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1 POINT PARK UNIVERSITY 201 Wood Street Pittsburgh, PA 15222-1984 Telephone: 412.392.3900 Facsimile: 412.392.6180 Website: www.pointpark.edu COURSE NUMBER AND TITLE MSEM 500 SA. Management of Engineering, Scientific, a nd Technical Professionals Fall 2017: August 26, 2017 to December 09, 2017 Room: Academic Hall 606 . Saturday: 08:00 a.m. – 11:00 a.m.

COURSE HOURS Credit Hours: 3. Contact Hours: 3 Hours Theory COURSE PREREQUISITE Bachelor of Science in Engineering, or an Engineering Technology Degree. Work experience is highly beneficial. INSTRUCTOR Aike Okolo, PhD, PE Telephone: 412.798.4113 Facsimile: 412.798.4992 E-mail: [email protected] ; [email protected] Hours: Half an hour before class Unlimited e-mail consultation COURSE DESCRIPTION This course will cover the management of human resources i n a technology-based enterprise with special emphasis on interactions with engineering, s cientific, and technology-focused professionals. The course will also discuss implementation of personnel policies regarding organizational strategy development, employer-employ ee relations regarding task executions, and employee work-team relationships. COURSE OBJECTIVES Students will become familiar with topics described in th e catalogue through interaction with technical and human resources professionals, class discussions, case reviews, and research assignments. INSTRUCTION Materials from the course texts and supplementary readi ng will be covered in accordance with the course outline. Program Management professionals wi ll be invited to address the class and conduct seminars and discussions. The course duration is sixtee n (16) weeks. © 2017 Aike O. Okolo, PhD., PE Multi-Lynx Companies, Inc.

2 TEACHING METHODS, AIDS, AND EQUIPMENT METHODS Lectures, class discussions, case analyses, and research assignments AIDS AND EQUIPMENT Chalkboard, Lecture Notes, Power-Point Presentations, Online Videos, and Slides GRADING The following three (3) bases for evaluation will be weighted equally.

1. Participation in class discussions Every member of the class is expected to participate activ ely in class discussions, and to offer opinions and ideas on the contents of the Lecture Notes, Case Analyses, and Videos.

2. Preliminary Position Outlines (PPOs) All Case Analyses are due prior to discussion in class. Preli minary Position Outlines (PPOs) must be no less than ten (10) pages, and no mo re than twelve (12) pages in length (excluding cover and reference sheets), space and half, font size of Arial 11, and must discuss all of the questions listed under the specific ca se.

3. Checklist for Effective Implementation Please submit, space and half, Arial 11 font, a Top Ten Checklist for effectively managing implementation of a strategic initiative. The “Top Ten Checklist” is due no later than 12.00 Noon, on December 09, 2017. Course grading scale is in conformance with policies of Po int Park University. The following grading scale shall be used in this course. Without exception, all late assignments shall receive a letter grade penalty. Please pay particular attention to spelling, proper English grammar, gender-free language, and pr oper sentence syntax. This is a graduate-level class, and students are expected to exhibi t a high level of use of proper grammar in English language. 91 – 100 A 81 – 90 B 71 – 80 C 60 – 70 D 59 and Lower E STUDENTS WITH DISABILITIES Students having a certifiable disability, as defined un der the Americans with Disabilities Act (ADA) of 1990, and needing reasonable accommodations, should notify the Center for Student Success (CSS), West Penn Building (5th Floor), Telephon e, 412.392.8153, as early in the Semester as possible, preferably during the first week o f class. Point Park University will continue to provide reasonable accommodation for studen ts with disabilities under the ADA.

3 Getting More Help with Your Writing Students are encouraged to seek guidance at all stages of the writing process. The Instructor and classmates are good sources, but if students need more feedback than the Instructor and classmates can provide, students should contact the Center fo r Student Success (CSS) to set up one-on-one writing support from a professional consu ltant. Many of the consultants work as English teachers at Point Park University, and can help with any stage of the writing process. To find out more about scheduling an appointment, call CS S at 412.392.8153; e-mail to [email protected] ; or stop over at the CSS office located in the 5th Floor of the West Penn Building. Occasionally, Instructors will offer students a “referral” to CSS for writing help. This is usually done so that students can address specific writing questio ns with student consultants. If a student receives a referral from a course Instructor, the student should please follow up in two ways. First, make sure to verify with the course Instr uctor, if necessary, to clarify what the Instructor would like the student to ask the Writing C onsultant during an appointment. Second, the student should schedule an appointment (or a series o f appointments) with a Writing Consultant to begin to work on improving the student’ s writing skills. Some drop-in times might be available, but the most reliable way to get the b est help from a consultation is to make an appointment. STUDENT RESPONSIBILITIES Each student is expected to attend and actively participate in each class session. In this course, the assumption is that the student has reviewed the assig ned material prior to class discussion.

