MT5014

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MT5014 Study Guide Page 1 of 19

Revision: Semester 1 2013/2014 Version 1.141

MT5014 Systems Approach to Technology andInnovation Management

Study guide

Contents

MT5014 Systems Approach to Technology and Innovation Management ...................1

Study guide ....................................................................................................................1

1 Overview................................................................................................................3

1.1 Description ......................................................................................................3

1.2 Learning outcomes ..........................................................................................3

1.3 Modes of Teaching and Learning....................................................................3

1.4 Texts................................................................................................................3

1.4.1 Text books................................................................................................3

1.4.2 DVD.........................................................................................................4

1.4.3 Readings...................................................................................................4

2 The sessions ...........................................................................................................4

2.0 Introduction and overview ..............................................................................5

2.1 Thinking, change, technology and innovation ................................................5

2.2 Communicating ideas......................................................................................6

2.3 Beyond systems thinking ................................................................................7

2.4 Critical thinking...............................................................................................7

2.5 Holistic thinking..............................................................................................7

2.6 Problem solving...............................................................................................8

2.7 Creativity, evolution and the S curve ...........................................................9

2.8 Organizational context to innovation ..............................................................92.9 Technology and innovation...........................................................................10

2.10 Managing innovation.................................................................................11

2.11 Moving to market ......................................................................................12

2.12 Knowledge management ...........................................................................13

2.13 Project presentations..................................................................................13

2.14 Module summary and closeout..................................................................13

3 Assessments .........................................................................................................14

3.1 Team presentations........................................................................................14

3.1.1 Project presentation................................................................................14

3.1.2 Knowledge presentations.......................................................................14

3.2 Individual DVD presentations.......................................................................15

3.3 Individual written assignment .......................................................................15

3.3.1 Rules for the individual assignment.......................................................16

3.3.2 Assignment topics..................................................................................16

3.3.3 Format of YOUR individual assignment ...............................................17

3.4 Grading Criteria.............................................................................................17

4 References............................................................................................................18

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1 Overview

1.1 Desc ri pt ion

The systems approach to technology and innovation management provides the student

with a foundation for understanding and managing technology and innovation. The

emphasis is on holistic thinking and problem solving as applied to technology andinnovation management.

1.2 Lear n ing ou t comes

1. The ability to deal with open ended problems with no unique solutions.

2. An understanding of technology and innovation management.

3. Improved problem solving, systems and critical thinking abilities.

4. The ability to apply holistic thinking to the analysis of a problem and

determination of a solution.

5. The skills to prepare and present clear and concise documents (reports, proposals,

presentations, papers etc.).

1.3 Modes of Teach ing and Learn ing

Learning takes place using the following sources:

Lecture - each module contains a short lecture to set the context.

Readingsthese supplement the lecture and provide other information.

Practical activity (exercise)these are problem based learning scenarios. The

team members contribute knowledge from the assigned readings, their prior

knowledge and construct learning. With the permission of the instructor and

consent of their team mates, students may choose equivalent in-class exercises.

External sourcesthese are any pertinent sources the students may choose to

contribute. There is a wide body of literature out there and the sources of learning

should not be limited to those provided.The multiple sources of knowledge allow for better transfer of knowledge to students

with different learning styles.

1.4 Tex ts

The text book and readings provide greater detail about thinking and innovation; the

DVD illustrates how changes led to further changes.

1.4.1 Text books

[Paul and Elder, 2006]. Critical Thinking: Learn the Tools the Best Thinkers Use,

Concise Edition (Paperback) by Richard Paul and Linda Elder, Pearson Prentice

Hall, 2006. [HBSCP, 2003]. Managing Creativity and Innovation, Harvard Business School

Publishing Corporation, 2003.

[Kasser, 2013b] Holistic Thinking: creating innovative solutions to complex

problems by Joseph Kasser, Createspace Ltd., 2013. Softcopy provided in IVLE

Session 0.

