engineering business and managementclepics.johnshopkins.edu/2014_fall_syllabi/660.461.02.pdf ·...

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Introduction to Engineering Business and Management 660.461 Sections 2 & 3

Fall 2013

Meetings: Tuesday/Thursday in Gilman 400

Section 2: 9 a.m. – 10:15 a.m. Section 3: noon – 1:15

Employment Contract Congratulations and welcome to EBM, Inc. We’re so glad you’ve decided to join our

organization. In this memo, we’ll outline what you can expect from your supervisors and what

we expect from you.

How to reach us:

Senior Manager: Illysa Izenberg [email protected]

Twitter: manage_lead Blog: Managingandleading.blogspot.com

Office hours: 8 - 9 a.m. Thursdays Whitehead 105 or in our meeting room (please make an

appointment); TA & CA office hours to be announced.

Manager Section 2: Allison Tse [email protected]

Supervisor Section 2: Andrew Frazier [email protected]

Manager Section 3: Mansi Arora [email protected]

Supervisor Section 3: Aric Rousso [email protected]

Communicating with Illysa: I try to return emails within 24 hours. However, from 3 p.m.

Friday until late Saturday I do not check emails. Emails received within that time may not be

responded to until Sunday or even Monday. Please reach out to your Manager or Supervisor with

questions.

I know, I know, this

document is insanely

long!

It covers absolutely

everything you need to

know for the semester.

For now, read

everything but the

deliverables (assignments), and keep this document

handy so that you can refer to it when needed.

mailto:[email protected]


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Table of Contents

Employment Contract ..................................................................................................................... 1

Job Description ............................................................................................................................... 2

Training Program Learning Objectives and Methods ..................................................................... 3

Required Texts ................................................................................................................................ 4 Textbook and article on e-reserve............................................................................................................. 4 Purchasing Harvard Business School cases, simulations, articles and online program: .......................... 4 Finance online program registration process: ........................................................................................... 5

Payment Scale ................................................................................................................................. 6 Complete/incomplete Tasks: ................................................................................................................................... 6

Daily Meeting Plan and Assignment Deliverable Dates................................................................. 7 Case Study Memos and Learning Groups: ............................................................................................. 10 Meeting contribution grading: ................................................................................................................ 10

Academic and Personal Integrity .................................................................................................. 12

Assignments .................................................................................................................................. 13 Resume/CV review and/or interview practice: ....................................................................................... 13 Directed Self-Discovery and Peer Teaching ........................................................................................... 14 Army Crew Team ................................................................................................................................... 15 Thomas Green: Power, Office Politics, and a Career in Crisis ............................................................... 17 Beechnut A1 ........................................................................................................................................... 18 TerraCog Global Positioning Systems: Conflict and Communication on Project Aerial ...................... 20 Mid-Term Team Presentation ................................................................................................................. 22 5 C Analysis on JHU’s Whiting School ................................................................................................. 23 Let’s Talk Science .................................................................................................................................. 24

Job Description During the first 15 weeks of your employment with EBM, Inc., you will work in groups of other

new employees 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 training program, you will be prepared

to be a working professional. We at EBM, Inc. look 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 training program.

EBM, Inc.’s training program uses a mix of methods for learning, including cases and

simulations from the Harvard Business School, electures and meetings facilitated by an HBS

graduate and working professional, and a textbook.

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Training Program Learning Objectives and Methods Learning Objective Learning Method

1. Teamwork:

Utilize professional communication skills to

manage 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 trust

influence 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

your Boss, TerraCog, Thomas Green, the 5

Dysfunctions of a Team

E-lecture followed up in meeting with group

activities

Optional directed self-discovery and peer-

teaching

2. Facilitate post-graduate next steps In meeting lecture

Resume-review and interview practice activity


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

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


teaching

5. Analyze the economic implications of business

decisions, including time to breakeven, cash flow

projection, and net present value of contribution

Online program: ManageMentor: Financial

Essentials

Cases: Let’s Talk Science, Beechnut A1,

TerraCog


teaching

6. Determine how project scope, resources, and

schedule interact

Project Management simulation, textbook,

and TerraCog


teaching

7. Identify customer needs and convert these to

product specifications

Textbook reading and TerraCog


teaching

8. Understand the patent and intellectual property

process

Textbook reading and assignments

In meeting lecture


teaching

9. Understand the difference between designing for Terracog

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innovation and design for production Optional directed self-discovery and peer-

teaching

10. Gain basic introduction to global business and

cultural competence (if time in semester) E-lecture and in meeting activity


teaching (Click here to go to Daily Meeting Plan)

We 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 program.

