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Operations Management MBA – How to Find an Accredited School

Although there are more than 1.7 million operations managers working in the industry today, operations managers are still in high demand in just about every area of business or organization. These top executives are needed to help formulate policies and direct the overall operations of businesses and corporations, public-sector organizations, non-profit institutions, and other organizations. In many organizations, operations management professionals have some of the same duties as chief executive officers (CEOs).

As you may have already guessed, big titles come with big responsibilities and even bigger salaries. The average operations management professional (or CEO) earns more than $145,600 per year. General operations managers earn an average salary of $91,570 per year. CEO “perks” averaged more than $360,000 in 2008, and it is not uncommon to find operations managers or CEOs that earn in excess of $1 million.

To become an operations manager in the U.S. you will have to earn an MBA. You can earn your operations management MBA online or on-campus, the choice is yours. An online operations management MBA will allow you to hold a full-time job in the field, in order to gain valuable experience and skills, while completing your advanced degree. Many traditional colleges now offer all or part of the MBA degree online and there are also dozens of business schools that operate solely online. These online schools offer MBA programs with concentrations in operations management, human resources, labor relations, finance, and more.

Whichever format you choose, there are a number of things to look for in a quality operations management MBA program. First, the program must be accredited by an agency recognized by the U.S. Department of Education ( The following agencies are the top accrediting agencies for business schools:

-Association to Advance Collegiate Schools of Business (AACSB)
-Association of Collegiate Business Schools and Programs (ACBSP)
-Council for Higher Education Accreditation (CHEA)
-Distance Education and Training Council (DETC)

Regional accrediting agencies are also acceptable. These include:

-Middle States Association of Colleges and Schools
-New England Association of Schools and Colleges
-North Central Association of Colleges and Schools
-Northwest Commission on Colleges and Universities
-Southern Association of Colleges and Schools
-Western Association of Schools and Colleges

Besides accreditation, check the schools MBA operations management curriculum. It should cover the areas of advanced accounting, business strategy, economics, finance, human resources, marketing management, manufacturing and production, operations management, statistics, and technology and information systems. Operations management courses should include teamwork basics, project management, designing and improving operations, enterprise resource planning systems, quality management, and manufacturing strategy.

Admissions requirements should include a transcript request, graduate record examination (GRE) test scores, and recommendation letters. The school should also require a statement of purpose or essay and other supporting materials that demonstrate leadership ability and the desire to succeed.

When you are ready to begin looking for a traditional or online program, try searching through directories and college review sites such as the Princeton Review. You can also use popular search engines such as Bing, Ask or Google if you don’t mind searching through hundreds of relative results. Good luck!

Excluding Kids From School For Bad Behaviour Doesn’t Work – We Need Different Action!

More pearls of wisdom from the mouths of politicians — children’s unacceptable behaviour has to be dealt with, behaviour in schools has to improve, etc. On and on they drone. But, Mr Politician, we know that already. Try telling us something we haven’t heard before!

In fact, what teachers want is to be trained on how to improve kids’ behaviour and they also need the support of the office dwellers — head teachers, managers, etc — to enable them to succeed! Not much chance of that happening in the current climate!

What does Mr Politician say is the answer to the problem?

As usual they revert to repeating what they always say! Give more powers to head teachers so they can permanently exclude the unruly, anti-social and generally bad mannered kids. That hasn’t worked before so why should it start working now? It brings to mind the definition of madness — keep doing the same thing over and over and expect a different result! It just won’t happen — it can’t happen! The only answer is to stop doing it they way you are and do something else. The problem is that what should be done is what few people have the courage to promote…

It’s a fact that excluding kids has practically no impact on unacceptable behaviour in schools. It simply transfers the bad behaviour from school to home (or the streets) for the duration of the exclusion. Then, when the child returns to school, if nothing has changed the whole process of the child behaving badly starts again. Nothing will change unless the school actually puts something in place to prevent the bad behaviour from happening again.

The secret is in that last sentence – schools have to do something to prevent the bad behaviour recurring. It’s not magic! It’s just simple common sense and surprisingly easy to put into place.

Various journalists during the recent UK election have been questioning the electorate about what they want from the politicians and what changes they feel are necessary to improve society. A major complaint has been the reaction of the police to crime and this links with the ‘more power for schools to exclude’ issue…

Criticism of the police – who are acting under instruction from politicians – includes their success being measured by how many crimes they solve. You may be thinking that that’s what the police are supposed to do, but the people questioned said that there should be more emphasis on preventing crime from occurring in the first place rather than waiting until it has actually happened.