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8 7 Oct Organizational context to innovation

9 14 Oct Technology and innovation

10 21 Oct Managing innovation

11 28 Oct Moving to market

12 4 Nov Knowledge management

13 11Nov Project presentations

14 11Nov Module summary and closeout3

2.0 In tr oduc ti on and over vi ew

Objectives 1. To introduce and provide an overview of the module, and explain

the nature of the assignments and how learning will take place.

Knowledge What will be expected of the students

Roles of students and instructors

Skills Team building, problem solving, time management

Exercise Students to choose teams and begin to pick individual assignments

Readings 0000 This Study Guide (pre-course)

0002 Tell me about yourself (TMAY)

0003 [Kasser, 2013c] Kasser, J. E., Introducing knowledge readings:

Systems engineering the pedagogy for effective learning, 2013.

2.1 Th ink ing , change, techno logy and innova tion

Purpose 1. To understand the nature of creativity, innovation and the use of

technology

2. To introduce concept mapping as a thinking tool

Knowledge Thinking and concept maps

Innovation Change and paradigm shifts

Technology and its interaction with people

Creativity and innovation

3Sessions 13 and 14 take place on the last night of class.

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Readings [Kasser, 2013b] Chapter 1.1 How to read this book.

[Paul and Elder, 2006] Chapters 1 and 2.

[HBSCP, 2003] Chapters 1 and 3.

Practical Student project team selection. Team brainstorming exercise.

2.2 Communic ati ng id eas

Purpose 1. To understand how we communicate ideas

2. To understand the nature of written and verbal methods of

communication

3. To understand the importance of effective written and verbal

communications

4. To understand how to create the abstract of a document

5. To be able to create and understand the purpose of an annotated

outline.

6. To introduce the process to follow (which may not be linear from

start to finish) to keep focused on the topic, avoiding clutter,

ensuring the flow, use of peer reviewers.

7. To understand how to cite other documents.

8. To understand how to prepare the presentation elements of good

presentation graphics, use of embedded audio & video.

Knowledge Purpose of a document

Real cost of documents

Annotated outlines

Abstracts

Plagiarism and how to avoid it

Components of an effective presentation

Readings [Kasser, 2013b] Chapter 3 Communicating ideas.

0202 Kasser, J. E., "A Proposed Paper Template for improving the

Quality of Practitioner Written Papers at Conferences andSymposia", proceedings of the 16th International Symposium of the

International Council on Systems Engineering (INCOSE), Orlando,

FL., 2006.

Reference 0250 Set of Abstracts (extract).

Practical Students study abstracts, create and plan presentations on an assigned

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topic.

2.3 Beyond s y s tems th in k in g

Purpose 1. To learn that systems thinking is generally applied but in an

incomplete ad-hoc manner

2. To learn the benefit of interdisciplinary teams

3. To provide examples of viewing issues from different perspectives

4. To learn to view issues from a standard set (and combinations) of

different perspectives and the benefit of doing so.

Knowledge A set of nine holistic thinking perspectives (HTP).

Examples of how key ideas from various perspectives contributed

to successful projects.

Readings [Kasser, 2013b] Chapter 2: Thinking and thinking tools

[Kasser, 2013b] Chapter 4: Beyond systems thinking

Practical Brainstorming and active brainstorming

2.4 C ri ti cal th inking

Objectives 1. To understand the need for clear and concise communications.

2. To introduce logic and reasoning.

3. To learn to reflect on what has been accomplished and summarizelessons learned.

Knowledge Communications, critical thinking, causal loops, tools for critical

thinking

Skills Time management, critical thinking

Exercise Critical thinking

Readings [Paul and Elder, 2006] Chapter 6

[Kasser, 2013b] Chapter 5: Critical thinking.

0402 [Kasser, 2013a] Kasser, J. E.,A Framework for Understanding

Systems Engineering, Createspace, 2013, Chapter 10 Systems

Engineers are from Mars, software engineers are from Venus.