Class work will not be repeated for the benefit of ab sent students. The student is responsible to make up any missed class sessions. Each student is responsible f or any announcements made in class, whether or not the student was present. If a student is absent, or anticipates an absence, the student should please contact the Instructor f or assistance in completing any missing work. Absence does not excuse fulfilling any class requir ements. If a student has problems, questions, or any special needs, the student sho uld please see the Instructor as early as possible in the Semester. I. Academic Integrity Academic dishonesty runs counter to the goals, ideals, and mission of Point Park University and will not be tolerated. Students found guilty of plagiarism or other academic dishonesty may be dismissed from the University. The minimum penalty for plagiarism and other academic dishonesty is an automatic grade of “F” (Fail) for the course. Point Park Univer sity Office of the Registrar will notify the student involved in the incident by letter and cop y of the Academic Integrity Violation Form.

Any facts, which are not common knowledge and not wide ly disseminated locally must be credited to the source from which the facts came. All phraseology purported to be original must be the student’s. If at any time the stu dent’s language is identical with that of the source, the latter must be identified.

4 Besides plagiarism, other forms of academic dishonesty carry ing the same penalties for the same reasons include, but are not limited to the f ollowing.

1. Fabricating data, evidence, facts, including but not li mited to laboratory results and journalistic interviews or observations. 2. Obtaining prohibited assistance from another student, re gardless of whether that other student is aware of it; or by looking at anot her student’s paper (in or out of class) during a quiz, examination, or during work on an assignment.

3. Submitting the same work in two or more different cour ses, regardless of whether the two courses are taught by the same Instructor, in the sa me degree program, or even at the same institution, without explicit prior approv al from both Instructors, because students should not obtain credit twice for doing work once.

4. Forging or altering documentation of an illness or abse nce that has been requested or required by an Instructor. In cases of marked disparity between in-class and out-of-cl ass work, the student will receive a grade no higher than the average of that st udent’s in-class work unless the student is able to demonstrate that the student receive d no improper assistance on the out-of-class work. Note: The following general principles about plagiarism appl y primarily to writing but may apply as well to other kinds of academic work in discipl ines such as mathematics, science, technology, business, computer science, and performi ng arts. For specific conventions and ways of avoiding plagiarism in these di sciplines, please check with the course Instructor. The faculty of Point Park University is committed to each student’s intellectual development and welcomes every student into a community that values lear ning. Writing is a crucial aspect of that learning, and the faculty at Point Park University str ives to help students become confident, ethical, and proficient writers. Plagiarism, however, destroys any hope of intellectual growth or progress in writing. Therefore, to help students, the following policies define plagiar ism, spell out ways to avoid it altogether, and indicate sanctions for plagiarism. i Definition of Plagiarism Plagiarism, according to Annette T. Rottenberg in Elements of Argument, is “The use of someone else’s words or ideas without adequate acknow ledgment - that is, presenting such words or ideas as your own... Deliberate plagiarism is nothing less than cheating and theft....” © 2017 Aike O. Okolo, PhD., PE Multi-Lynx Companies, Inc.

5 ii. Avoidance of Plagiarism Document all sources of words, paraphrases, and ideas tha t derive from someone else’s work. Acknowledge help received in completing an y work. Enclose in quotation marks words copied from a source and identify that source; identify a source that has been summarized or paraphrased; note the course of an idea taken from someone else’s work; acknowledge sources in all for mats, including Internet pages, television, sound recordings, as well as traditi onal hard copies.

Instructors and appropriate stylebooks provide informati on on correct documentation format in academic disciplines (generally the American Psy chological Association stylebook in social sciences and some other programs; the Modern Language Association (MLA) Handbook for Writers of Research Papers , by Joseph Gibaldi, in humanities and some other programs; or the Chicago Man ual of Style by the University of Chicago Press). Instructors reserve the right to check the originality of students’ writing by various means, including submission to electronic search engines. iii. Sanctions for Plagiarism Punishment for plagiarism or other academic dishonesty m ay include failure in an assignment, failure in a course, or expulsion from the U niversity. For more information on plagiarism, check with the course Instruc tor and the following website:

Purdue University Online Writing Laboratory at, http ://owl.english.purdue.edu.

iv. Sample Bibliography: Works Cited Gibaldi, Joseph. MLA Handbook for Writers of Research Papers . 6th ed. New York:

