SSME Curriculum Develop: SSME Curriculum Develop: A Project-Based Learning ApproachA Project-Based Learning Approach

Paul B. ColemanPaul B. Coleman

Director of MBADirector of MBA

Professor of Business and Computer Professor of Business and Computer ScienceSciencehttp://www.neumont.edu/about-university/faculty-bios/faculty-coleman-paul.html

““Most sought after” Most sought after” means being able to lead means being able to lead an enterprise in the production of technology an enterprise in the production of technology induced competitive advantage.induced competitive advantage.

Neumont University educates the Neumont University educates the most sought after informaticsmost sought after informatics professionals in the world. professionals in the world.

AgendaAgenda

• Demand DeterminantsDemand Determinants– SSMESSME– Labor Market SurveysLabor Market Surveys

• The Neumont Student ExperienceThe Neumont Student Experience– What students learnWhat students learn– How students learn itHow students learn it

• The End GameThe End Game

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Demand Determinants: SSMEDemand Determinants: SSME

• What is SSME?What is SSME?Service Science, Management and Engineering (SSME) is a new multi-Service Science, Management and Engineering (SSME) is a new multi-

disciplinary research and academic effort that integrates aspects of disciplinary research and academic effort that integrates aspects of established fields such as: established fields such as: – Computer ScienceComputer Science– Operations research & EngineeringOperations research & Engineering– Management and LeadershipManagement and Leadership– Business StrategyBusiness Strategy– Social and Cognitive SciencesSocial and Cognitive Sciences– Legal and Ethics SciencesLegal and Ethics Sciences[12][12]..

• Consider in 1999: Consider in 1999: 1.1. Global trade in currencies: $288 trillionGlobal trade in currencies: $288 trillion[26][26] 2.2. Global trade in goods and services: $8 trillionGlobal trade in goods and services: $8 trillion[26][26]

• Our currencies are valued by global supply and demand.Our currencies are valued by global supply and demand.• In the absence of supply side fluctuations, our currencies’ In the absence of supply side fluctuations, our currencies’

attractiveness is related to aggregate trade performance in goods and attractiveness is related to aggregate trade performance in goods and services and the transparency of financial reporting.services and the transparency of financial reporting.

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Demand Determinants: SSME Demand Determinants: SSME continuedcontinued

• For the purposes of this presentation and as a starting For the purposes of this presentation and as a starting point:point:– Service Service = A Predictable and Repeatable Positive Emotional Response — = A Predictable and Repeatable Positive Emotional Response —

one must serve, the other must receive.one must serve, the other must receive.

– Service Science is really about franchising an emotional experience, Service Science is really about franchising an emotional experience, regardless of the actual medium of exchange—whether product or service.regardless of the actual medium of exchange—whether product or service.

– Every business process crosses into Service Science when a customer’s Every business process crosses into Service Science when a customer’s emotional assessment of an exchange transaction is present.emotional assessment of an exchange transaction is present.

– Customer loyalty is born from the intersection of the degree of predictability Customer loyalty is born from the intersection of the degree of predictability within the customer and the flawless repeatability by the firm of positive within the customer and the flawless repeatability by the firm of positive emotional responses from customers.emotional responses from customers.

– The intensity of positive emotional responses within customers is a The intensity of positive emotional responses within customers is a predictor of recurrent transactions (forecasting). Stated in the reverse, given predictor of recurrent transactions (forecasting). Stated in the reverse, given a choice between service providers, the negative emotional experience a choice between service providers, the negative emotional experience factor is the strongest predictor that customers will not return.factor is the strongest predictor that customers will not return.

– It is cheaper to maintain existing customers than to attract new ones. It is cheaper to maintain existing customers than to attract new ones.

