University Ethics Statement · PDF fileBoss, TerraCog, Steve ... text and/or in your self directed study project such as an extra case or two. Again, you do not need to buy these

EN660.461.2 & 3 Section 2: 9 -­ 10:15 Section 3: 10:30 -­ 11:45

Gilman 377

An easy-­to-­navigate version of this syllabus can be found here: https://sites.google.com/site/fa14ebm23syllabus/home

Applicable Calvin and Hobbes comic here (the publisher does not allow its comics to be posted in a website).

University Ethics Statement:

The strength of the university depends on academic and personal integrity. In this course, you must be honest and truthful. Ethical

violations include cheating on exams, plagiarism, reuse of assignments, improper use of the Internet and electronic devices, unauthorized collaboration,

alteration of graded assignments, forgery and falsification, lying, facilitating academic dishonesty, and unfair competition.

You may collaborate with other students in this course, but your final work must be your own. If you have questions about this policy, please ask the

instructor.

Report any violations you witness to the instructor. You may consult the associate dean of students and/or the chairman of the Ethics Board beforehand. See

the guide on "Academic Ethics for Undergraduates" and the Ethics Board web site (ethics board website) for more information.

University Information on Student Accommodation:Any student with a disability who may need accommodations in this class must obtain an accommodation letter from Student Disability Services, 385

Garland, (410) 516-­4720, [email protected].

Course Description & Learning Objectives

In this course, you will work in groups to learn about strategy, marketing, finance, project management and people management

and you will practice writing concise persuasive analyses and action plans and verbally defending your ideas. When you

complete this course, you will be prepared to be a working professional. Your Teaching Teams looks forward to seeing you

develop into a career mechanical engineer, manager, entrepreneur, professor or other professional over the years.

When Mechanical Engineers become working professionals, especially if they become managers, they must juggle knowledge of and tasks associated with

operations, finance, marketing, strategy, team leadership and projects. While an engineer’s success may depend on his direct input -­-­ the sweat of his brow –

a manager’s success depends on his ability to enlist the active involvement of others: direct reports, other managers, other team members, other department

employees, and those above him on the organizational chart. You will learn these concepts and skills in this course.

Our class time should feel like a business meeting, and we will refer to class periods as meetings. We use a mix of methods for learning, including cases and

simulations from the Harvard Business School, e-­lectures and meetings, and textbook chapters.

Learning Objectives and MethodsWe will spend extensive time on Learning Objectives (LO’s) 1-­ 3.

LO’s 4-­10 will provide you with the language to discuss these topics in professional environments. Take a look at these and

determine which of these may be most important to you in your chosen field. You will have an opportunity to delve more deeply

into one or two of these Learning Objectives during this course.

Learning Objective Learning Method

1. Teamwork:

· Utilize professional communication skills tomanage one’s boss and provide constructive

criticism. Implement coaching skills and processes

to resolve team conflicts and co-­lead self-­managed

work teams.

· Identify how team identity, conflict, and trustinfluence team performance and recognize the

leader’s and team-­members’ roles in fostering team

outcomes

§ Readings and simulations: Everest simulation,Army Crew Team, Identity Issues in Teams,Managing Oneself, Beechnut A1, Managing yourBoss, TerraCog, Steve Jackson, the 5Dysfunctions of a Team

§ E-­lecture followed up in meeting with groupactivities

§ Optional directed self-­discovery and peer-­teaching

2. Facilitate post-­graduate next steps§ In meeting lecture

§ Resume-­review and interview practice activity

§ Optional directed self-­discovery and peer-­teaching

3. Apply a comprehensive decision-­making framework

to account for the needs of disparate stakeholders,

business objectives and ethical principles and

determine how leaders shape team decision-­making

and performance

§ Cases: Beechnut A1, TerraCog, Everest

4. Conduct a strategic assessment of a business§ Reading & case: Marketing Analysis Toolkit:Situation Analysis, Let’s Talk Science, TerraCog,Textbook

§ E-­lecture and in-­meeting activity

§ Optional directed self-­discovery and peer-­teaching

5. Analyze the economic implications of business

decisions, including time to breakeven, cash flow

projection, and net present value of contribution

§ Cases: Let’s Talk Science, Beechnut A1,TerraCog, An Overview of Financial StatementAnalysis: The Mechanics