Modern Language Society of American, 2003. Rottenberg, Annette T. Elements of Argument: A Text and Reader . 7th ed. New York: Bedford/St. Martin’s, 2003. In the event a student is sanctioned for alleged plagiar ism, the student may file an appeal with the Vice President of Academic and Student Affairs and Dean of Faculty whose decision is final and ends the appeal process. II. Withdraw (W) Grades The schedule for course changes, including withdrawal, is listed on the University Internet site and published by the Office of the Regist rar. Courses may be added or dropped from a student’s academic schedule online within the add/drop period or by completing a Schedule Change form. After the period specified, the faculty member has the option to give a grade of “W” (Withdraw) or “F” (Fail) up to and including the la st day to withdraw. No withdrawals will be granted beyond the final day to withdraw. © 2017 Aike O. Okolo, PhD., PE Multi-Lynx Companies, Inc.

6 Schedule Change forms may be obtained from the Office of the Registrar. Should a “W” or “F” be placed on a student’s record, it remains a per manent part of that record.

International students must contact the University’s Inte rnational Student Office before initiating a course withdrawal.

Students are advised to consult the University Offi ce of Financial Aid prior to completing any withdrawal transactions because proc essing a “W” or “F” may jeopardize current and future financial aid. III. Classroom Management Policies Mobile telephones and other electronic devices (inc luding MP3 players and I- Pads) are to be turned off prior to entering the cl assroom. This is a zero tolerance policy. The first violation shall result in disciplinary action such as confiscation of the device, grade reduction, or removal from the class. Mobile telephones are not to be active while in the classroom. Laptop computers are allowed in the classroom for taking notes, and not Internet shopp ing or Web “Surfing”. STUDENT REQUIRED TEXT, TOOLS, AND MATERIALS 1. Organizational Behavior. Foundations, Realities, & Challenges. Debra L. Nelson and James Campbell Quick. 7th Edition. ISBN 0-324-32241-0 2. Strategic Corporate Management for Engineering . Paul S. Chinowsky, and James E. Meredith. Oxford University Press, 2000. ISBN 0-19-512467-7 3. Six (6) Case Reviews.

4. Four (4) Journal Extracts. The following publications will be used in this class. The se books are in the Reference Section of Point Park University Library, and are available f or limited-time use.

1. Managing Engineers and Technical Employees: How to Attract, Motivate, and Retain Excellent People . Douglas M. Soat, Artech House, 1996. ISBN 0-89006-786-4 2. Managing Human Resources . Luis R. Gomez-Mejia, David B. Balkin, and Robert L. Cardy. Pearson Prentice Hall, 1998. ISBN 0 -13-187067-x 3. Contemporary Strategy Analysis: Concepts, Techniqu es, Applications. 3rd Edition. Robert M. Grant. Blackwell Publishers, Inc. 19 98. ISBN 0-631-20780-5.

4. Crafting & Implementing Strategy: Text and Readi ngs. 6th Edition. Arthur A. Thompson, Jr., and A. J. Strickland III. Richard D. Irwin, Inc., 1995. ISBN 0-256-15027-3. © 2017 Aike O. Okolo, PhD., PE Multi-Lynx Companies, Inc.

7 i. CASE REVIEWS 1. Dairy Farm Group (DFG) 2. GE’s Growth Strategy: The Immelt Initiative 3. MOD IV Product Development Team 4. Karen Leary 5. Conflict on a Trading Floor 6. Lisa Benton 7. The Individual and the Corporation: Kathy Levinson and E*Trade 8. Amgen Inc.: Planning the Unplannable ii. Journal Extracts 1. Office of Strategy Management Harvard Business School. Product Number: 1894 2. Hidden Traps in Decision Making Harvard Business School Publishing 3. Making Differences Matter: A New Paradigm for Managin g Diversity Harvard Business School. Product Number 96510 4. Leadership Insights: A Leader’s Framework for Decision M aking Harvard Business School Publishing 5. What Really Works © 2017 Aike O. Okolo, PhD., PE Multi-Lynx Companies, Inc.

