SEA-ECE 4171 Engineering Management Course Guide PDF

MODULE IN ENGINEERING MANAGEMENT (ECE) ECE 4171 INDUSTRIAL ENGINEERING DEPARTMENT...

MODULE IN ENGINEERING MANAGEMENT (ECE) ECE 4171 INDUSTRIAL ENGINEERING DEPARTMENT SCHOOL OF ENGINEERING AND ARCHITECTURE Propertyofofand Property andfor forthe theexclusive exclusive use of of SLU. SLU.Reproduction, Reproduction,storing storingin in a retrieval system, a retrieval distributing, system, uploading distributing, or posting uploading online, or posting or transmitting online, in any in or transmitting form anyorform or by any 1 by any means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited. means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.  ECE 4171 COURSE LEARNING OUTCOMES At the end of the module, you should be able to: 1. Identify and explain different management philosophies and moral frameworks, managerial roles and functions, and the basic management functions needed in the managerial decision-making process. 2. Learn the different planning and organizing activities that contribute to an organization’s competitiveness. ENGINEERING 3. Learn the principles of Leading and MANAGEMENT Controlling as functions of management. 4. Explain the role of an engineer in managing product and service operations, as well as in marketing and finance functions. TABLE OF CONTENTS Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any 2 means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.  Contents Page Title Page 1 Course Learning Outcomes 2 Course Overview 4 Course Guide 5 Course Study Guide 6 Course Study Schedule 9 Course References 13 Facilitator Contact Details 15 MODULE 1 16 MODULE 2 UNIT 1 21 MODULE 2 UNIT 2 33 MODULE 2 UNIT 3 41 MODULE 2 UNIT 4 48 MODULE 3 58 MODULE 4 66 A. ACTIVITIES & EXAMS 72 Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any 3 means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.  COURSE INTRODUCTION This 3-unit course was developed for the engineers to gain insights regarding the importance of engineers in managing an organization. The students’ decision making and critical thinking skills will be honed as they encounter different situations and answer case studies concerning the different functions of management. The course : Engineering Management prepares you, as a future engineer, to demonstrate all the intended learning outcomes of the 3-unit course as per the Commission on Higher Education (CHED) Memorandum Order (CMO) 101 series of 2017, otherwise known as the Policies, Standards, and Guidelines. Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any 4 means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.  COURSE GUIDE A. Module and Unit Topics To ensure that you will demonstrate the above cited course learning outcome at the end of the semester, this course designed to be delivered in 54 contact hours was structured into three modules. Each module contains several units with its own topic learning outcomes and topic outline. Each unit contains activities designed using the 5E constructivist model of learning, developed by Rodger Bybee, that encourages students to engage, explore, explain, elaborate, and evaluate their learning of topics covered therein. This means that at the end of each unit, each module, and the course as a whole, you will be assessed on your progress in attaining the course learning outcomes. Outcomes based education dictates that only when you can clearly demonstrate the course learning outcomes by the end of this course, can you be given a passing mark. The modules that form the building blocks to help you attain the course learning outcomes are as follows: MODULE 1: Introduction to Engineering Management. This module aims to allow you as a student to know the history of management and to understand, determine, compare and contrast different managerial roles and functions in relation to the engineering philosophies. MODULE 2: Functions of Management. After the discussion in Module 1, this module will focus on the different functions of management which are divided into 5 units. The first units are on describing planning as a primary function of management and what are the nature and foundation of Planning. You will be learning what are the tools for forecasting. At the end of this module, you will be given a problem set regarding the different approaches in forecasting. The unit 2 of this module will provide you an understanding on the importance of organizing and different organizational forms and structures. Learning what is the nature of organizing, technology and modern organizational structures and team, it will also focus on learning the importance of human aspect in organizing, you will be learning what are staffing technical organizations, authority, power and delegation. For unit 3 the main topic is on communicating, what is communication, and how to communicate your ideas. In Unit 4 you will be learn to describe the nature of leadership and its significance to organizations. Understanding leadership, leadership styles and the different kinds of motivational theories that can be applied to leading and motivating technical professionals. And lastly for unit 5 of this module, it will provide an understanding of how managers control in an organization. Learning what are the process control, financial controls and human resource controls. Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any 5 means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.  MODULE 3: Managing Product and Service Production. In this module you will learn what are the nature of Product and service operations. Managing product and service operations by understanding quality, quality costs and the 7 quality tools. MODULE 4: Managing Marking Function. This last module will allow you to understand and to know the position of engineers in the industrial production processes, decisions in manufacturing facilities and his role in using production planning tools and methods in production planning and control. Learning what are the Engineering involvement in marking industrial products, the after sales service and what are the part of Engineering in service organizations. COURSE STUDY GUIDE Finishing this course successfully relies heavily on your self-discipline and time management skills. The course modules were prepared for you to learn diligently, intelligently, and independently. Keeping yourself motivated to follow the schedules specified in the learning plan, maintaining excellence in the expected student outputs, and mastering the different technologies and procedures required in the delivery and feedback for this course, will instill in you important qualities you will need in the future as an engineer practicing your profession. The following course guides and house rules are designed for you to practice decorum consistent with standards expected within a formal academic environment. These guides shall lay the groundwork for consistency, coherence, cooperation, and clear communication among learners and instructors throughout the conduct of this course: 1. MANAGE YOUR MINUTES. Create a study routine and stick to it. Keep requirement deadlines and study schedules always in mind by providing visual cues posted in your place of study or listed in your reminders (electronically, online, or on paper). Remember that there are other daily activities that take up your time, not to mention other courses you may be concurrently taking. Choose a time of day when you are most likely to maximize learning. Communicate your schedule to other members of your household so they could help you keep it. It would also help to prepare a dedicated space in your residence conducive for learning. 