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Demand Determinants: Labor MarketDemand Determinants: Labor Market

Employers want Employers want professionals who:professionals who:

1.1. Work effectively with others in teamsWork effectively with others in teams2.2. Communicate effectively (oral and written)Communicate effectively (oral and written)3.3. Understand the business environmentUnderstand the business environment4.4. Personify incumbency and proven performance Personify incumbency and proven performance

on real projectson real projects5.5. Are emotionally, socially, and culturally adeptAre emotionally, socially, and culturally adept

6.6. ……have the relevant technical skillshave the relevant technical skills

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Labor Market InsightsLabor Market Insights

Global Knowledge 2007 Salary SurveyGlobal Knowledge 2007 Salary Survey::

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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

Source: http://images.globalknowledge.com/wwwimages/pdfs/2007_SalaryReport.pdf Retrieved November 27, 2007.

The Neumont Student ExperienceThe Neumont Student Experience

• What students learnWhat students learn• TechnologiesTechnologies• IT TheoryIT Theory• Soft SkillsSoft Skills

• How students learn itHow students learn it• Critically Reflexive PraxisCritically Reflexive Praxis• TeachingTeaching• Project-Based Learning (PBL)Project-Based Learning (PBL)• Double & Triple Loop LearningDouble & Triple Loop Learning[26]

increasingincreasingdifficultydifficulty

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Major Tools Major Tools &&

PlatformsPlatforms

Languages Languages

& & StandardsStandards

Architectural FrameworksArchitectural Frameworks

Eclipse IDEsEclipse IDEs

Netbeans/GlassfishNetbeans/Glassfish

Microsoft Visual StudioMicrosoft Visual Studio

WBM/WID/RAD/RSAWBM/WID/RAD/RSA

.NET Framework.NET Framework

Wintel, Win64/SPARCWintel, Win64/SPARC

LinuxLinux

z/OS, i5/OS, AIXz/OS, i5/OS, AIX

Java EE, SE, MEJava EE, SE, ME

C#, ASP.NETC#, ASP.NET

XMLXML

SQLSQL

ORM/UMLORM/UML

SOAP/WSDLSOAP/WSDL

BPMN/BPELBPMN/BPEL

ITIL/CMM/SMMITIL/CMM/SMM

CRM/DSS/MISCRM/DSS/MIS

Stand-alone/DesktopStand-alone/Desktop

Client/ServerClient/Server

HostedHosted

MobileMobile

Web & Web 2.0 ApplicationsWeb & Web 2.0 Applications

Clusters/Fault ToleranceClusters/Fault Tolerance

Web Services & SOAWeb Services & SOA

Integration (EAI/On Demand)Integration (EAI/On Demand)

Managed Data PersistenceManaged Data Persistence

Technology skills are Technology skills are the easiest to teach the easiest to teach

and master but are theand master but are thelast demand determinant.last demand determinant.

What Students Learn - TechnologiesWhat Students Learn - Technologies

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CurriculumCurriculum Frameworks like IBM’s IT Service Curriculum (ITSC):Frameworks like IBM’s IT Service Curriculum (ITSC):http://www-304.ibm.com/jct09002c/university/scholars/skills/ssme/resources.html

Load

What Students Learn – IT TheoryWhat Students Learn – IT Theory

• Open Standards Open Standards • Systems ArchitectureSystems Architecture• Conceptual ModelingConceptual Modeling• Business RulesBusiness Rules• Software MethodologiesSoftware Methodologies• Algorithms and Data StructuresAlgorithms and Data Structures• Systems Usage and ProductivitySystems Usage and Productivity• System AdministrationSystem Administration• Security ProtocolsSecurity Protocols

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What Students Learn – Soft SkillsWhat Students Learn – Soft Skills

• LeadershipLeadership• ManagementManagement• Self AwarenessSelf Awareness• Emotional, Social, and Cultural IntelligenceEmotional, Social, and Cultural Intelligence• Ethics and Corporate GovernanceEthics and Corporate Governance• Business IntelligenceBusiness Intelligence• Life-long LearningLife-long Learning

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Learning Soft SkillsLearning Soft Skills

• Leadership is about coping with change, Leadership is about coping with change, management is about coping with complexitymanagement is about coping with complexity [15][15]..– Zenger & FolkmanZenger & Folkman[23][23]

