SSME Conference Bangkok

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Presentation delivered at SSME conference in Bangkok, 2007.

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SSME Conference Bangkok

  1. 1. SSME Curriculum Develop: A Project-Based Learning Approach Paul B. Coleman Director of MBA Professor of Business and Computer Science http://www.neumont.edu/about-university/faculty-bios/faculty-coleman-paul.html
  2. 2. “ Most sought after” means being able to lead an enterprise in the production of technology induced competitive advantage. Neumont University educates the most sought after informatics professionals in the world.
  3. 3. Agenda <ul><li>Demand Determinants </li></ul><ul><ul><li>SSME </li></ul></ul><ul><ul><li>Labor Market Surveys </li></ul></ul><ul><li>The Neumont Student Experience </li></ul><ul><ul><li>What students learn </li></ul></ul><ul><ul><li>How students learn it </li></ul></ul><ul><li>The End Game </li></ul>Slide of 26
  4. 4. Demand Determinants: SSME <ul><li>What is SSME? </li></ul><ul><li>Service Science, Management and Engineering (SSME) is a new multi-disciplinary research and academic effort that integrates aspects of established fields such as: </li></ul><ul><ul><li>Computer Science </li></ul></ul><ul><ul><li>Operations research & Engineering </li></ul></ul><ul><ul><li>Management and Leadership </li></ul></ul><ul><ul><li>Business Strategy </li></ul></ul><ul><ul><li>Social and Cognitive Sciences </li></ul></ul><ul><ul><li>Legal and Ethics Sciences [12] . </li></ul></ul><ul><li>Consider in 1999: </li></ul><ul><ul><li>Global trade in currencies: $288 trillion [26] </li></ul></ul><ul><ul><li>Global trade in goods and services: $8 trillion [26] </li></ul></ul><ul><li>Our currencies are valued by global supply and demand. </li></ul><ul><li>In the absence of supply side fluctuations, our currencies’ attractiveness is related to aggregate trade performance in goods and services and the transparency of financial reporting. </li></ul>Slide of 26
  5. 5. Demand Determinants: SSME continued <ul><li>For the purposes of this presentation and as a starting point: </li></ul><ul><ul><li>Service = A Predictable and Repeatable Positive Emotional Response — one must serve, the other must receive. </li></ul></ul><ul><ul><li>Service Science is really about franchising an emotional experience, regardless of the actual medium of exchange—whether product or service. </li></ul></ul><ul><ul><li>Every business process crosses into Service Science when a customer’s emotional assessment of an exchange transaction is present. </li></ul></ul><ul><ul><li>Customer loyalty is born from the intersection of the degree of predictability within the customer and the flawless repeatability by the firm of positive emotional responses from customers. </li></ul></ul><ul><ul><li>The intensity of positive emotional responses within customers is a predictor of recurrent transactions (forecasting). Stated in the reverse, given a choice between service providers, the negative emotional experience factor is the strongest predictor that customers will not return. </li></ul></ul><ul><ul><li>It is cheaper to maintain existing customers than to attract new ones. </li></ul></ul>Slide of 26
  6. 6. Demand Determinants: Labor Market <ul><li>Employers want professionals who: </li></ul><ul><li>Work effectively with others in teams </li></ul><ul><li>Communicate effectively (oral and written) </li></ul><ul><li>Understand the business environment </li></ul><ul><li>Personify incumbency and proven performance on real projects </li></ul><ul><li>Are emotionally, socially, and culturally adept </li></ul><ul><li>… have the relevant technical skills </li></ul>Slide of 26