Required Texts This training program utilizes Harvard Business School cases, simulations, articles, and an

online program, and one textbook. Employees must purchase all materials except those on e-

reserve.

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 chapters are on e-

reserve.

2. Managing Your Boss (HBR, R0501J-PDF-ENG)

Username: enmg661fa13

Password: siriusblack

Purchasing Harvard Business School cases, simulations,

articles and online program:

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/20241162

Section 3 coursepack

https://cb.hbsp.harvard.edu/cbmp/access/20301024

You must choose the right section’s coursepack or we will not be able to assign you a role in the

simulations.

Cases and simulations in coursepack (hyperlinks will take you to the assignment instructions):

“Management is nothing more than motivating

other people.” -- Lee Iacocca

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Product

number

Title Price

R0501K Managing Oneself $3.95

UV0116 Note to the Employee: how to study and discuss cases $3.95

9-403-131 The Army Crew Team $3.95

9-392-084 Beech-Nut A1 $3.95

907A08 Let’s Talk Science $3.95

2095 Thomas Green: Power, Office Politics, and a Career in Crisis $3.95

2184 TerraCog Global Positioning Systems: Conflict and

Communication on Project Aerial (brief case)

$3.95

403095 Identity Issues in Teams $3.95

510079 Marketing Analysis Toolkit: Situation Analysis $3.95

3356-HTM Project Management Simulation $11.25

2650-HTM Everest Simulation $11.25

Total Cost of Cases and Simulations $58.05

Finance online program registration process:

Unfortunately, this product cannot be purchased together with the other HBSP materials. Please

register for this program by September 5.

2444C-MMC-ENG ManageMentor: Finance Essentials Module

Registration process:

1. Turn off all pop-up blockers

2. Register at http://elearninghome.hbsp.org.

3. Click on "Sign up here" under New Users

4. Fill out the required information, including Organization ID 00057403, to be properly

associated with your course.

5. Click "Find" to see what's available in your Learning Catalog.

6. Select "Register" - Click "Confirm." You will then be prompted for payment. You will

need a credit card and the cost is $14.

7. Proceed with payment and click "Complete Registration."

8. Your registration is now complete and your course should appear on your enrollments.

If you experience technical difficulties, please contact HBSP: 1-800-810-8858 (outside the

U.S. and Canada, 1-617-783-7700) [email protected]. Note technical requirements

for all simulations and online programs:

Computer with minimum 1024x768 screen resolution

High speed internet connection (DSL / cable modem quality)

Windows 2000, XP, Vista, Windows 7 / Macintosh OS 10.x operating systems

Internet Explorer 6+ / Firefox 3.0+ web browser with javascript and cookies enabled

Microsoft Excel 2003+ (optional but several courses and simulations allow employees to

export data/files for manipulation in Excel)

Flash Player 9+ browser plug-in

Special notes: Known issues with Chrome browser. Safari browser compatibility not fully

http://elearninghome.hbsp.org/


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confirmed; Macintosh users are encouraged to use Firefox 3.0+ browser.

Total cost for all course materials: $72.05.

Payment Scale Employees 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, payment categories emphasize weekly learning:

Payment Category % Total

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

research project deliverables

50%

2. Meeting and Learning Group Contribution 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 full payment for your work (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: an employee with an A average who completes 3 tasks can earn

only a B; an employee with a B average who completes only 2 tasks can earn only a C; etc.

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Daily Meeting Plan and 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 otherwise noted.

Clickable assignment links take you to the assignment instructions; clickable LO links take you to the learning objective. Handouts are

on Bb in the course materials folder.

Meeting

Date

Graded Deliverables

Specific Tasks Before Meetings

Topics & Learning

Objective (LO)

T 3-Sep Read syllabus; bring to meeting. There will be an assessment

of your knowledge of the syllabus. Bring 1st class handout.

Program intro; LO1

TH 5-Sep

ONLINE –

no meeting

Quiz 1 in Bb: due

Sunday Sep 8, 5 p.m.

Complete Finance program from: “Understanding Financial

Statements” through “Comparing the Three Financial

Statements”. Make appointment with Career Center for

resume/CV review and/or interview practice.