• 24 extraordinary leadership essentials (n=25000)24 extraordinary leadership essentials (n=25000)• 3434thth percentile poor to good percentile poor to good• 9090thth percentile good to extraordinary (189% more profit) percentile good to extraordinary (189% more profit)

– The Trust ImperativeThe Trust Imperative– Transformation (managed change)Transformation (managed change)

• Lewin’s Field Theory in Social ScienceLewin’s Field Theory in Social Science [16][16]

• Conflict: Motivating Change vs. Stopping Resistance Conflict: Motivating Change vs. Stopping Resistance

– ScheduleSchedule– Measurement (Strategic Alignment—Balanced Scorecard)Measurement (Strategic Alignment—Balanced Scorecard)

• Self-Awareness assessmentsSelf-Awareness assessments [21][21]..

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Learning Soft SkillsLearning Soft Skills

• ““Educate people without religion and you make them but Educate people without religion and you make them but clever devils.” clever devils.” ~ Duke of Wellington Arthur Wellesley ~~ Duke of Wellington Arthur Wellesley ~

• Montagliani and GiacaloneMontagliani and Giacalone[17][17] concluded between 16% and concluded between 16% and 40% of expatriates assigned to foreign locations fail...40% of expatriates assigned to foreign locations fail...

• Casciaro and Lobo’sCasciaro and Lobo’s[24] [24] HBR article: HBR article: Competent Jerks, Competent Jerks, Lovable fools and the Formation of Social NetworksLovable fools and the Formation of Social Networks..

• Emotional, Social, and Cultural Intelligence (Rightness)Emotional, Social, and Cultural Intelligence (Rightness)– Goleman’s Emotional Workplace & Social Intelligence Goleman’s Emotional Workplace & Social Intelligence [4][8][4][8]

– Warner’s Self-Deception, Social Betrayal, & Collusion Warner’s Self-Deception, Social Betrayal, & Collusion [1][2][22][1][2][22]

– Hofstede’s Cultural Dimensions Hofstede’s Cultural Dimensions [10][11][14][10][11][14] • Power Distance Index (PDI)• Individualism (IDV) versus Collectivism• Masculinity (MAS) versus Femininity• Uncertainty Avoidance Index (UAI)• Long-Term Orientation (LTO) versus Short-term Orientation

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Whom would you choose?

Competent Jerkmostly avoided

Lovable Stardesperately wanted

Incompetent Jerkdesperately avoided

Lovable Foolmildly wanted

CompetenceCompetence

lowlow LikeabilityLikeability highhigh

highhigh

lowlow[Casciaro and Lobo, 2005, p. 94, reference 24]

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Learning Soft SkillsLearning Soft Skills

• Ethics and Corporate GovernanceEthics and Corporate Governance– AccountabilityAccountability– TransparencyTransparency– Do no harmDo no harm

• Business IntelligenceBusiness Intelligence– The economics of supply, demand, price, & scarcityThe economics of supply, demand, price, & scarcity– Capital structure and investment fundingCapital structure and investment funding– Financial valuation, e.g., NPV & IRRFinancial valuation, e.g., NPV & IRR– Organizational BehaviorOrganizational Behavior

• Tolerance for Ambiguity• Locus of Control[18]

• The Abilene Paradox[9]

• Life-long Learning: “Nearly all projects in the first five Life-long Learning: “Nearly all projects in the first five years after you graduate will require technology you do years after you graduate will require technology you do not currently know”.not currently know”.

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Project-Based Learning (PBL)Project-Based Learning (PBL)[3][6][7][3][6][7]

• Higher congruency with Higher congruency with workplace needsworkplace needs

• More sophisticated skill set and More sophisticated skill set and knowledge of subject matterknowledge of subject matter

• Enhanced problem-solving and Enhanced problem-solving and critical thinking skillscritical thinking skills

• Better-developed collaborative Better-developed collaborative and leadership skillsand leadership skills

• Greater student interest, Greater student interest, motivation, and empowermentmotivation, and empowerment

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Praxis and TeachingPraxis and Teaching

• Praxis: “Praxis: “explanations are valued when they help explanations are valued when they help people really understand the world and to take people really understand the world and to take action that changes it”action that changes it” [19][19]..