8 Dairy Farm Group [DFG] Hong Kong University: Case Number HKU049 Learning Objectives i. How organizations gain competitive advantage throu gh business process re-engineering (BPR) ii. Information Technology (IT) as a facilitator of bu siness process engineering iii. Competitive advantage through supply chain inte gration and logistics management Preliminary Position Outline Issues i. Which firm would you award the contract to, and why ?

ii. What factors determine the successful implementatio n of DFG’s Technology Plan?

iii. In order to respond to the increased competitive threat, DFG intended to change its organizational structure and de-federate its businesses, operating as a single entity wherever possible. How coul d the consultants help DFG in achieving this objective?

iv. What implementation schedule would you recommend ? MOD IV Product Development Team Learning Objectives i. Exposure to the challenges of managing and working in cross-functional teams of professionals. How do you reconcile competing goals, both a s a team and as an individual manager or executive?

ii. Provides the opportunity to consider the significan ce teams have for professionals, functional managers, senior managers, and an organiza tion as a whole.

Preliminary Position Outline Issues i. How has Mod IV ended up where it is now? ii. How would you assess Mod IV? iii. How would you assess the Building Controls Division (BCD)?

iv. If you were Linda Whitman, how would you feel a bout the team and Mod IV?

v. If you were Larry Rogers, how would you feel abo ut the team and Mod IV?

9 Karen Leary Harvard Business School. Case Number 9-487-020 Learning Objectives i. Evaluating a subordinate’s performance ii. Diagnosing problems in a subordinate’s performance iii. Coaching and counseling a subordinate iv. Terminating a subordinate Preliminary Position Outline Issues i. How has Karen Leary taken charge of the Elmville b ranch office?

ii. What is your evaluation of Chung’s performance? iii. If you were Karen Leary, how would you respond to Chung’s request for a private office?

What factors would you consider? What specific actions would you take to improve Chung’s performance, as well as your working relationshi p with him?

iv. If you were Leary’s regional director (her immedi ate supervisor), how would you evaluate her performance?

v. What are the particular challenges and dilemmas in m anaging subordinates who have different cultural backgrounds and working styles from yours?

Conflict on a Trading Floor Learning Objectives i. This case raises the broad issue of ethics in the work pl ace.

Preliminary Position Outline Issues i. What are the stakes for the protagonist in this c ase? What options are available to the protagonist?

ii. Which option would you choose, and why? Amgen Inc.: Planning the Unplannable Learning Objectives i. This case offers the opportunity to discuss the role of strategic planning, which is one of the key control systems in most organizations.

Preliminary Position Outline Issues i. What are Amgen’s key success factors? What are some of the critical contingencies that the firm has to plan for?

ii. What role does the strategic planning process play at Amgen? How useful is it?

iii. What changes, if any, would you recommend to make this process more effective?

10 GE’s Growth Strategy: The Immelt Initiative Learning Objectives i. To explore the challenges of taking charge and se tting direction as a new leader.

ii. To examine the process of developing strategy – in this case, a growth strategy for a giant global conglomerate with a portfolio of mature industrial businesses.

iii. To illustrate how strategic intent needs to be mat ched by both organizational capability and managerial competence – and to show how such assets are developed.

iv. To focus on strategy implementation – in particular , to examine how broad strategic objectives can be translated into a program of implementable actions.

Preliminary Position Outline Issues i. How difficult was the task facing Jeffrey R. Immelt a ssuming the role of General Electric (GE) Chief Executive Officer (CEO) role in 200 1? What imperatives to change? What incentives to maintain the past?

ii. How different is Immelt’s approach to taking charge from Jack Welch’s first few years after becoming GE’s CEO in 1981? How similar is th e task each man faced?

iii. What do you think of the broad objectives Immelt has set for GE? Can a giant global conglomerate hope to outperform the overall m arket growth? Can size and diversity be made an asset rather than a liability?

iv. What is your evaluation of the growth strategy I mmelt has articulated? Is he betting on the right things to drive growth?

v. After 10 years, is Immelt succeeding in his objectives? How well is he implementing his strategy? What are his greatest achiev ements? What is most worrying to you?

vi. What advice would you offer to Immelt as he faces t he next stage of his leadership of GE? Lisa Benton (A) Harvard Business School. Case Number 9-494-114. May 31, 1994 Learning Objectives i. To practice analyzing the power dynamics of a manager/subordinate relationship.

ii. To explore the challenges of establishing credibili ty and building power in a new job.

iii. To practice action-planning and implementation skills (especially exercising influence).

Preliminary Position Outline Issues i. How did Benton get into this mess? ii. Could she have done anything differently? iii. What should Lisa Benton do now? © 2017 Aike O. Okolo, PhD., PE Multi-Lynx Companies, Inc.

11 The Individual and the Corporation Kathy Levinson and E*Trade Harvard Business School. Case Number 9-301-057 Learning Objectives i. This case raises the question of what managers owe the ir companies, and what they owe themselves.

ii. The case involves a successful woman executive who wor ks at a successful, fast- growing company, and who has to take a public position on a state ballot initiative on gay marriage.