LO5

T 10-Sep Choose LG members. Watch case analysis e-lecture on Bb;

Read: Note to the Student: how to study and discuss cases.

Bring any questions about analyzing/writing up a case from

note and e-lecture. Bring handout: learning group plan.

Teambuilding and semester

prep activity, LO1

TH 12-Sep case memo notes: The

Army Crew Team.

Read case and with LG write up notes based on assignment

questions. No memo due. Turn in notes at end of meeting.

Teams: conflict, identity, &

trust LO1

T 17-Sep

(work due

9/16)

LG case memo:

Thomas Green:

Power, Office Politics,

& a Career in Crisis

In addition to the assigned questions, come to meeting

prepared to discuss: What are the work styles and

personalities of Thomas Green and Frank Davis?

Also read: Managing Your Boss

Managing your boss; Career

planning LO1, LO2

TH 19-Sep

ONLINE –

no meeting

Quiz 2 in Bb Complete Finance program from: “Measuring Financial

Health” through “Quantifying Your Assumptions”.

LO5

T 24-Sep LG rubric Download & bring handout Emailing Professionally and note

changes you would make to presented emails. Before meeting,

consider any communications you have had with your Design

Team Client. Note down any misunderstandings or

communication concerns you have.

Speaker: Julie Elliot, Career

Counselor, JHU Career

Center LO2

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TH 26-Sep Read two articles: Managing Oneself; Identity Issues in Teams.

Download and bring to meeting HOteamcoaching.ppt. View e-

lectures on team coaching.

Listening, communicating on

a team LO1

T 1-Oct

(work due

9-30)

LG case memo:

Beechnut A1; LG

rubric

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

managing your boss LO1,

LO3

TH 3-Oct Read article 5 Dysfunctions of a Team (posted to Bb handouts)

and come to meeting prepared to discuss. Your research

purpose is due today.

Team coaching LO1

T 8-Oct Textbook exercise #3

write up answer in a

paragraph or two

Read textbook chapter 5 Identifying customer needs. Complete peer coaching

LO1; Identifying customer

needs LO7

TH 10-Oct

(work due

10-9)

LG case memo:

TerraCog Global

Positioning Systems

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 15-Oct No meeting -- Monday schedule

TH 17-Oct LG Rubric Complete pages 7 & 8 of conflict handout, then view e-lecture

on conflict styles. Bring conflict handout to meeting. There’s

very little work this week so you may want to start preparing

your presentation.

Responding to conflict

productively LO1

T 22-Oct Complete pages 1-3 of assertiveness handout, and bring

handout to meeting.

Assertiveness at work LO1

TH 24-Oct Midterm Team presentations Shared learning

T 29-Oct

(work due

10-28)

LG 5 C's analysis on

JHU's Whiting School

Read: Case note Marketing Analysis Toolkit: Situation

Analysis. Come to meeting 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 31-Oct LG rubric; Resume

review/interview

practice assignment

due

Speaker(s)*

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T 5-Nov All self-discovery

projects due at start

of meeting

Upload your teaching handout and bring at least 1 copy to

meeting

Teach topic to other

employees (all LO’s)

TH 7-Nov Textbook 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 research/information and to complete assignment.

Guest Lecture: Intellectual

Property -- Ben Gibbs; LO8

T 12-Nov

(work due

11-11)

LG case memo: Let's

Talk Science; LG

rubric

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 States and the

United Kingdom?

Strategic analysis; LO4

TH 14-Nov Textbook exercises 1 -

3 write up answers

Read textbook Chapter 18: Managing Projects Finance discussion; LO5;

Project planning tools; LO6,

T 19-Nov

ONLINE –

no meeting

Take Quiz 3 in Bb. Complete Finance program: from “What Is Cost/Benefit

Analysis?” through “Tracking Performance”

Finance: LO5

TH 21-Nov No Meeting -- Thanksgiving

T 26-Nov Bring laptop to meeting. Complete "prepare" section for

Project Management simulation

Project Management: Scope,

resources, schedule; LO6

TH 28-Nov Bring laptop to meeting. Complete "prepare" section for

Everest simulation -- this is very important! Don't skim and

don't skip this.