• PraxisPraxis: “the need for self-conscious and ethical : “the need for self-conscious and ethical action based on a critical questioning of past action based on a critical questioning of past actions and of future possibilities”actions and of future possibilities” [5][13][5][13]..

• Critical ReflexivityCritical Reflexivity: “examining critically the : “examining critically the assumptions underlying our actions, the impact of assumptions underlying our actions, the impact of those actions, and from a broader perspective, those actions, and from a broader perspective, what passes as good practice”what passes as good practice” [13][13]. .

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Double and Triple Loop LearningDouble and Triple Loop Learning[26, p. 56]

• (1) (1) Single-loop learningSingle-loop learning. Such instrumental learning consists of . Such instrumental learning consists of becoming better at doing what you can already do. Thus the becoming better at doing what you can already do. Thus the actions involved that exist in this context must be of identifiable actions involved that exist in this context must be of identifiable types.types.

• (2) (2) Double-loop learningDouble-loop learning. This is learning that results in a . This is learning that results in a change in the values of the theory-in-use, as well as in its change in the values of the theory-in-use, as well as in its strategies and assumptions. This means that the individual strategies and assumptions. This means that the individual involved is aware and can then take the context into involved is aware and can then take the context into consideration in the learning process.consideration in the learning process.

• (3) (3) Triple-loop learningTriple-loop learning. In this situation is it impossible to learn . In this situation is it impossible to learn in the given context. Thus the individual involved has to break in the given context. Thus the individual involved has to break out of, and completely change, the context. This means creating out of, and completely change, the context. This means creating or accepting new values in the theory in-use as well as new or accepting new values in the theory in-use as well as new strategies in the learning process.strategies in the learning process.

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Praxis and TeachingPraxis and Teaching

Neumont University: Projects + Labs = 70%Neumont University: Projects + Labs = 70%

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The Development FormulaThe Development Formula

KnowledgeKnowledge + + Critically Reflexive PraxisCritically Reflexive Praxis + +

TeachingTeaching = =

Competent professionals who can critically Competent professionals who can critically assess and adopt new technologies based on assess and adopt new technologies based on business context and need!business context and need!

In other words…In other words… Versatile Horizontal ThinkersVersatile Horizontal Thinkers

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The Curriculum MatrixThe Curriculum Matrix

FoundationalFoundational InternalInternal EnterpriseEnterprise

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Role Specialization/TracksRole Specialization/Tracks

• Starting roles:Starting roles:– SSME VersatilistSSME Versatilist[20][20] (3 courses over 3 quarters)(3 courses over 3 quarters)– Project ManagerProject Manager– ArchitectArchitect– Quality AssuranceQuality Assurance– Technical Specialist (e.g., developer, DB, other)Technical Specialist (e.g., developer, DB, other)

• Supported through:Supported through:– EnculturationEnculturation– ElectivesElectives– Project contextProject context– Career counselingCareer counseling

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Assessing Maturity

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Assessing Maturity

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The Faculty ImperativeThe Faculty Imperative

• It is better to leave a student in a den of hungry It is better to leave a student in a den of hungry wolves than to leave them in the hands of a poor wolves than to leave them in the hands of a poor teacher.teacher.

• In order to create In order to create SSME VersatilistsSSME Versatilists, educators , educators must first be versatile—yet they must also be must first be versatile—yet they must also be willing to learn along side their students.willing to learn along side their students.

• SSME Versatilists are born when a student SSME Versatilists are born when a student awakens and enlightens the teacher within.awakens and enlightens the teacher within.

• Adult learners perform better when they are given Adult learners perform better when they are given freedom to define and pursue their own learning freedom to define and pursue their own learning objectives.objectives.