§ Optional directed self-­discovery and peer-­teaching

6. Determine how project scope, resources, and

schedule interact § Project Management simulation, textbook, andTerraCog

§ Optional directed self-­discovery and peer-­teaching

7. Identify customer needs and convert these to

product specifications § Textbook reading and TerraCog

§ Optional directed self-­discovery and peer-­teaching

8. Understand the patent and intellectual property

process

§ Textbook reading and assignments

§ In meeting lecture

§ Optional directed self-­discovery and peer-­teaching

9. Understand the difference between designing for

innovation and design for production

· Terracog

· Optional directed self-­discovery and peer-­teaching

10. Gain basic introduction to global business and · E-­lecture and in meeting activity

cultural competence (if time in semester) · Optional directed self-­discovery and peer-­teaching

Syllabus Home Page: Ethics & Accommodation >

TextsThis course utilizes Harvard Business School cases, simulations, articles, and a few textbook chapters. You must purchase all materials except those on e-­

reserve or those marked on the HBSP coursepack as "optional". Optional items are those that may help you in your case analysis -­-­ such as the audio of the

text -­-­ and/or in your self-­directed study project -­-­ such as an extra case or two. Again, you do not need to buy these unless you believe they will help you (so

look at the descriptions).

Textbook and article on e-­reserve

1. Product Design and Development, Karl Ulrich and Steven Eppinger. McGraw-­Hill Higher Education 2008. 5th edition. ISBN: 978007340776

We will read 3 chapters of this book. While it is a good reference book for an engineering manager, you do not have to purchase the book. All three chaptersare on e-­reserve.

2. Managing Your Boss (HBR, R0501J-­PDF-­ENG). You do not have to purchase this item as it will be on e-­reserve.

Purchasing Harvard Business School cases, simulations, & articles:Purchase the cases and simulations listed below here (prices reflect a 50% discount;; if you purchase these directly from HBS you will pay twice as much):

Section 2 coursepack: https://cb.hbsp.harvard.edu/cbmp/access/27882626

Section 3 coursepack: https://cb.hbsp.harvard.edu/cbmp/access/28083892

You must choose the right section’s coursepack or we will not be able to assign you a role in the simulations. Total cost of course materials: $69.50

Course Process: Learning Groups & Contributions

Learning Groups:For each case, students will come to the meeting prepared to discuss specific questions (see calendar and assignments). When writing case memos, follow

the specific instructions for each case.

You will work in Learning Groups (LG) of three or four to debate and complete the case memos. All groupmembers earn the same grade. On your assignment,

show all LG member names. Work together with your learning group – don’t split up the work. After 1-­3 LG assignments, employees will evaluate their LG

peers based on traits discussed in our first few weeks of meetings. You will find a link to the form on our Blackboard site after groups are set up.

For each case, you will find in the assignment section below specific questions, word count and other requirements, and a rubric. Please write as if you arewriting for work, not for an English Lit course – use concise, professional, direct language, single-­space, 12-­point font. One member of your group willupload your assignment through the Bb group assignment link. You will find your graded group-­work in this link as well.

There are several resources available to help you read, analyze, and write up a case:

1. article: Note to the Student: How to Read and Discuss Cases 2. HBS video and e-­lecture on Bb: How to Analyze a Case (<00:05:00)

3. in-­meeting discussion and practice case debate held before first graded memo

4. your TA and/or I will write extensive comments on the first memo (possibly the first two memos). Read these comments and incorporate ideas shared

in future memos.

Some team resources:

· Asana.com – team to-­do list and project management tools

· Dropbox.com – shared document space· Google groups, google+, google chat, google docs, google hangout– shared document spaces and live online discussion tools· Oovoo.com – Skype-­like tool that allows for up to 15 participants on a video-­call with screensharing· Teamgantt.com – project scheduling/monitoring tool (see Illysa for access)

Meeting contribution grading:Verbally presenting ideas is a key skill for all professionals: You must gain buy-­in, inspire your teammates and direct reports, obtain needed resources from

higher ups, and in other ways be verbally adept at negotiating, persuading, correcting performance shortfalls, and providing direction. Therefore, students are

to use the meetings as learning labs for developing and enhancing communication skills.

You are expected to contribute to in-­meeting discussions in ways that enhance the learning for all. Grading will be based on comments and contributions that:

Generate quality debate

Build on classmates’ comments

Link textbook reading, case material, outside reading/learning and/or individual experiences

Demonstrate rigorous and critical thinking

While playing devil’s advocate can help explore options and contingencies, arguing for the sake of arguing does not enhance learning. Also, we will follow

procedures to reduce the potential for discussion-­dominating. Students are expected to participate in all meeting activities and exercises.