Team Simulation; LO1

T 3-Dec Bring laptop to meeting. Team discussion; LO1

TH 5-Dec Communication game; LO1

*Speakers may include: Randy Lindemann, Deputy Manager, Instrument Mechanical Engineering, Jet Propulsion Laboratory;

Siobhan Callanan, JHU Mech E 2011 graduate and a GE structural/stress analysis engineer; Mo Dehghani, VP of Research at Stevens

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

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Case Study Memos and Learning Groups:

For each case, employees will come to the meeting prepared to discuss specific questions (see

daily plan and assignments). When writing case memos, follow the specific instructions for

each case.

Employees 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 each LG

assignment, employees will evaluate their LG peers based on traits discussed in our first few

weeks of meetings. You will find 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 are writing for work, not for an

English Lit course – use concise, professional, direct language, single-space, 12-point font. One

member of your group will upload 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 Employee: 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 Manager 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

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, employees are to use the

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meetings as learning labs for developing and enhancing communication skills.

Employees 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. Employees are expected to participate in all meeting activities and

exercises.

Because employees 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, employees will be

asked to self-grade at the end of some of the meetings. We will provide feedback to any

employee 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 employee interactions in meeting that cannot

be replicated for individuals missing meeting. Employees missing a meeting are expected to

make prior arrangements to learn the material and contribute to others’ learning despite their

absence. Contact your Supervisor 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, and

3. 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.

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Academic and Personal Integrity Cheating is wrong. Cheating hurts our community by undermining academic integrity, creating

mistrust, and fostering unfair competition. The university will punish cheaters with failure on an

assignment, failure in a course, permanent transcript notation, suspension, and/or expulsion.

Offenses may be reported to medical, law, or other professional or graduate schools when a

cheater applies.

Violations can include cheating on exams, plagiarism, reuse of assignments without permission,

improper use of the Internet and electronic devices, unauthorized collaboration, alteration of

graded assignments, forgery and falsification, lying, facilitating academic dishonesty, and unfair

competition. Ignorance of these rules is not an excuse.

You may collaborate with other students in this course under these conditions:

You are encouraged to discuss and debate the cases with other employees

You may work with one other employee when completing take-home quiz(zes)

The task or assignment instructions state you may collaborate with others.

If you have questions about this policy, please ask the instructor. For more information, see the

guide on “Academic Ethics for Undergraduates” and the Ethics Board web site

(www.jhu.edu/ethics).

http://www.jhu.edu/ethics

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Assignments

Put your Learning Group number and members’ names on the first page of all group memos. Please use 12-point font and single

space for all memos. In the rubrics below, *ESWE stands for Edited Standard Written English.

Resume/CV review and/or interview practice:

By the due date, either review your resume/CV at the Career Center and/or complete a practice interview. If you intend to go to

graduate school, you should have a CV prepared and should expect, and therefore prepare for, an interview. Your assignment is to turn

in:

1) What you changed about your resume/CV as a result of this meeting and/or

2) What you learned about interviewing or about yourself as an interviewee that will help you in job or grad school interviews.

I recommend you do both an interview and resume/CV review, but you can choose one to complete this assignment.

This is not due until TH 31-Oct ; however I suggest you make your appointment during the first week of meetings, as the Career

Center gets busy. You can turn in your assignment earlier than the due date if you wish, especially as you’ll have a great deal of work

in October.

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Directed Self-Discovery and Peer Teaching

This semester we offer 10 very different learning objectives (LO’s), each focused on a specific aspect of business, management, and

your career. Please choose at least one objective that is most important to you in which to delve more deeply. For example, if you

intend to work in a production environment, you might be interested in learning more about operational finance or converting

customer needs into product specs. If you are hoping to be an engineer in a government agency, you might be interested in learning

more about teamwork or project management. And if you intend to go into research, perhaps you would like to learn more about the

patent process.

You are expected to choose at least one LO to research and teach another employee. Please write your topic and research purpose on

our Bb wiki. Your job will be to research your chosen topic, from which your deliverables are:

1) a lesson plan that takes about 10 minutes to teach

2) to teach your material to another employee (in meeting)

3) a document for inclusion in an Engineering Business and Management Manual, which will be provided to all employees at the

conclusion of the 15 week training program. Excluding your bibliography or citation list, this document should not exceed two

single-spaced typed pages. It should be at least 500 words (upload this to assignment link).

Here are some acceptable research sites – you are welcomed to choose others with the approval of your Manager or Illysa:

any journal accessed through the JHU library

asme.org

wsj.com

hbr.org

sciencedirect.com

barrons.com

any peer reviewed university journal

any accredited university website

You also can interview working professionals.

