《配送管理实务》课程整体设计新思路初探
2014-07-02王青燕
文/王青燕
《配送管理实务》作为物流管理专业的核心课程,对物流人才的培养起着重要作用。该课程一般都设在高职院校物流管理专业的二年级,目前国内大部分院校《配送管理实务》课程内容的设计要么遵循传统的教学理念,将基本的配送理论知识模块并行排列,模块之间并无衔接关系;要么就是按照单纯的工作过程或者是基于项目驱动的工作过程来设计,这里的学习任务往往只是针对某一工作过程的背景资料,与企业真实情景的融合性、学习任务的完整性并未得以体现;学习任务之间的逻辑关系也没有区分;传统的课程设计和教学模式已无法适应高职院校培养面向社会具有高素质、高技能人才的需求。
本文结合《配送管理实务》课程改革实践,提出了反映企业真实情景的、体现不同职业能力等级的工作任务驱动下一种课程设计的新型的思路。
1.《配送管理实务》课程定位
《配送管理实务》课程来自实践中的物流管理的基础操作岗位——配送助理和操作岗位。通过企业调研和多次召开企业专家研讨论证会,确定出该岗位的主要工作是从事单证处理、分拣与配货、补货、人员及车辆调配、送货、退换货等日常配送业务,并协助配送主管及经理从事辅助支持性的配送工作。
2.课程总体设计思路
2.1 课程设计的理念与思路
在课程设计理念上,我们遵循了从实践中来的原则,首先成立了由校外企业专家兼职的课程开发建设小组,全程参与课程开发设计的整个过程,共同制定课程开发计划、共同开发课程、共同对课程进行考核。
在对整个物流行业(主要是配送)进行充分调研的基础上,多次邀请嘉理大通物流公司北京分公司、中邮物流货代中心、凡客诚品如风达、中铁物流等多家物流企业的一线专家召开课程开发设计会议,对配送操作与助理岗位进行工作任务和职业能力分析,获得配送管理岗位人员应具备的知识、能力、技术操作等工作内容。根据工作内容与要求确定出体现岗位职业综合能力的学习目标,我们对所调研的岗位工作内容按照由简单到复杂进行整理排序,按照学习内容适当高于工作内容的原则将典型工作内容转化为学习内容,具体课程设计思路如上图1所示。
图1 《配送管理实务》课程设计“四步”思路图
2.2 基于能力等级不同的学习内容整体设置
课程学习内容设置的顺序有一个主逻辑关系:学习任务整体按照实际工作情景中的岗位初步认知—业务操作—规划与决策能力顺序设计,采取项目或任务设计思想,按照简单的综合到复杂的综合项目的螺旋式上升的方法排序,转化为五大学习任务。其工作内容与学习任务的转化关系如下表1:
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2.3 学习任务设计思路
学习任务设计体现配送完整典型的工作过程,按照从具体到抽象、从特殊到一般的认识规律,首先是学生对于配送基本工作岗位、配送基础的简单认知,这部分工作内容转化为学习任务一配送管理认知;在此基础上学生进行配送基础业务操作,涉及订单处理、补货、分拣与配货、车辆调度与路线优化、车辆配载、送货、退换货处理及配送成本的核算、分析与控制等环节,该部分内容为学生学习的重点内容,转化为任务二单一客户小批量、多品种配送,任务三多客户大批量,少品种配送,任务四多客户多品种、小批量配送三部分学习内容;最高层次的配送规划的工作内容是为学生未来职业生涯规划发展的需要而设计的,该项内容转化为任务五配送中心的规划设计,其具体的项目设计如下图2所示:
图2 《配送管理实务》项目设计
学习任务在设计时遵循了以下原则:
(1) 学习任务体现了完整共同的工作过程