Because students in this program may not have studied non-­technical subjects and may not have experienced being graded on meeting contribution, every

effort will be made to ensure all voices are heard and that everyone has an opportunity to share ideas. Further, you will be asked to self-­grade at the end of

some of the meetings. We will provide feedback to anyone whose perception of his own meeting contribution differs significantly from ours.

We will create an environment conducive to hearing from everyone regardless of first language, accent, or speaking style. Thus, the meeting environment will

model an inclusive work environment.

Special note: Tremendous learning happens during student interactions in meeting that cannot be replicated for individuals missing meeting. Studentsmissing a meeting are expected to make prior arrangements to learn the material and contribute to others’ learning despite their absence. Contactyour CA if you expect to miss or be late to a meeting and provide him /her with your learning / contribution plan.

Meeting contribution grading:

Contributed superior comments to:

>90% of meetings = A

80 – 90% = B

70 – 80% = C

Contributed something useful to:

>90% of meetings = B

80 – 90% = C

70 – 80% = D

I’d like to ensure there is no confusion on this point: an employee can earn an A in this course only if

1. his grades are at an A average,

2. he has completed satisfactorily all complete/incomplete tasks, and3. he has attended and contributed superior comments to more than 90% of meetings.

Please review the information in the appropriate section to determine minimum requirements for B and C grades.

Daily Meeting Plan & Assignment Deliverable Dates

There are specific and different assignment questions for each case and for the presentation, shown below. Clickable links take you to the Learning Objectives

and the specific assignments. Every deliverable is due by noon the day before the meeting period associated with that assignment unless otherwisenoted.

MeetingDate

Graded Deliverables Specific Tasks Before Meetings Topics & Learning Objective (LO)

TH 28-­Aug Read syllabus;; bring to meeting. There will be an assessment of your

knowledge of the syllabus.

Program intro;; LO1 In Class: Choose

LG members.

T 2-­ Sep Watch case method e-­lectures on Bb;; Read: Note to the Student: how tostudy and discuss cases. Bring any questions about analyzing/writing up acase from note and e-­lecture.

Teambuilding and semester prep

activity, LO1

Handout: LG plan

TH 4-­Sep

(due at

start of

class)

LG Case memo: SteveJackson FacesResistance to Change

Complete assigned questions;; Make appointment with Career Center for

resume/CV review and/or interview practice.

LO1

T 9-­Sep Complete pages 7 & 8 of conflict handout, then view e-­lecture on conflict

styles. Bring conflict handout to meeting.

Responding to conflict

productively LO1

Handout: conflict

TH 11-­Sep

(due 10th)

LG case memo: TheArmy Crew Team.

Complete assigned questions. Teams: conflict, identity, &

trust LO1

T 16-­Sep Read pgs 1-­16 of "Overview of Financial Statement Analysis:The

Mechanics (OFSA);;

Responding to conflict

productively LO1;; L05;; Coach

Kennedy visits

TH 18-­

Sep

Read pgs 17-­30 of "OFSA;; Be prepared to discuss LO5

T 23-­Sep OFSA quiz due 9 a.m. Read two articles: Managing Oneself and Managing Your Boss. Speaker: Patrick Antony, Career

Counselor, JHU Career Center LO2

TH 25-­Sep No Class Meeting Download handout Emailing Professionally and note changes you would

make to presented emails. Before next meeting, consider any

communications you have had with your Design Team Client. Note down any

misunderstandings or communication concerns you have.

T 30-­Sep

(due 29th)

LG case

memo: Beechnut A1;;LG peer review

Come to meeting prepared to discuss the assigned questions Ethical decision-­making;; managing

your boss LO1, LO3 handout: team

coaching

TH 2-­Oct Read: Identity Issues in Teams and bring emailing professionally handout.View e-­lectures on team coaching. Read article 5 Dysfunctions of a Team(posted to Bb handouts) and come to meeting prepared to discuss.

Listening, communicating on a

team LO1 handout: team coaching

T 7-­Oct Textbook exercise #3

write up answer in a

paragraph or two

Read textbook chapter 5 Identifying customer needs. Your research

purpose for your directed self-­discovery project is due today (see sign up

wiki on Bb)

Complete peer coaching LO1;;

Identifying customer needs LO7

TH 9-­Oct No Class Meeting

T 14-­Oct

(due 13th)

LG case memo: TerraCogGlobal PositioningSystems

In addition to the assigned questions, come to meeting prepared to discuss:

What are the strategic and organizational implications for each of the

company's options?