Rubric on a scale of 1-100:

1) Clarity of research purpose: when you began your project, what specifically were you hoping to learn and why?

2) Organization of information: the report leads the reader through the information in a logical way.

3) Reasoning supported: any conclusions reached are supported by the research.

You do not need to grade your own work. Click here to return to Daily Meeting Plan

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Army Crew Team

Bring notes – that you will hand in at the conclusion of meeting—showing your answers and thoughts on the first two questions.

Below is the original assignment and rubric, when it was graded, to give you an idea of case memo expectations.

Original Assignment:

In no more than 600 words, answer these questions:

1) Why does the Varsity Team lose to the JV team in practices?

2) When should Coach P have intervened, if ever? Why then? What should he have done? Why those steps? Be specific about

timing and action steps and how these resolve the specific causes of the challenges as you’ve stated them in the first answer.

3) In addition to assigned questions, come to meeting prepared to discuss: How would you compare the Army Crew team to

other types of organizational teams? What are the key similarities and differences? What lessons can we learn from the Army

Crew team?

Gateway (memo must meet these requirements or it will not be accepted):

Language is used competently, with no more than two departures from ESWE* per page except where deliberate to support humor or

other purpose or to quote another person. There are few or no confusing sentences. Memo does not exceed 600 words.

Your group should grade its own memo using this rubric by highlighting or bolding the words/phrases that best describe your memo

(this is not the same as the Learning Group rubric, which is on our Bb site) and attach this rubric to your memo when uploading it to

Bb:

Not acceptable:

memo returned

for rewrite

Weak Meets Expectations Exceptional

Grade

Causal

Analysis

(Q1)

Does not define

causes.

Causal analysis weak,

unclear, or obvious.

Provides some supporting

details but repeats rather

than analyzes case. Few

links or unclear or illogical

links.

Causal analysis of good quality

and well thought out. Links are

logical and clear. Supporting

details precise and concise.

Demonstrates critical thinking

regarding case characters,

organizational structure or

culture, and/or external forces.

Exceptional -- clear and compelling

presentation of all causes. Linkages and tie-ins

are logical and add value. Supporting details

precise and concise. Demonstrates critical

thinking -- depth, precision, accuracy, logic,

and appropriate breadth -- regarding case

characters, organizational structure or culture,

and external forces.

40%

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Plan of

Action

(Q2)

POA not

SMART*

POA partially meets

characteristics of SMART* POA SMART*

POA exceptional -- clear and compelling.

Thoroughly covers all SMART* components.

Targets roots of causes and utilizes available

resources or defines those needed.

40%

Clear

writing

Text barely

comprehensible.

More than 5

grammar or

spelling errors.

Visuals confusing.

Unclear or

difficult to

understand.

Inadequate or

inaccurate use of

vocabulary or

grammar.

Text mostly

comprehensible, requires

reader- interpretation. 3-4

grammar or spelling errors.

Visuals need clarification.

Some inadequate and/or

inaccurate use of

vocabulary and/or

grammar.

Text comprehensible, requiring

minimal reader -interpretation.

1-2 grammar or spelling errors.

Writing is professional.

Adequate and accurate use of

vocabulary and grammar. Uses

visual tools to promote

argument, such as

bulleted/numbered lists, charts,

or graphs.

Text readily comprehensible, requiring no

interpretation. No grammar or spelling errors.

Uses visually compelling tools to add richness

to argument such as bulleted/numbered lists,

charts, or graphs. Tools link information, keep

reader focused, clarify points succinctly and

are clear. Writing is unambiguous.

10%

Persuasi

ve No main argument

Argument lacks relevance,

is imprecise, incomplete, or

lacks significance

Argument is relevant, precise,

complete, and significant, yet

presented or stated

unconvincingly -- lacks

intellectual courage, reason,

perseverance, or integrity

Persuasive. Argument is relevant, precise,

complete, and significant and is presented or

stated convincingly

10%

*SMART: specific, measurable, achievable, relevant, time-lined; Clear: free from ambiguity, confusion, or doubt.

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Thomas Green: Power, Office Politics, and a Career in Crisis


1) How do Thomas Green’s actions differ from Davis’ expectations?

2) What is your analysis of Green’s job performance and actions in his first 5 months?