2.5 Ho li st ic th in kin g

Objectives 1. To understand how the internal, external, progressive, quantitative

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and scientific perspectives and critical thinking relate to each other.

2. To recognize the need to go beyond systems thinking.

3. To show how holistic thinking can result in innovative solutions to

problems.

4. To practice holistic thinking in planning implementation of

solutions.

Knowledge Holistic thinking

Storing information in the HTPs

Active brainstorming

Idea storage templates

Examples when holistic thinking resulted in innovative solutions to

problems.

Skills Holistic thinking, problem solving, time management

Exercise Holistic thinking to tackle a problem

Readings [Kasser, 2013b] Chapter 6: Holistic thinking

[Kasser, 2013b] Chapter 11 Innovative insights and solutions.

Reference

for exercise

0502 Kasser, J. E., "How Collaboration via the World Wide Web Can

Provide a Global Perspective and Truly Provide the Student With

a World Class Education", proceedings of Distance Education: An

Open Question?, Adelaide, 2000.

2.6 Pro blem solv in g

Objectives 1. To distinguish between different types and classifications of

problems.

2. To review and elaborate on the problem solving process.

3. To discuss initial reactions to problems.

Knowledge Problem solving

Classification of problems

Complexity Dealing with complexity

Reactions to problems

Skills Problem solving, thinking, time management

Exercise Solving a simple well-structured complex problem.

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Readings [Paul and Elder, 2006] Chapter 5

[Kasser, 2013b] Chapter 9 Problems and solutions

2.7 Creat i vi t y, evo lu t ion and the S curve

Purpose 1. To understand the nature of creativity.

2. To understand the nature of product evolution and the S curve.

3. To learn how products evolve from historical examples.

4. To understand the nature and effect of change.

5. To understand how and why scientific theories replace one another.

Knowledge Creativity

The S curve

Examples of innovation

How technology changed entertainment and education from face-

to-face to distant capability (generic-temporal perspective).

Readings [HBSCP, 2003] Chapters 2, 6 and 7.

Reference 0502 Kasser, J. E., "How Collaboration via the World Wide Web Can

Provide a Global Perspective and Truly Provide the Student With

a World Class Education", proceedings of Distance Education: An

Open Question?, Adelaide, 2000.

2.8 Organ iza tional con tex t to innovat ion

Objectives 1. To understand effects of organizational and national cultures on

innovation.

2. To understand how to align ideas with company strategic goals.

3. To understand factors affecting innovation management in

commercial, government and research organizations.

4. To understand the factors that contribute to creative and innovative

organizations

5. To understand innovation in large and small organizations.6. To understand innovation by modification.

Knowledge Types of organizations (research, production, government, military,

commercial, large, small, etc.)

Organizing for innovation

Context for innovation

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National cultures and innovation

Bundling or bungling

Invention factories, skunk works

Elbit case study individual exercise

Exercise

Skills Thinking, time management

Exercise Students will be provided with examples of innovation by modification

in education and entertainment. Students will then

1. Identify at least 10 reasons why people resist change, with citations

and recommendations for overcoming the resistance.

2. Plot one example on the buyer utility map (HBSCP, 2003, Figure 4-

1) and comment

Readings [HBSCP, 2003] Chapter 4 Recognizing opportunities[Paul and Elder, 2006] Chapters 7 and 8.

References 0802 INCOSE IS2009 Rousso, H., Keynote Presentation, Elbit Case

study presentation graphics

0803 INCOSE IS2009 Rousso, H., Keynote Presentation, Elbit Case

study presentation text

0804 INCOSE IS2009 Rousso, H., Keynote Presentation, Elbit Case

study presentation video

2.9 Technol ogy and i nnovat ion

Purpose 1. To understand why some innovations succeed and others fail.

2. To understand why some products succeed and others fail.

3. To understand the short and long term impact of technological

change on society.