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The End GameThe End Game

When Neumont students graduate, they have:When Neumont students graduate, they have:

• Knowledge and skillsKnowledge and skills– Self-AwarenessSelf-Awareness– Basis for acquiring emotional, social, and cultural intelligenceBasis for acquiring emotional, social, and cultural intelligence– Knowledge of theory and practiceKnowledge of theory and practice– Modern technologiesModern technologies– Communication skillsCommunication skills– Leadership praxisLeadership praxis– Collaboration skillsCollaboration skills– Business acumen Business acumen

• Real enterprise project incumbency Real enterprise project incumbency • Relationships with employersRelationships with employers• CertificationsCertifications

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Paul B. ColemanPaul B. Coleman

paul.coleman@neumont.edupaul.coleman@neumont.edu

001 1 (801) 302-2848001 1 (801) 302-2848

IBM ITSC Contact:IBM ITSC Contact:

Paul KontogiorgisPaul Kontogiorgis

SSME AmbassadorSSME Ambassador

IT Services Curriculum Program DirectorIT Services Curriculum Program Director

IBM Almaden Research CenterIBM Almaden Research Center

773-290-2745773-290-2745

email: paulkont@us.ibm.com email: paulkont@us.ibm.com

ReferencesReferences

1. Arbinger Institute. 2000. Leadership and self-deception. San Francisco: Berrett Koehler Publishers.

2. Arbinger Institute. 2006. The anatomy of peace. San Francisco: Berrett Koehler Publishers.

3. Buck Institute for Education. 2003. Project based learning handbook (2nd ed.). Hong Kong: QuinnEssentials Books and Printing. See also: http://www.bie.org/index.php/site/PBL/pbl_handbook/intro.php

4. Cherniss, C., & Goleman, D. 2001. The Emotionally Intelligent Workplace. San Fransisco: Jossey-Bass.

5. Cunliffe. A. L. 2004, August. On becoming a critically reflexive practitioner. Journal of Management Education, 28(4), p. 407.

6. Duch, B. 2006. Problem based learning. University of Delaware. Retrieved November 16, 2007 from http://www.udel.edu/pbl/

7. Edutopia. 2007. Teaching modules: Project based learning. Retrieved November 16, 2007 from http://www.edutopia.org/teachingmodules/PBL/index.php

8. Goleman, D. 2007. Social intelligence: The new science of human relationships. New York, NY: Bantam Dell Publishing Group.

9. Harvey, J. B. 1988. The Abilene Paradox and Other Meditations on Management. San Francisco: Jossey-Bass Publishers.

10. Hofstede, G. & Hofstede, G. J. 2005. Cultures and organizations: Software of the mind (2nd ed.). New York: McGraw-Hill.

11. Hofstede, G. 2001. Culture’s consequences (2nd ed.). Thousand Oaks: Sage Publications.

12. 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

13. Jun, J. S. 1994. Philosophy of administration. Seol, Korea: Daeyoung Moonhwa International.

14. 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

References continued…References continued…

15. Kotter, J. P. 1990, May/June. What Leaders Really Do. Harvard Business Review, 68(3).

16. Lewin, K. 1936/1977. Field Theory in Social Science. American Psychological Society.

17. Montagliani, A. & Giacalone, R. A. 1998, October. Impression management and cross-cultural adoption. Journal of Social Psychology, 138(5), 598.

18. 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.

19. Neuman, W. L. 2003. Social research methods (5th ed.). Upper Saddle River, NJ: Prentice Hall.

20. 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

21. Robbins, S. P. 2001. The Self-Assessment Library: Insight into Your Skills, Abilities and Interests (Version 1.0) [Computer Software]. Prentice Hall Business Publishing.

22. 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.

23. Zenger, J. H., & Folkman J. 2002. The extraordinary leader: turning good managers into great leaders. New York, McGraw Hill.

24. 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.

25. Yergin, D. & Stanislaw. 2003. The commanding heights: episode three: the new rules of the game. WGBH: PBS. Retrieved November 20th, 2007 from http://www.pbs.org/wgbh/commandingheights

26. Jensen, P. E. 2005. A contextual theory of learning and the learning organization. Knowledge and Process Management,12(1), p. 53–64.