Prevention of crime is what people want. They want the police to use their presence and skill to deter criminals, particularly those involved in what is considered low level crime that has such a negative impact on their localities.

What has this got to do with schools and excluding kids for behaving badly? Plenty! That’s because adults in schools should learn how to prevent anti-social and unacceptable behaviour from happening in their schools. Schools should be planning for acceptable behaviour — it’s a vital part of keeping order. And that means dealing with low level problem behaviour quickly and effectively. Unfortunately, by the time you’re at the point of excluding kids you’ve left it too late.

So, how do schools prevent anti social behaviour?

They can start by deciding not to put up with low level unacceptable behaviour. All adults have to be vigilant and visible — head teachers and managers can’t afford to hide away in their comfortable offices shuffling papers and filling in forms. For starters they should be spending more time in their schools — physically present — particularly if they have behaviour problems. If you’ve got a problem you need to be where the problem is! There’s too much management time spent away from schools attending meetings and courses, the content of which could be received over the phone or through an email! Or scribbled on the back of a fag packet, as I frequently say!

A vital part of managing behaviour is teachers receiving training to equip them with the necessary skills to deal with kids’ behaviour confidently. Teachers must stop putting up with unacceptable behaviour and assert their authority. Bad behaviour has almost become the norm and however unpleasant and stressful, practically an accepted part of the job. Teachers have to let kids know at a very early stage that certain behaviours are not acceptable and won’t be tolerated. There have to be proper consequences (punishment!) for unacceptable behaviour and immediately — long before the time an exclusion becomes a possibility.

Adults have to toughen up and stop putting up with being treated intolerably by children in schools. Adults’ attitude towards dealing with children has to change significantly. It’s not enough to write policies and then sit back and expect it to happen. You have to actively manage children and that’s the bit that people are so reluctant to do! The fact is though, you have to and that’s the only way to change kids’ behaviour in schools for the better.

Some good news is that it isn’t difficult to do. Good behaviour management is pretty easy and it works with all kids. Get the simple strategies up and running — and it can happen very quickly – and you’re then into the maintenance phase. It’s then just a case of keeping it going consistently – success comes much more easily than you may think!

OneMBA: Program for Global Managers

Companies striving for global success voluntarily fire their employees. True, they do so temporarily: employees go to business school and promise to return with new knowledge and turn the world upside down.

Every day the Earth decreases. Active international trade erases boundaries of countries and cities. Accordingly, corporations are in great need of managers capable of global thinking. It is therefore not surprising MBA slowly begins acquiring international feature: business schools immediately react to the slightest customer’s wishes.

However, only some schools look ahead much further and offer mega-global programs. One of these schools is presented by Rotterdam Management School (RSM), which offers global EMBA with a symbolic name OneMBA. The program was founded with participation of four partners: Kenan-Flagler Business School (North Carolina), the EGADE-ITESM school (Monterrey, Mexico), the Getulio Vargas School (Sao Paulo, Brazil) and the Chinese University of Hong Kong. By the third year of existence, the program has about 20 students trained to think, manage and be competitive around the world. 21-month program begins in September. One week is spent in Washington, three others – depending on particular audience. For example, Europeans gather in Rotterdam or Gdansk. Their goal is to compare two projects from start to finish. Such session can last up to 12 weeks.

The program is aimed at people with great managerial experience. These people reached almost to the top of career ladder in fairly large corporations. Rotterdam insists at least on the 6th management experience, while average student’s experience is 11 years.

Like most MBA programs, the course is designed for development of key disciplines: finance, marketing, accounting and human resources. The only difference is that this program uses global approach in everything.

Naturally, basic knowledge of management is required. Throughout training, students work hard in teams: both with colleagues in their “native” university, and representatives of all four partner universities. Communication includes everything: audience, Internet, conference communications and other information technology innovations. Thus is a huge exchange of experiences and ideas.

Such courses gradually become a habit for American business schools. London Business School in conjunction with Columbia Business School offers similar program. The program is called the EMBA-Global.

Another example of successful union: Trium Global Executive MBA – LSE product (London), Stern School of Business (New York) and the HEC School of Management (Paris).

OneMBA teaches the fact all organizations (local or international) cannot avoid international business influence. Managers must learn combining knowledge of local markets with understanding of global business processes. Companies with such managers will always be ahead.