1. To introduce the types of ethical issues raised by new technology.

2. To analyse reasons for innovation failures and draw appropriate

conclusions

3.

Knowledge Intended and unintended consequences (e.g. motor car)

Why some innovations succeed and others fail.

Why some products succeed and others fail

The short and long term impact of technological change on society

Ethical issues raised by new technology

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Exercise Students are to research the Ford Edsel, Sony Beta vision, 8 track

[car audio] stereo cartridges or equivalent innovation failure.

Readings 0902 [Kasser, 1995], Kasser, J. E., "Ethics in Systems Engineering",

proceedings of NCOSE 5th International Symposium, St. Louis,

MO, 1995.

0903 Anton J. Cozijnsen, Willem J. Vrakking, Mariska van IJzerloo,

Success and failure of 50 innovation projects in Dutch companies,

European Journal of Innovation Management, 2000, Volume:3,

Issue: 3, Pages: 150159 [Access via NUS library]

2.10Managing innovat ion

Purpose 1. To view innovation as a project

2. To learn how to implement a change

3. To understand the difficulty in effecting changes

4. To understand a change implementation process

5. To perform an analysis and recommend a cultural change

Knowledge Innovation and culture

Why innovate?

Conceptual project: Becoming ISO9001 qualified

New product development process

Reward and recognition

How management can encourage idea generation

Innovation by modification of existing technology

Leadership styles to promote innovation

Readings 1002 Kasser, J. E. and Williams, V. R., "Converting Your Systems

Engineering Organization To ISO 9001 Compliance", proceedings

of the 8th Annual International Symposium of the INCOSE,

Vancouver, BC, 1998.

1003 Hari, A., Kasser, J. E. and Weiss, M. P., "How lessons learnt from

creating requirements for complex systems using QFD led to the

evolution of a process for creating quality requirements for

complex systems", Systems Engineering: The Journal of the

International Council on Systems Engineering, Vol. 10 (2007), no.

1, 45-63.

1004 Hari, A., Shoval, S. and Kasser, J. E., "Conceptual Design to

Cost: A new systems engineering tool", proceedings of the 18th

International Symposium of the INCOSE, Utrecht, Holland, 2008.

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1005 [Kasser, 2013a] Kasser, J. E.,A Framework for Understanding

Systems Engineering, Createspace, 2013, Chapter 4: systems

engineering the excellence paradigm.

Exercise Introduction of innovative teaching methods into Hypothetical

University. Hypothetical University currently teaches systems

engineering mostly using lectures in face to face classes.Hypothetical University has awarded Prof J with the Faculty of

Engineering (FoE) 2008/9 innovative teaching award. FoE wishes

to encourage other professors to use many of Prof Js innovations.

FoE has professors and students from both Eastern and Western

cultures

Against this background, students are to use the system thinking

perspectives and active brainstorming to identify at least two

options for the FoE to use to implement the cultural change. The

focus should be on Operational, Functional and Generic. The ideas

and recommendations must be supported with citations from the

literature.

2.11Mo ving to market

Objectives 1. To understand ways of choosing which innovations to back and

bring to market.

2. To understand funnels and stage gate systems.

3. To understand economics of product cash flows and returns.

4. To learn to perform rough cut business evaluation of opportunities.

Knowledge Costs

Innovation funnels and stage gates

Economics of cash flows and budgets

Evaluating innovations

Bundling technology

Entering the market

Configuration management

Quality

Skills Time management, systems thinking, critical thinking

Exercise Critical thinking about Apple vs. IBM PC microcomputers

Readings [HBSCP, 2003] Chapter 5

[Paul and Elder, 2006] Chapters 7 and 8.

Team research into Apple and IBM PC microcomputers

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2.12Knowledge management

Purpose 1. To understand the importance of knowledge management

2. To understand ways of performing knowledge management

3. To understand the latency of technology and certain types of

knowledge

Knowledge Learning organizations

Lifelong learning

Latency of technology and certain types of knowledge

Organization of knowledge

Storing and retrieving knowledge

Readings None

Practical Data storage team discussion

2.13Project presentat ions

Objectives 1. To present projects developed by student teams including a critical

thinking component.