  7. 7. Labor Market Insights <ul><li>Global Knowledge 2007 Salary Survey : </li></ul>Slide of 26 Source: http://images.globalknowledge.com/wwwimages/pdfs/2007_SalaryReport.pdf Retrieved November 27, 2007. Some of the Highest Paying Certifications Average Salary ITIL® Managers Certificate $94,000 PMI® PMP® (Project Management Professional) 90,470 ITIL® Practitioners Certificate 87,917 American Management Association® Certificate in PM 84,545 ITIL® Foundations Certificate 79,167 American Management Association® Certificate - Business Management for IT and Technical Professionals 76,250
  8. 8. The Neumont Student Experience <ul><ul><li>What students learn </li></ul></ul><ul><ul><ul><li>Technologies </li></ul></ul></ul><ul><ul><ul><li>IT Theory </li></ul></ul></ul><ul><ul><ul><li>Soft Skills </li></ul></ul></ul><ul><ul><li>How students learn it </li></ul></ul><ul><ul><ul><li>Critically Reflexive Praxis </li></ul></ul></ul><ul><ul><ul><li>Teaching </li></ul></ul></ul><ul><ul><ul><li>Project-Based Learning (PBL) </li></ul></ul></ul><ul><ul><ul><li>Double & Triple Loop Learning [26] </li></ul></ul></ul>Slide of 26 increasing difficulty
  9. 9. What Students Learn - Technologies Technology skills are the easiest to teach and master but are the last demand determinant. Slide of 26 Major Tools & Platforms Languages & Standards Architectural Frameworks Eclipse IDEs Netbeans/Glassfish Microsoft Visual Studio WBM/WID/RAD/RSA .NET Framework Wintel, Win64/SPARC Linux z/OS, i5/OS, AIX Java EE, SE, ME C#, ASP.NET XML SQL ORM/UML SOAP/WSDL BPMN/BPEL ITIL/CMM/SMM CRM/DSS/MIS Stand-alone/Desktop Client/Server Hosted Mobile Web & Web 2.0 Applications Clusters/Fault Tolerance Web Services & SOA Integration (EAI/On Demand) Managed Data Persistence
  10. 10. Slide of 26 Curriculum Frameworks like IBM’s IT Service Curriculum (ITSC): http://www-304.ibm.com/jct09002c/university/scholars/skills/ssme/resources.html
  11. 11. What Students Learn – IT Theory <ul><li>Open Standards </li></ul><ul><li>Systems Architecture </li></ul><ul><li>Conceptual Modeling </li></ul><ul><li>Business Rules </li></ul><ul><li>Software Methodologies </li></ul><ul><li>Algorithms and Data Structures </li></ul><ul><li>Systems Usage and Productivity </li></ul><ul><li>System Administration </li></ul><ul><li>Security Protocols </li></ul>Slide of 26
  12. 12. What Students Learn – Soft Skills <ul><li>Leadership </li></ul><ul><li>Management </li></ul><ul><li>Self Awareness </li></ul><ul><li>Emotional, Social, and Cultural Intelligence </li></ul><ul><li>Ethics and Corporate Governance </li></ul><ul><li>Business Intelligence </li></ul><ul><li>Life-long Learning </li></ul>Slide of 26
  13. 13. Learning Soft Skills <ul><li>Leadership is about coping with change, management is about coping with complexity [15] . </li></ul><ul><ul><li>Zenger & Folkman [23] </li></ul></ul><ul><ul><ul><li>24 extraordinary leadership essentials (n=25000) </li></ul></ul></ul><ul><ul><ul><li>34 th percentile poor to good </li></ul></ul></ul><ul><ul><ul><li>90 th percentile good to extraordinary (189% more profit) </li></ul></ul></ul><ul><ul><li>The Trust Imperative </li></ul></ul><ul><ul><li>Transformation (managed change) </li></ul></ul><ul><ul><ul><li>Lewin’s Field Theory in Social Science [16] </li></ul></ul></ul><ul><ul><ul><li>Conflict: Motivating Change vs. Stopping Resistance </li></ul></ul></ul><ul><ul><li>Schedule </li></ul></ul><ul><ul><li>Measurement (Strategic Alignment—Balanced Scorecard) </li></ul></ul><ul><li>Self-Awareness assessments [21] . </li></ul>Slide of 26
