Problem Solving and Decisions of the Qatar Financial Center Authority Academy - Report Example

Problem Solving and Decisions

The focus of the problem is QFBA Academy. This is the educational section of the Qatar Financial Center Authority, and focuses on executive training and education in various subject areas. I am a student in this organization enrolled in a four-month course. The problem has emerged where among the students of English in one of the courses, BCE Higher, and the problem presents in three forms.

The first form of the problem is a differential in the English classroom skill levels. The group comprises of 31 students, a portion of whom has low skills in the language and another that has considerably high skills. This differential is considered important due to the implications to other areas of study, such as the submission of written reports in the language. At the same time, it is important that the individuals improve their English skills for professional practice.

The problem has also presented in the form of the requirements for the instruction hours to ensure quality delivery of the course content. The students with low English skills would require slower explanations and constant references to translation. The low skill students, therefore, require more hours learning the same concepts. This problem implies that the group with higher skills in the language will face hindrances to the progress of their learning. As the instructor cannot leave the students that understand the language slower, the learning process will be delayed for all the students. The possibility is that the course requirements will probably remain unfulfilled by the end of the allocated time under the current structure.

The third aspect of the problem relates to the examination. As there is a differential in skill levels, there will also be likely the same difference in exam performance. The students with the low English skill levels will perform poorly, probably due to failure to understand the content given in class as well as the nature of the examination questions. Consequently, the purpose of the examination for this class fails to match the nature and levels of skills, prompting a solution that also addresses this aspect.

Problem Identification

In order to identify the problem, specific steps will be necessary for each of the areas. All the problems will use the steps of data collection, analysis, and problem identification from the analysis. Seeing as it is a single context, these steps and techniques may be related.

The first problem regards the identification of the student groups with differences in the skill levels. In order to identify the students, all 31 will sit for two tests over the period of a week. The plan could involve one test, but administering two of them will facilitate identifying consistent trends in performance. The differential will act as the basis for separation. Instead of setting a definite cut off mark, the separation will base on the range with clear differences. For instance, where majority students score an average of 70-100% and another group scores below 50%, those below 50% will be classified as low ability. Depending on the proximity to either the higher or lower cluster, those in the middle of these clusters will be shifted to either direction.

For the second problem, the identification of the extent of time required for both classes is the main goal. This process will require analyzing the additional hours that are necessary in order to meet the needs of the students. Here, the low-ability group will have test sessions when the instructor is timed on the amount of time they take to deliver a typical lesson. After three sessions, these additional times will be noted and adjusted for addition into the timetable.

The third problem will make use of the data obtained from the first approach to the solution of the problem. Here, the scores of the students currently classified under the low-skill group will be used to determine their level of performance. The analysis of their answers will also help to elaborate the ways in which future exams may improve their understanding of the responses that they require. Once the information is acquired, then the organization can focus on developing exams that meet these criteria for the low-skill group.

Decision Technique and Implementation Plan

The main decision technique applied in choosing the best option for implementation of the cost-benefit analysis. In order to select the best plan, the decision technique applies steps that proceed from the problem identification steps. Each of the identified problems will be analyzed for the possibility of being resolved.

The first element involves separating the high skill and low skill groups in learning. The benefits of this solution is that the high-skill students will be able to accomplish current set goals and that the instructor can maintain the existent course content. However, there are costs where the separation implies an additional class with financial costs in terms of the instructors. The students may also feel discriminated due to the separation.

The solution for the second problem involve the learning hours. Learning for the high-skill group will proceed as usual. For the low-skill group, classes will take place with additional 2 hours to the usual three. The costs of this solution include that the additional hours will require incorporation into the timetable, which imposes planning constraints as well as financial costs. However, there are benefits where the understanding of content for both student groups will be assured and the objectives of the course met.

There will also be two exam sets as a solution to the third problem. One of the examinations will be the usual standard for the high-skill group, and a lower level exam set for the second group. The costs surrounding this solution include labor, whereby the setting and grading alternate exams is additional work. The financial implications are, therefore, clear. It is also possible that there will be a negative variation on the exam quality for both groups. On the other hand, the students are assured of being tested according to their standards and way of learning. This option, therefore, contributes to quality learning.

Based on the cost-benefit technique, the process will implement the first and second option, and reject the third component of the solution. While the first option has implications both financially and on planning, it is necessary especially for implementation of the second solution. It also ensures that both groups have access to standard instruction. The second aspect also balances the costs and the benefits to help both groups in achieving quality education. The third option, however, imposes costs and yet retains the possibility of limiting the quality of education. Having a different exam implies deviating from the current goals of the system. The focus should be on instructing the students to ensure they can meet course objectives. Differences in exams will compromise this standard, causing the decision to reject this alternative, and settle on both groups doing the same exam.

Timeline

Activity

Expected Timeline

Review of Alternatives

Week 3

Selection of Choice Options

Week 3

Separation of Low-High skill levels

Week 4

Adjustment of learning hours

Week 4

Monitoring and Review

Week 8

Monitoring and Evaluation

The evaluation processes will focus on both groups and the solutions that are implemented. To monitor the decision for separation for course content coverage, the classes will be continuously reviewed for their progress in the course content. Reports by the instructors will ensure the organization is aware of the coverage rates for each group and allow indications of any of them lagging behind. If the separation seems not to have improved course coverage, then it will be necessary to review and establish another intervention.

For the decision on additional time, the reviews on the content accomplished during the additional two hours will be necessary. As such, reporting for the extra hours will be separate, ensuring that these hours are properly implemented. In case the hours are insufficient, it may be necessary to consider another approach or additional hours to ensure sustained course coverage.