Knowledge Presentation, critical thinking

Skills Presentation

Exercise None

Readings [Paul and Elder, 2006] Chapters 9 and 10.

2.14Module summary and closeout

Objectives 1. To summarize and closeout the module.

Knowledge Review of module

Skills Listening, critical thinking

Exercise None

Readings none

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3 Assessments

There will be no final examination. Assessment will be based on team in-class

presentations and an individual written assignment. The student grade will be awarded

as shown in Table 1.

Table 1 Grade allocation

Item Allocation Percentage

Weekly knowledge presentations Team 20%

Session 13 Project presentation Team 20%

Individual written assignment Individual 60%

3.1 Team presen tat ions

Students will make two types of presentations in class.

3.1.1 Project presentation

Students will develop and describe a potential innovation as a team. The presentation

in Session 13 should contain an overview of the plan to create and bring the

innovation to market.

From Session 7 onwards, the students are expected to work on the presentations in the

week following the class and make the presentation in the following session. For

example, the presentation for the exercise in Session 3 will be made in Session 4. This

gives students time to research and incorporate materials from the readings and

external sources into the presentations.

3.1.2 Knowledge presentations

The knowledge presentation is in two parts

The DVD (individual) and

The knowledge readings (team).

The team leader shall be a different person in each session to balance to workload and

provide an opportunity for each member to experience the troubles and joys of team

leadership.

3.1.2.1 Readings Knowledge presentations

This module employs active learning and knowledge readings described in reading0003 [Kasser, 2013c]. Each team is to prepare to present a weekly knowledge

presentation. For each text book and supplementary reading, the requirements for the

knowledge readings have evolved to the following:

1. Summarize content of reading (

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6. Compare content with other readings and external knowledge.

7. State why you think the reading was assigned to the session.

8. Summarize lessons learned from the session and indicate source of learning; e.g.

readings, exercise, experience, etc. (

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3.3.1 Rules for the individual assignment

1. Individual assignments are to demonstrate the students mastery of holistic

thinking and problem solving as well as knowledge of the subject matter.

2. Students may choose a topic of their own providing the topic has equivalent

complexity to those listed below.

3. Student chosen topics must be original and unique to this module. Re-use of

previous or parallel assignments is not allowed.

4. Students must choose the topic within the time limit set by the instructor.

5. Choice is to be made via a one-page written summary proposal emailed to the

instructor.

6. Students are expected to use a grammar and style checker on their manuscript.

7. Assignments turned in late without prior written permission from the instructor

granted before the deadline will incur a grade penalty of 25% for each 24 hours

the assignment is late.

8. Plagiarism will result in a grade of 0%.

9. Assignments shall be written in English.

10. Students are expected to use a Word Processor; handwritten assignment

manuscripts will not be accepted.

3.3.2 Assignment topics

1. Lessons learned from a comparison of the rate of change in cost and functionality

of the motor car in the early 20th

century with those of the digital computer in the

late 20th

century.

2. The relationship between holistic thinking and innovation.

3. Lessons learned from the unintended consequences of at least five different

innovations in technology.

4. The military as a driver for innovation, offence or defence?

5. A comparison of the rate of change of technology in the 20th

century with the rate

of change of technology in the 19th

century.

6. The effect of paradigm shifts in weapons technologyshort and long term.

7. Bringing innovation into the university learning environment; past, present and

future.

8. Socio-technical innovative trends affecting society today and their possible

results.

9. The transformation from an industrial age to an innovation age.

10. A comparison between the innovations of three major inventors. Student is to

choose at least one of Thomas Edison, Henry Ford and Leonardo da Vinci and at

least one other inventor of equivalent stature of the students choice (with prior

approval by instructor). This topic may be chosen by more than one student

providing different inventors are selected.