3) What actions would you take if you were Green?




Rubric:

Your group should grade its own memo using this rubric on a 100-point scale (this is not the same as the Learning Group

rubric, which is on our Bb site) and attach this rubric to your memo when uploading it to Bb:

1) The analysis presented in answering questions 1 and 2 is consistent with the material in the case. Most significant issues

presented.

a. Question 1

b. Question 2

2) The plan of action (Q3) is well thought out, logical and clear.

3) Memo presents clear writing, requiring minimal reader interpretation, in one unified voice. Uses ESWE* except for deliberate

departures to support humor or other purpose or to quote another person. Writing is professional and language is used with

control and imagination to keep the reader engaged. Uses visual tools where appropriate to promote argument, such as

bulleted/numbered lists, charts, or graphs. The memo is “economically” written: every word pulls its weight.

4) Memo is persuasive and compelling.


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Beechnut A1


1. If you were Andersen, knowing what Andersen knows, what would be your assessment of the situation on June 28?

2. If you were Storer, knowing what Storer knows, what would be your assessment of the situation on June 28?

3. How difficult will it be for Andersen to handle this situation well? What are the sources of difficulty and who is responsible

for them?

4. What would you advise Andersen to do next?

Please collaborate on your responses. The plan of action, and most likely the analysis of Andersen’s difficulties, will be disjointed and

illogical if the questions are divided up among your Learning Group members.

In a few paragraphs below this rubric, answer this question:

How did you use comments on previous memos to improve this memo?


(this is not the same as the Learning Group rubric, which is on our Bb site) and attach this rubric to your memo when uploading it to

Bb:

Not acceptable:

memo returned

for rewrite


Q1 and Q2

Fails to interpret

situation

accurately.

Weak interpretation

of situation.

Interprets situation accurately, drawing

inferences that are consistent with what

Andersen and Storer know that day and with

their previous actions and decisions.

Presents sufficient and clearly organized

evidence. Links are logical and clear.

Supporting details precise.

Above and beyond expectations.

Exceptional -- compelling

interpretation of situation from

each person’s perspective. Fresh

insight.

Q3

Does not present

accurate

understanding of

challenges to

managing/leading

Weak analysis of

situation difficulties

and their causes.

Accurate assessment of challenges.

Causation analysis flows logically from

challenges presented. Demonstrates critical

thinking regarding case characters, and

organizational and industry history, structure


Exceptional.

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in this situation. or culture.

Q4 – action

plan

POA is not

SMART (specific,

measureable,

achievable,

relevant or

timelined)

POA fails to meet

one or more SMART

criteria

POA is SMART: specific, measurable,

achievable, relevant, and timelined.

Thoroughly covers all SMART*

components. Targets roots of causes and

utilizes available resources or defines those

needed.

POA SMART as well as

exceptional and compelling.

Clear

writing

Overused quoted

or paraphrased

material rather

than presented

own ideas; use of

ESWE* falls

below standard for

acceptance.

Language is so

confusing the

reader is often at a

loss to understand

Language is used

competently, with no

more than two

departures from

ESWE* per page

except where

deliberate to support

humor or other

purpose or to quote

another person. Few

or no confusing

sentences.

Text comprehensible, requiring minimal

reader -interpretation. Uses ESWE except for

deliberate departures to support humor or

other purpose or to quote another person.

Writing is professional and language is used

with control and imagination to keep the

reader engaged. Uses visual tools where

appropriate to promote argument, such as

bulleted/numbered lists, charts, or graphs.

The memo is “economically” written: every

word pulls its weight.


Exceptional.


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TerraCog Global Positioning Systems: Conflict and Communication on Project Aerial


1) What led to the current situation? Consider the organization’s decision-making process and how it has changed, and the

organization’s culture, policies, and procedures. How have departmental and individual objectives led to the current situation?

2) What should Emma Richardson do?




Rubric:


and attach this rubric to your memo when uploading it to Bb:

Not acceptable:

memo returned for

rewrite


Causal

Analysis

(Q1)

Does not define

causes.

Causal analysis weak,

unclear, or obvious.

Provides some supporting

details but repeats rather

than analyzes case. Few

links or unclear or illogical

links.

Causal analysis of average

quality and well thought out.

Links are logical and clear.

Supporting details precise and

concise. Demonstrates critical

thinking regarding case

characters, organizational

structure or culture, and/or

external forces.