  14. 14. Learning Soft Skills <ul><li>“ Educate people without religion and you make them but clever devils.” ~ Duke of Wellington Arthur Wellesley ~ </li></ul><ul><li>Montagliani and Giacalone [17] concluded between 16% and 40% of expatriates assigned to foreign locations fail... </li></ul><ul><li>Casciaro and Lobo’s [24] HBR article: Competent Jerks, Lovable fools and the Formation of Social Networks . </li></ul><ul><li>Emotional, Social, and Cultural Intelligence (Rightness) </li></ul><ul><ul><li>Goleman’s Emotional Workplace & Social Intelligence [4][8] </li></ul></ul><ul><ul><li>Warner’s Self-Deception, Social Betrayal, & Collusion [1][2][22] </li></ul></ul><ul><ul><li>Hofstede’s Cultural Dimensions [10][11][14] </li></ul></ul><ul><ul><ul><li>Power Distance Index (PDI) </li></ul></ul></ul><ul><ul><ul><li>Individualism (IDV) versus Collectivism </li></ul></ul></ul><ul><ul><ul><li>Masculinity (MAS) versus Femininity </li></ul></ul></ul><ul><ul><ul><li>Uncertainty Avoidance Index (UAI) </li></ul></ul></ul><ul><ul><ul><li>Long-Term Orientation (LTO) versus Short-term Orientation </li></ul></ul></ul>Slide of 26
  15. 15. Whom would you choose? [Casciaro and Lobo, 2005, p. 94, reference 24] Slide of 26 Competent Jerk mostly avoided Lovable Star desperately wanted Incompetent Jerk desperately avoided Lovable Fool mildly wanted Competence low Likeability high high low
  16. 16. Learning Soft Skills <ul><li>Ethics and Corporate Governance </li></ul><ul><ul><li>Accountability </li></ul></ul><ul><ul><li>Transparency </li></ul></ul><ul><ul><li>Do no harm </li></ul></ul><ul><li>Business Intelligence </li></ul><ul><ul><li>The economics of supply, demand, price, & scarcity </li></ul></ul><ul><ul><li>Capital structure and investment funding </li></ul></ul><ul><ul><li>Financial valuation, e.g., NPV & IRR </li></ul></ul><ul><ul><li>Organizational Behavior </li></ul></ul><ul><ul><ul><li>Tolerance for Ambiguity </li></ul></ul></ul><ul><ul><ul><li>Locus of Control [18] </li></ul></ul></ul><ul><ul><ul><li>The Abilene Paradox [9] </li></ul></ul></ul><ul><li>Life-long Learning: “Nearly all projects in the first five years after you graduate will require technology you do not currently know”. </li></ul>Slide of 26
  17. 17. Project-Based Learning (PBL) [3][6][7] <ul><li>Higher congruency with workplace needs </li></ul><ul><li>More sophisticated skill set and knowledge of subject matter </li></ul><ul><li>Enhanced problem-solving and critical thinking skills </li></ul><ul><li>Better-developed collaborative and leadership skills </li></ul><ul><li>Greater student interest, motivation, and empowerment </li></ul>Slide of 26
  18. 18. Praxis and Teaching <ul><li>Praxis: “ explanations are valued when they help people really understand the world and to take action that changes it” [19] . </li></ul><ul><li>Praxis : “the need for self-conscious and ethical action based on a critical questioning of past actions and of future possibilities” [5][13] . </li></ul><ul><li>Critical Reflexivity : “examining critically the assumptions underlying our actions, the impact of those actions, and from a broader perspective, what passes as good practice” [13] . </li></ul>Slide of 26
  19. 19. Double and Triple Loop Learning [26, p. 56] <ul><li>(1) Single-loop learning . Such instrumental learning consists of becoming better at doing what you can already do. Thus the actions involved that exist in this context must be of identifiable types. </li></ul><ul><li>(2) Double-loop learning . This is learning that results in a change in the values of the theory-in-use, as well as in its strategies and assumptions. This means that the individual involved is aware and can then take the context into consideration in the learning process. </li></ul><ul><li>(3) Triple-loop learning . In this situation is it impossible to learn in the given context. Thus the individual involved has to break out of, and completely change, the context. This means creating or accepting new values in the theory in-use as well as new strategies in the learning process. </li></ul>Slide of 26