Preliminary Position Outline Issues i. What are Kathy Levinson’s obligations? ii. What factors should she weigh in deciding what to do?

iii. What are Kathy Levinson’s options? Which option sho uld she choose?

iv. As an investor in E*Trade, what decision would you w ant Kathy Levinson to make?

12 Point Park University MSEM 500SA: Fall 2017 Management of Engineering, Scientific, and Technica l Professionals GRADING CRITERIA FOR CASE STUDIES AND INDIVIDUAL REPORTS The following carry equal weight i. Content and Substance ii. Arrangement and Style iii. Grammar and Punctuation iv. Presentation Material i. Content and Substance a. Identify relevant issues of the case applicable to t he topic(s) under discussion b. Identify positive aspects of the protagonist’s position c. Identify negative aspects of the protagonist’s positio n d. Conclusion ( This should be the opinion of the student/study gro up. Such opinions must be based on the facts stated in the c ase and not on “gut feel”).

ii. Arrangement and Style a. Coherence b. Logical layout of issues c. Discussion, then conclusion iii. Grammar a. Punctuation b. Spelling c. Syntax iv. Presentation Material a. Cheat Sheets b. Slides c. Microsoft Power Point Materials © 2017 Aike O. Okolo, PhD., PE Multi-Lynx Companies, Inc.

13 Point Park University MSEM 500 SA: Fall 2017 Management of Engineering, Scientific, and Technica l Professionals COURSE SCHEDULE August 26, 2017 September 02, 2017 September 09, 2017 September 16, 2017 September 23, 2017 September 30, 2017 Introductions and Discussion on Course Overview Form Study Groups / Course Teams Study Groups Meetings and Responsibilities Strategy Management Preview of Next Class Meeting Office of Strategy Management Strategy Management History and Development of Strategy Grant: Chapter 1. Thompson & Strickland: Chapter 1.

Due: Office of Strategy Management Library Orientation: In-Class Dairy Farm Group Redesign of Business Systems and Processes Organizational Culture Internal Strategy Management Issues Nelson and Quick. Chapter 16 Chinowsky: Chapter 3 Work Groups and Teams Nelson and Quick Chapter 9 Dairy Farm Group Redesign of Business Systems and Processes The Hidden Traps in Decision Making Decision Making by Individuals and Groups Nelson and Quick. Chapter 10 Due: The Hidden Traps in Decision Making MOD IV Product Development Team Learning and Performance Management Gomez-Mejia, et al Chapter 7 Nelson and Quick Chapter 6 © 2017 Aike O. Okolo, PhD., PE Multi-Lynx Companies, Inc.

14 Point Park University Course Schedule MSEM 500SA: Fall 2017 August 26, 2017 Management of Engineering, Scientific, and Technica l Professionals October 07, 2017 October 14, 2017 October 21, 2017 October 28, 2017 November 04, 2017 November 11, 2017 November 18, 2017 Jobs and the Design of Work Nelson and Quick. Chapter 14 Due: MOD IV Product Development Team Making Differences Matter A New Paradigm for Managing Diversity Organizational Design and Structure Nelson and Quick. Chapter 15 Due: Making Differences Matter A New Paradigm for Managing Diversity Karen Leary Leadership and Followership Nelson and Quick. Chapter 12 Attitudes, Values, and Ethics Nelson and Quick. Chapter 4 Due: Karen Leary Attitudes, Values, and Ethics Nelson and Quick. Chapter 4 Conflict on a Trading Floor Core Competencies of the Organization Thompson & Strickland. Chapter 9 Nelson and Quick. Chapters 1 and 2 Core Competencies of the Organization Thompson & Strickland. Chapter 9 Nelson and Quick. Chapters 1 and 2 Due: Conflict on a Trading Floor What Really Works AMGEN: Planning the UnPlannable © 2017 Aike O. Okolo, PhD., PE Multi-Lynx Companies, Inc.

15 Point Park University Course Schedule MSEM 500SA Fall 2017 August 26, 2017 Management of Engineering, Scientific, and Technica l Professionals November 25, 2017 December 02, 2017 December 09, 2017 U.S. Thanksgiving Break No Class Meeting Due: What Really Works The 7-S Model Due: AMGEN. Planning the Unplannable Last Day of Class Course Conclusion and Summary Leadership Insights A Leader’s Framework for Decision Making Instructor Appraisal and Evaluation Due: Checklist for Effective Implementation © 2017 Aike O. Okolo, PhD., PE Multi-Lynx Companies, Inc.