Exceptional -- clear and compelling

presentation of all causes. Linkages

and tie-ins are logical and add

value. Supporting details precise

and concise. Demonstrates critical

thinking -- depth, precision,

accuracy, logic, and appropriate

breadth -- regarding case characters,

organizational structure or culture,

and external forces.

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Plan of

Action (Q2) POA not SMART*

POA partially meets

characteristics of

SMART*

POA SMART*

POA exceptional -- clear and

compelling. Thoroughly covers all

SMART* components. Targets

roots of causes and utilizes

available resources or defines those

needed.

Clear

writing

Text barely

comprehensible. More

than 5 grammar or

spelling errors. Visuals

confusing. Unclear or

difficult to understand.

Inadequate or

inaccurate use of

vocabulary or

grammar.

Text mostly

comprehensible, requires

reader- interpretation. 3-4

grammar or spelling

errors. Visuals need

clarification. Writing

clear. Some inadequate

and/or inaccurate use of

vocabulary and/or

grammar.

Text comprehensible, requiring

minimal reader -interpretation. 1-

2 grammar or spelling errors.

Writing is professional.

Adequate and accurate use of

vocabulary and grammar. Uses

visual tools to promote

argument, such as

bulleted/numbered lists, charts,

or graphs.

Text readily comprehensible,

requiring no interpretation. No

grammar or spelling errors. Uses

visually compelling tools to add

richness to argument such as

bulleted/numbered lists, charts, or

graphs. Tools link information,

keep reader focused, clarify points

succinctly and are clear. Writing is

unambiguous.

Persuasive No main argument

Argument lacks relevance,

is imprecise, incomplete,

or lacks significance

Argument is relevant, precise,

complete, and significant, yet

presented or stated

unconvincingly -- lacks

intellectual courage, reason,

perseverance, or integrity

Persuasive. Argument is relevant,

precise, complete, and significant

and is presented or stated

convincingly

SMART: specific, measurable, achievable, relevant, timelined; Clear: free from ambiguity, confusion, or doubt.


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Mid-Term Team Presentation

In groups of 4-5 (choose your own members), prepare a presentation demonstrating:

1) key learnings from the semester thus far

2) how you will use what you learned.

Specifically, compare the team decision-making, conflict, upward leadership, and coaching learning, and how these influence design,

development, and management processes, from Everest, Beechnut, TerraCog, Thomas Green, and our meeting discussions and

determine what you will do differently as a team member and team leader as a result of this learning.

You may be as creative as you wish; for example, you might write/present a song or skit, deliver a professional presentation, or create

and explain a poster.

Presentations may take no more than 8 minutes; all members must speak. Please practice with a timer so that you can ensure you

won't go over the 8-minute limit.

Rubric (you do not need to turn this in)

Demonstrated concepts learned and accurate application of learning = 50%

Clear, engaging presentation = 40%

Did not exceed 8 minute limit = 10%


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5 C Analysis on JHU’s Whiting School

Using the Marketing Analysis Toolkit as a template, complete a 5C analysis on The JHU Whiting School of Engineering.

Rubric:

Score each item from 0 - 100:

Customers rigorously analyzed

Context rigorously analyzed

Company rigorously analyzed

Collaborators/Complementers rigorously analyzed

Competitors rigorously analyzed

Written clearly, concisely and professionally


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Let’s Talk Science


1. What marketing challenge does LTS face?

2. Does the training package, Science with Impact, meet the needs of its target audience? Does it fit with the company's overall

strategy?

3. What does LTS need to consider when determining the price of Science with Impact? Do you agree with the proposed price?

Justify your position.




Rubric:

Your group should grade its own memo using this rubric on a 100-point scale and attach this rubric to your memo when

uploading it to Bb:

1) The analysis presented in each answer is consistent with the material in the case. Most significant issues presented.

a. Question 1:

b. Question 2:

c. Question 3:

2) Memo presents clear writing, requiring minimal reader interpretation, in one unified voice. Uses ESWE* except for deliberate

departures to support humor or other purpose or to quote another person. Writing is professional and language is used with

control and imagination to keep the reader engaged. Uses visual tools where appropriate to promote argument, such as

bulleted/numbered lists, charts, or graphs. The memo is “economically” written: every word pulls its weight.

3) Memo is persuasive and compelling.

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

Walvoord and Virginia Johnson Anderson.


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