DMC has several wastes that need the attention of the administration in order to improve learning in all spheres of human participation. This ranges from excess motion, defects, waiting and under-utilized people. The unnecessary and frequent transfer of lecturers and students from one faculty to the other comes out as excess motion. Defects are those problems that arise within the college and may involve lecturers or students. Waiting on the other hand, refers to the speed of flow of information and or materials within the institution. Lastly, there are lecturers who have not been assigned areas of specialization as far as tutoring is concerned. This leads to under-utilization of staff.
To begin with, excess motion within DMC brings about several challenges to both students and lecturers and the general flow of information. Lectures require enough time with the students in the sense that they get to develop interactive platform and a culture that would benefit both of them (Gablinkske, 2014). Enough time for lecturers with students will prompt them to considered strategic instructional and active learning procedures. From research findings, we get to realize that students normally lose concentration during classes earlier than expected. Further results of research state that students are able to extend their concentration life span by getting used to a specific lecturer. This might be so since the student and the lecturer might have developed an interactional platform and a culture that ensured efficiency. Students on the other hand, need not to be transferred from one faculty to another. This will ensure active student involvement in learning (Eison, 1993). Learning require the perception of information passively from the tutor. The mind takes time to process the information. This means that frequent unnecessary transfer of students would slow down learning and their as well.
Defects can be seen in instances where students and lecturers interact without taking into consideration the contemporary issues that involve such interactions. This ranges from the student behavior to mode of interaction. Another problem that might arise from within the institution can be the amount of time lecturers take to get to class and instruct students and the amount of time they take to do their own personal work (Boateng, 2012). This is considered within the bracket of working hours. Some lecturers tend to be taking more of their time in conducting research and pushing for publication for their self-interests. This comes at the expense of involving the students with educative materials and programs that would help them achieve their academic goals. These problems affect DMC as whole.
Waiting within DMC has been taken with little concern. The speed of flow of information from the students to the lecturers and from the various departments is wanting. The system in DMC involve queueing for services, the slow speed of information processing, locating academic materials and generally the amount of time the administration takes to give answers to questions asked (Tsang, 1978). At various points and offices within the institution, it has become evident that individuals take a lot of time waiting to be taken care of by the various departments. From a different point of view, the staff are inadequate and the ones that are already there get overworked. This in effect translates to time wastage. The administration has a tendency of taking many days before responding to questions, proposals and other related papers.Finally, the system used to vacate classes for next lectures is poor in the sense that a lot of time is lost in the process of transition.
Under-utilization of staff in DMC is a major issue that needs to be looked into with great concern. Lectures are not given the right areas. This has adverse effects in both the student and the teaching career of the lecturer. DMC has several cases where specialized staff don’t teach post graduate students and don’t involve in research activities.In this respect, the institution, the student and the lecturer get affected in several ways. DMC won’t be able to provide quality learning procedures for the students. Since students require active strategic instructional ways of getting to learn new thing, they are supposed to find tutors who are experienced in that particular field. The lecturers are supposed to naturally relate the information from the books with the real world situations (Angelo, 1993). This however cannot be done without having learned the specifics involved. Students on the other side would be hit by the long term effect of under-utilized staff. The students would not receive quality information and at the same time their performance would decline. Finally, the lecturer would have reduced morale since they wouldn’t be performing at their best. This has a resultant effect on the way activities are run within the office and the kind of procedures used in the classrooms.
In conclusion, DMC should look into these four wastes. Staff members should be allowed enough time to develop a culture of constructive interactive platforms with the students in order to realize the best out of them. Lectures are supposed to deal with defects especially in the contemporary society of students in such a way that they get to understand their background based on religion, culture and interest. The institution should reduce the amount of time individuals wait for answers and proposals. Finally, lecturers are supposed to be allocated places of specialization.
Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques (Second Ed.). San Francisco: Jossey-Bass.
Eison, J. A., & Bonwell, C. C. (1993, January). Recent works on using active learning strategies across the disciplines. Unpublished manuscript. ERIC Document Reproduction Service No. ED 364 135
Boateng, W. (2012). A Sociological Analysis of Student-Lecturer Interaction in the Wake of Contemporary University Dynamism. International Journal of Applied Sociology, 2(3), 25-29.
Tsang, M. C. (1987). The impact of underutilization of education on productivity: A case study of the US Bell companies. Economics of Education Review, 6(3), 239-254.
Gablinkske, P. B. (2014). A case study of student and teacher relationships and the effect on student learning.