学习任务是经过企业调研、专家论证之后,将来源于企业的工作内容经过教学化改造后,转化为典型的学习任务。这些典型的学习任务具有共同的工作过程。如配送业务操作涉及的三个学习任务中,“单客户小批量、多品种配送”以新建的北信配送中心接到便利店订单开始,按照简单的订单处理、简单分拣、路线优化、货物运送及货物送达顺序等简单配送业务流程依次进行;“多客户大批量、小品种配送”以初具规模的北信配送中心一天中接到不同时段较多客户不同形式的订单开始,按照较复杂的订单处理、复杂分拣、复杂的路线优化、调度、配载、货物运送与送达、配送成本核算的流程等较复杂的配送流程依次进行。
(2)项目设计注重学生未来职业生涯发展的趋向和企业要求,注重培养学生的可持续发展能力
考虑到学生未来职业发展的需要,在设计学习内容时,适当增加难度和复杂度,以满足学生到企业后更好的发展空间;如学习任务“配送中心的规划设计”是考虑到高职毕业后在企业工作三到五年后的上升需要而设置的;对于企业来说,它不仅仅需要具有基础操作能力的配送业务人员,更需要具备一定规划管理能力的高层次人员。
(3)课程内容体现由简单到复杂的整体性思想,符合学习者认知
不同的学习任务之间虽有共同的配送业务流程,但是复杂性依次增加,呈现螺旋式上升的逻辑结构,符合学习者的认知规律。
例如“单客户多品种大批量配送”这一学习任务,按照简单的订单处理(接单、信息确认、建立客户档案、订单资料输入、单一订单分配存货、输出订单数据)、分拣(分拣方式)、标号法路线优化、货物运送(考查调度的原则)及货物送达顺序依次进行;而“多客户大批量、小品种配送”这一学习任务,按照较复杂的订单处理(多订单存货分配、计算拣取标准时间、进行订单进度追踪)、分拣(分拣策略)、图上作业法路线优化、经验调度法和运输定额法调度、配载(手工计算)、货物运送与送达、配送成本核算的流程依次进行,学习者通过操作复杂性不同的项目,达到深入理解配送流程的目的。
2.4 具体的学习活动设计
每个工作学习任务又根据实际工作和教学需要划分为若干学习活动,每个学习活动都设计了具体的知识与技能要求,并将配送管理知识与理论嵌入各个相关工作项目中,融入实际的配送工作过程中,构建了理论、实践一体化教学的内容体系。这样学生学习的都是非常具体的整体化的内容,并且难度不断加大,学生的能力螺旋式上升。上述配送内容学会了,学生自己进行总结提升,举一反三、触类旁通,能够从事不同类型的配送业务。
3.《配送管理实务》课程评价设计
3.1 《配送管理实务》课程考核的特点
(1)评价内容:结合课程目标进行能力评价《配送管理实务》考核的内容与课程目标、专业定位相吻合,既然课程目标体现的是综合职业能力与职业素质,那么学生进行项目操作时,注重从项目小组分工配合、个人自主性、数据的正确性、解决问题的步骤是否清晰、方法是否得当、表单设计填写的规范性完整性、与人沟通协作能力、口头的语言表达能力、问题分析能力等各方面进行综合考核。
(2)评价方式:采用多元化评价模式,过程与阶段相结合,知识与能力并重 考核将能力与知识并重,过程与阶段结合。期中、期末考试侧重理论知识和案例分析以及处理解决实际问题的计划、分析、应变能力的检验。实践操作考核时,以学生上交的学习工作页、业务处理报告、调研报告、汇报材料、小组总结作为考核依据,并相应考察学生平时过程表现。
每个项目操作完成之后都要求有教师及组长对于团队整体表现及个人的学习任务过程评价记录,做到有据可考,这种方法促进了全体学生的学习兴趣和合作精神的培养。
(3)评价主体:引入行业或企业考核标准,以理论教师和企业兼职教师共同进行评价作为评价学生标准的重要组成部分,在课程考核上引入行业或企业的考核标准,企业兼职教师至少参与一次对学生项目操作成果的评价。
3.2 课程评价方案
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