  20. 20. Praxis and Teaching Neumont University: Projects + Labs = 70% Slide of 26
  21. 21. The Development Formula <ul><li>Knowledge + </li></ul><ul><li>Critically Reflexive Praxis + </li></ul><ul><li>Teaching = </li></ul><ul><ul><li>Competent professionals who can critically assess and adopt new technologies based on business context and need! </li></ul></ul><ul><ul><li>In other words… </li></ul></ul><ul><ul><li>Versatile Horizontal Thinkers </li></ul></ul>Slide of 26
  22. 22. The Curriculum Matrix Foundational Internal Enterprise Slide of 26
  23. 23. Role Specialization/Tracks <ul><li>Starting roles: </li></ul><ul><ul><li>SSME Versatilist [20] (3 courses over 3 quarters) </li></ul></ul><ul><ul><li>Project Manager </li></ul></ul><ul><ul><li>Architect </li></ul></ul><ul><ul><li>Quality Assurance </li></ul></ul><ul><ul><li>Technical Specialist (e.g., developer, DB, other) </li></ul></ul><ul><li>Supported through: </li></ul><ul><ul><li>Enculturation </li></ul></ul><ul><ul><li>Electives </li></ul></ul><ul><ul><li>Project context </li></ul></ul><ul><ul><li>Career counseling </li></ul></ul>Slide of 26
  24. 24. Assessing Maturity Slide of 26
  25. 25. Assessing Maturity Slide of 26
  26. 26. The Faculty Imperative <ul><li>It is better to leave a student in a den of hungry wolves than to leave them in the hands of a poor teacher. </li></ul><ul><li>In order to create SSME Versatilists , educators must first be versatile—yet they must also be willing to learn along side their students. </li></ul><ul><li>SSME Versatilists are born when a student awakens and enlightens the teacher within. </li></ul><ul><li>Adult learners perform better when they are given freedom to define and pursue their own learning objectives. </li></ul>Slide of 26
  27. 27. The End Game <ul><li>When Neumont students graduate, they have: </li></ul><ul><li>Knowledge and skills </li></ul><ul><ul><li>Self-Awareness </li></ul></ul><ul><ul><li>Basis for acquiring emotional, social, and cultural intelligence </li></ul></ul><ul><ul><li>Knowledge of theory and practice </li></ul></ul><ul><ul><li>Modern technologies </li></ul></ul><ul><ul><li>Communication skills </li></ul></ul><ul><ul><li>Leadership praxis </li></ul></ul><ul><ul><li>Collaboration skills </li></ul></ul><ul><ul><li>Business acumen </li></ul></ul><ul><li>Real enterprise project incumbency </li></ul><ul><li>Relationships with employers </li></ul><ul><li>Certifications </li></ul>Slide of 26
  28. 28. <ul><li>Paul B. Coleman </li></ul><ul><li>[email_address] </li></ul><ul><li>001 1 (801) 302-2848 </li></ul><ul><li>IBM ITSC Contact: </li></ul><ul><li>Paul Kontogiorgis </li></ul><ul><li>SSME Ambassador </li></ul><ul><li>IT Services Curriculum Program Director </li></ul><ul><li>IBM Almaden Research Center </li></ul><ul><li>773-290-2745 </li></ul><ul><li>email: paulkont@us.ibm.com </li></ul>
  29. 29. References <ul><li>Arbinger Institute. 2000. Leadership and self-deception . San Francisco: Berrett Koehler Publishers. </li></ul><ul><li>Arbinger Institute. 2006. The anatomy of peace . San Francisco: Berrett Koehler Publishers. </li></ul><ul><li>Buck Institute for Education. 2003. Project based learning handbook (2 nd ed.). Hong Kong: QuinnEssentials Books and Printing. See also: http://www.bie.org/index.php/site/PBL/pbl_handbook/intro.php </li></ul><ul><li>Cherniss, C., & Goleman, D. 2001. The Emotionally Intelligent Workplace . San Fransisco: Jossey-Bass. </li></ul><ul><li>Cunliffe. A. L. 2004, August. On becoming a critically reflexive practitioner. Journal of Management Education, 28 (4), p. 407. </li></ul><ul><li>Duch, B. 2006. Problem based learning . University of Delaware. Retrieved November 16, 2007 from http://www.udel.edu/pbl/ </li></ul><ul><li>Edutopia. 