service-oriented or
manufacturing, has an operations function. This report would introduce the operations
system in Foreign Affairs Division of Changchun University of Technology (CCUT), and
analyze its advantages and disadvantages within this system. Finally, some
recommendations will be introduced to improve the operations management in this
Division.
1. Introduction to background
Changchun University of Technology (CCUT), founded in 1952, is a key university of
Jilin Province, China. It is a comprehensive university with majors in Science, Arts, Law,
Management, Economy and Education. CCUT boasts a total enrollment of 14,000
full-time students. Currently, the total staff is 1,800.
Foreign Affairs Division (FAD) is one of basic divisions in CCUT. This division is
responsible for affairs that include international exchange and cooperation such as
communicating with partner organizations or universities abroad, recruiting foreign
students, organizing foreign experts to train Chinese teachers. Recently, University
Administration in CCUT has decided to focus on training to current teachers. The trainings
include a range of programs, for example, Basic English Skills training, Specialized
English training. CCUT has arranged specialized English courses for students in different
majors, such as *ƒ*…½*ƒ‚®English for International Trade*ƒ*…½*ƒ”€¡ in Business
school. The trainings aim to improve teachers*ƒ*…½*ƒ”€¡ foreign language skills (mainly
English) in their teaching. Sometimes, the teachers need training for academic research
abroad or academic cooperation with foreign organization. In current stage, the main task
of Foreign Affairs Division is to arrange a range of effective trainings to meet these
different requirements.
2. The operations management of FAD
2.1 The operations management system
Input to transformation process
In this operation system, FAD employed some experienced Foreign Experts to train the
teachers directly, and there are some Chinese staff members who are responsible for
organizing and managing the whole training process. These staff members should collect
the training needs information and also collect feedback after training; they arrange
training equipment during the training process. As trainees, the teachers of CCUT will
have training textbooks and the other training information on paper provided by FAD
during the training.
The transformation process
This process mainly focuses on customer (the teachers in CCUT or Trainees) processing
that are concerned with transforming their physiological state.
Output form the transformation process
The trainees*ƒ*…½*ƒ”€¡ foreign language skills are improved after training. It will help
them to be competent in their teaching position or research areas. The trainees will have
further advice about how to make use of the result of training in practice.
The operations management system model of FAD
2.2 The operations performance objectives of FAD
Foreign Affairs Division serves for *ƒ*…½*ƒ‚®internal customer*ƒ*…½*ƒ”€¡- the
teachers of CCUT. Operations in Foreign Affairs Division seek to satisfy these *ƒ*…
½*ƒ‚®customers*ƒ*…½*ƒ”€¡ through developing their performance objectives. Here are
some expectations that the teachers in training expect from the output of operations in
FAD.
They need high-quality training from qualified staff, which means the teachers after
training can satisfy their students and ensure the students learn useful knowledge, or the
training can make the teachers be competent in the tasks(teaching or research).
The teachers expect to be trained as soon as possible and the time between requiring
training and receiving training should be minimized.
They also hope that the training will be held on time, so that it will not affect their normal
teaching or research plan.
The teachers under training will feel satisfied if they can choose a suitable training plan
from many options or they are introduced to some new training program.
They need a wide range of timetable of training program according to their different job.
They hope that their requirement can be satisfied no matter how many or few trainees
there are.
They hope that the price of training can be low (The fee of training will be settled
through Financial Division).
Accordingly, the operations objectives of FAD could be identified as follows:
The quality objective: Trainees receive the most appropriate training to improve them
abilities and skills in their position or research areas. The training is carried out in the
correct manner. There will be detailed instruction about how to take training efficiently and
trainees can feel friendly attitude and helpful guidance from staffs in FAD.
The flexibility objective: FAD should provide a range of service to satisfy the different
demands from teachers. FAD should have the ability to change the volume of training,
because the demands for training fluctuate during the academic year. FAD should have the
ability to change the timing of training, if need be.
The dependability objective: FAD should ensure the training to be carried out as
scheduled; the trainee could receive their training in time as when they are promised.
The speed objective: FAD should minimize the time between requiring training and
receiving training. Development speed is another objective, it means how quickly a new
training program are introduced.
The cost objective: The outlays are provided by CCUT at the beginning of every
academic year, it is generally a limited amount. The main expense is for staff, because
Foreign Experts need high salary and they are paid based on working hours. Another
expense is equipment or facilities cost. So FAD should keep the training cost at the lowest
level.
The competitive factors mean the factors that define the trainees*ƒ*…½*ƒ”€¡ requirement.
The teachers*ƒ*…½*ƒ”€¡ requirement could influence on the relative priority of