Group decision-­making, design for

innovation: LO1,LO3, LO4, LO5, LO6,

LO7 LO9

T 16-­Oct No meeting -­-­ Monday schedule

T 21-­Oct There is very little work due this week;; I recommend you work on your

midterm presentation and/or research project. Complete pages 1-­3 of

assertiveness handout, and bring handout to meeting.

Assertiveness at work LO1

Handout: assertiveness

TH 23-­Oct

complete all coaching/conflict

learning LO1

T 28-­Oct Midterm Team presentations Shared learning

TH 30-­Oct

(due 29th)

LG peer review;;

Resume

review/interview

practice assignment

due

Speaker(s)*

T 4-­Nov

(due 3rd)

LG 5 C's analysis on

JHU's Whiting School

Read: Case note Marketing Analysis Toolkit: Situation Analysis. Come tomeeting prepared to complete a SWOT analysis on JHU’s Whiting School of

Engineering that incorporates your 5C and a 5 Forces analyses.

Strategic analysis;; LO4

TH 6 -­Nov Exercises 1-­4, write up

answers in a few

paragraphs

Read textbook chapter 16: Patents and Intellectual Property;; you may want

to go to http://www.ulrich-­eppinger.net/ for additional information and to

complete assignment

Guest lecture: Ben Gibbs LO8

T 11-­Nov Textbook exercises 1 -­3

write up answers

Read textbook Chapter 18: Managing Projects;; Bring laptop tomeeting. Complete "prepare" section for Project Management simulation

Project Management: Scope,

resources, schedule;; LO6

TH 13-­

Nov

All directed self-­discovery projects dueat start of meeting

Upload your material for the manual and bring at least 1 copy of your

teaching handout to meeting

Teach topic to other students (all

LO’s)

T 18-­Nov

(due 17th)

LG case memo: Let'sTalk Science;; LG peerreview

In addition to the assignment questions, come to meeting prepared to

discuss: Will the proposed promotion plan be effective? Why? What else

could be done to promote the product? Should LTS sell SWI in the United

Strategic analysis LO4;; Financial

decision-­making LO5

States and the United Kingdom?

TH 20-­Nov Bring laptop to meeting. Complete "prepare" section for Everestsimulation -­-­ this is very important! Don't skim and don't skip this.

Team Simulation;; LO1, LO3

November 25 -­ 27: No Class Thanksgiving Break

T 2-­Dec Bring laptop to meeting. Team discussion;; LO1

TH 4 -­Dec Communication game

*Speakers may include: Joshua St. John, Section Manager, Spacecraft Engineering Section, Jet Propulsion Laboratory (JPL);; Randy Lindemann, DeputyManager, Instrument Mechanical Engineering, JPL;; Cheryl Reed, Program Manager, Applied Physics Laboratory;; Mo Dehghani, VP of Research at Stevens

Institute of Technology (previously engineering leader at APL);; and others. Speakers will talk with us via videoconferencing.

Grading systemStudents will read and write-­up case studies, prepare for simulations following directions on each simulation site, attend and contribute to all meetings, and

complete activities as assigned.

Concepts learned on a regular, consistent basis stick far longer than anything learned cramming for midterms and finals. Accordingly, grading categories

emphasize weekly learning:

Category % Total

1. Case write-­ups, other written homework, quiz, presentations, research

project deliverables

50%

2. Contribution to our learning in meetings and Learning Group 50%

Total 100%

Complete/incomplete Tasks:

There are three textbook tasks and one career task that are scored as complete/incomplete;; these will be evaluated for thought and completeness. To earn an

A for the course, all 4 tasks must be completed satisfactorily;; to earn a B, 3 of the 4 must be completed satisfactorily;; to earn a C, 2 must be completed

satisfactorily.

These, then, are gateway items: a student with an A average who completes 3 tasks can earn only a B;; a student with a B average who completes only 2

tasks can earn only a C;; etc.

Graded Assignments

Basics for all assignments:Put your Learning Group number and members’ names on the first page of all group memos. Use 12-­point font and single space for all memos. In therubrics below, *ESWE stands for Edited Standard Written English.

Click on the assignment name in the subpage list below to read assignment details. Each assignment uses a different rubric, so be careful to review and use

the correct rubric when self-­grading. The list is alphabetical, not in order of assignment due date (sorry, google sites doesn't allow changes to this list).

Source: much of the rubrics attached is sourced from Effective Grading: A Tool for Learning and Assessment in College by Barbara E. Walvoord and Virginia

Johnson Anderson.

(the "subpage list" with assignment details can be found in the online interactive syllabus here: https://sites.google.com/site/fa14ebm23syllabus/assignments-­

1)