2007. Teaching modules: Project based learning . Retrieved November 16, 2007 from http://www.edutopia.org/teachingmodules/PBL/index.php </li></ul><ul><li>Goleman, D. 2007. Social intelligence: The new science of human relationships . New York, NY: Bantam Dell Publishing Group. </li></ul><ul><li>Harvey, J. B. 1988. The Abilene Paradox and Other Meditations on Management . San Francisco: Jossey-Bass Publishers. </li></ul><ul><li>Hofstede, G. & Hofstede, G. J. 2005. Cultures and organizations: Software of the mind (2nd ed.). New York: McGraw-Hill. </li></ul><ul><li>Hofstede, G. 2001. Culture’s consequences (2nd ed.). Thousand Oaks: Sage Publications. </li></ul><ul><li>IBM. n.d. Service Science, Management, and Engineering: What is SSME? Retrieved November 15, 2007 from http://www-304.ibm.com/jct09002c/university/scholars/skills/ssme/index.html </li></ul><ul><li>Jun, J. S. 1994. Philosophy of administration . Seol, Korea: Daeyoung Moonhwa International. </li></ul><ul><li>Kirkman, Bradley L., Lowe, Kevin B., & Gibson, Cristina B. 2006. A quarter century of Culture’s Consequences : A review of empirical research incorporating Hofstede’s cultural values framework. Journal of International Business Studies, 37 (3), p.285-320. Retrieved November 15, 2007 from http://www.palgrave-journals.com/jibs/journal/v37/n3/extref/8400202x1.doc </li></ul>
  30. 30. References continued… <ul><li>Kotter, J. P. 1990, May/June. What Leaders Really Do. Harvard Business Review, 68(3) . </li></ul><ul><li>Lewin, K. 1936/1977. Field Theory in Social Science . American Psychological Society. </li></ul><ul><li>Montagliani, A. & Giacalone, R. A. 1998, October. Impression management and cross-cultural adoption. Journal of Social Psychology, 138 (5), 598. </li></ul><ul><li>Mueller, S. L. & Thomas, A. S. 2001, January. Culture and entrepreneurial potential - A nine country study of locus of control and innovativeness. Journal of Business Venturing, 16 (1). pp. 51-75. Retrieved October 9, 2006 from the Science Direct database. </li></ul><ul><li>Neuman, W. L. 2003. Social research methods (5th ed.). Upper Saddle River, NJ: Prentice Hall. </li></ul><ul><li>Ou Shian Waei. Training more IT ’versatilists’ . Retrieved November 15, 2007 from http://www.nst.com.my/Current_News/NST/Sunday/Focus/20071027165259/Article/index_html </li></ul><ul><li>Robbins, S. P. 2001. The Self-Assessment Library: Insight into Your Skills, Abilities and Interests (Version 1.0) [Computer Software]. Prentice Hall Business Publishing. </li></ul><ul><li>Warner, C. T. 1968. The explanation of human action: an essay towards a theory . (Doctoral dissertation from Yale University). Retrieved November 15, 2007, from the ProQuest Digital Dissertations database. ProQuest Document ID. 756688941. </li></ul><ul><li>Zenger, J. H., & Folkman J. 2002. The extraordinary leader: turning good managers into great leaders . New York, McGraw Hill. </li></ul><ul><li>Casciaro, T. & Lobo, M. S. 2005, June. Competent jerks, lovable fools and the formation of social networks. Harvard Business Review , Reprint no. R0506E, p. 92-99. </li></ul><ul><li>Yergin, D. & Stanislaw. 2003. The commanding heights: episode three: the new rules of the game . WGBH: PBS. Retrieved November 20 th , 2007 from http://www.pbs.org/wgbh/commandingheights </li></ul><ul><li>Jensen, P. E. 2005. A contextual theory of learning and the learning organization. Knowledge and Process Management,12 (1), p. 53–64. </li></ul>

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