11. Inventors and innovators, lessons learned from a comparison of their interactionwith society. Student must use at least three historical or living different people in

different areas of expertise as examples.

12. Lessons learned from case studies on the effect (or lack thereof) of innovation in

at least five corporations.

13. Systems thinking, systems engineering, project management and design, how and

why they overlap.

14. To what degree did at least three major innovative engineering projects in history

suffer from cost and schedule overruns and why.

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15. Other, students choice. Written prior approval by instructor needed.

Students may choose to use parts of their in-class exercises for parts of their

individual assignments. However, those parts will not count towards the grade.

3.3.3 Format of YOUR individual assignment

1. Assignments shall be written in English in Word format, file name to beStudentID_studentlastname.doc.

2. In-text citations shall be in the format (author, date, and page number (if from a

book)). See supplementary readings for example of how citations are used.

3. Demonstrate understanding by applying knowledge; see reading 0502 for example

in RAFBADS for applying the HTPs. You are supposed to apply the HTPs to at

least 3 items, and then perform a comparison. You are also expected to apply

knowledge from the remaining sessions. Use active brainstorming to identify the

knowledge to apply.

4. Use the enclosed check list in future assignment proposals. Replace Item

heading with your topic.

Session Knowledge Item A Item B Item C Comparison

Session 2

Session 3 HTPs

Session 4

Session 5

Session 6

Session 7

Session 8

Session 9

Session 10

Session 11

Session 12

Session 13

If you cant put any information in more cells than are blank, find another topic, or do

more research.

3.4 Grad ing Cr it er ia

The grading criteria are set to demonstrate an understanding of knowledge concepts

based on a demonstration of deep learning [Biggs, 1999 - moved to education library]

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and the application of critical thinking [Wolcott and Gray, 2003, Paul and Elder,

2006]. Students taking the module for credit towards a postgraduate degree should

achieve a B or better. Grades will be awarded according to the criteria shown in Table

2Error! Reference source not found..

Table 2 Grading criteria

Grade Understanding Demonstrated

A+ Student is able to reflect on what they have learnt and demonstrates the ability to

generate novel, quality insights for the problems assigned. The student is able to

conceptualise at a level extending beyond what has been covered in the

module/session materials.

A/A- Student has mastered a functional understanding of the knowledge derived from

the module/session and substantial additional reading. Student demonstrates the

ability to integrate the concepts presented and to uncover useful insights.

B+/B Student demonstrates a clear understanding of how and when to apply the

knowledge and can explain, analyse, and solve issues using the concepts

presented in the module/session together with some external extensions from their

own reading.

B- Student is able to apply the content from the module/session within the

conceptual framework presented. Work demonstrates a solid, procedural level of

understanding of principles and practice.

C Student knows the terminology and can apply the knowledge to solve a problem

but the work is shallow, mechanistic and lacks insight.

4 References

J. Biggs, Teaching for Quality Learning in University, Society for Research into

Higher Education and Open University Press, 1999 - moved to education

library.

HBSCP,Managing Creativity and Innovation, Harvard Business School Publishing

Corporation, 2003.

J. E. Kasser, "Ethics in Systems Engineering", proceedings of NCOSE 5th

International Symposium, St. Louis, MO, 1995.

J. E. Kasser,A Framework for Understanding Systems Engineering (2nd Edition),

CreateSpace Ltd., 2013a.J. E. Kasser,Holistic Thinking: creating innovative solutions to complex problems,

Createspace Ltd., 2013b.

J. E. Kasser, "Introducing knowledge readings: Systems engineering the pedagogy

for effective learning", Vol. (2013c).

R. Paul and L. Elder, Critical Thinking. Learn the tools the best thinkers use. Concise

Edition, Pearson Prentice Hall, Upper Saddle River, NJ, 2006.

S. K. Wolcott and C. J. Gray, Assessing and Developing Critical Thinking Skills,

2003,

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MT5014