2. MIND YOUR MANNERS. Treat the distance learning environment as an academic space not too different from a physical classroom. Do not do in the distance learning environment, acts you would not normally do in a face-to- face classroom set up. Avoid asking questions that have already been answered in the lessons or in the instructions previously discussed or provided. Acts like these will reflect your poor focus and uninspired preparation for this course. Practice Electronic Conversation Etiquette in group chats, open forums, and similar electronic venues. a. Use appropriate language and tone, correct grammar and spelling, and complete sentences acceptable in an academic forum. Avoid Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any 6 means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.  text-speak, slang, all caps, and other informal expressions in your posts. b. Express your opinions politely and do not dominate the conversation. c. Avoid lengthy as well as offensive posts by sticking to the topic of the discussion. d. Take time to understand the salient points of the discussion, and provide a meaningful and well-thought response to the posts of other participants. e. For a live meeting or video/voice conferencing set-up, mute your microphone when you are not speaking to keep the focus on the main speaker. 3. MASTER THE MEDIUM. The distance learning courses will be delivered making use of the institutional Google Suite account of Saint Louis University. It would be worthwhile on your part to devote some time and effort to learn the applications you will need to access your course materials, interact with me and your classmates, and submit course requirements. Applications of note are Google Classroom, Google Drive, and Google Meet. There are also available alternatives to Microsoft Office tools you might want to explore. Certain requirements will require you to take a video on your smart phone, save it, and submit it electronically. Work on this skill as well. If you are offline, identify the most convenient means for express mail correspondence and inform me as early as possible so we can make the necessary arrangements ahead of time. 4. MAKE MASTERPIECES. Go beyond minimum requirements. The course learning outcomes will serve as a guide to the minimum expected competencies you are to acquire at the end of this course. It does not limit you from performing beyond it. Keep in mind that the quality of your work reflects the amount of thought and care you put into the process of completing it. It provides a very tangible measure of how much of the competencies you have developed and fully obtained throughout this course. 5. CONNECT CONSTANTLY. There are more than sufficient online and offline modes to ensure that you are well informed and provided on time with the needed learning materials, instructions, requirements, and feedback either from me or from your classmates. Exhaust all means possible to keep in touch and updated. My contact details can be found at the latter part of this document and will be made available and widely disseminated to enrollees of this course. 6. OBSERVE ORIGINALITY. Your course outputs will largely be submitted in electronic form. It is going to have a highly traceable and comparable digital footprint that can be easily checked for originality. Cite your sources properly for referenced statements you decide to use in your own work. Attribute statements by persons other than you by using terms like according to, he said/she said, and the like. 7. INSTIGATE INDEPENDENCE. You are the focus of this course. Nobody else. All assessment and evaluation tools in this course are designed to measure your competence and not anybody else’s. You may use all resources at your disposal, and ask other people for advice. In the end however, it is going to be your independent work that will be judged against the standards set for this course. The only way for you to maximize this course to your advantage is to learn as much from it as an individual. Make it count. Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any 7 means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.  8. RESPECT THE ROUTINE. There are traditionally respected routines we follow in the conduct of our everyday lives. Please be mindful of universally accepted norms of courtesy attached to regular schedules of personal and family time. Unless of utmost importance, please refrain from any form of communication between 8:30 PM and 7:30 AM every day and the whole day on Sundays and official holidays. You shall expect me to adhere to this guideline myself. This will allow us all to dedicate personal time and space to other aspects of our life and maintain a healthy work-life/study-life balance. 9. FINISH THE FIVE. To be able to help you build your own understanding from experience and new ideas, the modules in this course are designed based on the 5E Instructional Model (Engage, Explore, Explain, Elaborate, and Evaluate). The following icons will help you find some of the most critical areas in the units of the learning modules: Part of module unit that is designed to pique your interest in the topics to be discussed by accessing your prior knowledge and build up your curiosity to learn more. Part of the module unit that presents the main lesson through materials that will give you a general picture of the topics to be discussed, introducing you to new concepts and ideas. Part of the module unit that contains detailed discussions of topics and provide you the definition of the smaller pieces of the general picture you encountered in the previous stage. Part of the module unit that expounds on the ideas of the previous stage and allows you to extrapolate into a broader field or delve deeper into the finer details of the topics. Part of the module unit that gives us the opportunity to gauge your attainment of the learning outcomes using formative and evaluative assessment tools. Additional Guidelines for Offline Students: If you are a student opting for the correspondence-based learning (CBL) mode, you will be tasked to send back the accomplished requirements at given stages of the course through express mail correspondence to me, on or before April 23. Indicate on the receiver address “SLU/SEA c/o Engr. Geraldine G. Nerona, IE Department” I will provide you with the feedback on your submissions at the soonest possible time through any of the available means of communication. While waiting for my feedback of your accomplished requirements, continue doing the tasks in the succeeding units of the module. Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any 8 means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.  If needed, do not hesitate to keep in touch with me through any available means. COURSE STUDY SCHEDULE Below are details in the conduct of this course arranged in chronological order vis-à-vis the topic learning outcomes and activities designed for you to undergo the five stages of the 5E constructivist learning model. Dates TOPIC LEARNING OUTCOMES ACTIVITIES MODULE 1 Introduction to Engineering Management UNIT 1 History of Management Week 1-2 TLO 1: Compare and contrast Engage: Open Forum via different managerial roles and google meet. What is the functions in relation to the importance of management to engineering philosophies Engineers? Explore: Learning from other students’ insights about the question on engage Explain: Google meet discussion on: a. Brief history of management b. Roles and Functions of managers Elaborate: Different roles and functions of managers. Evaluate: Unit assessment on module 1(quiz via Google Classroom) Module 1 Evaluative Assessment Graded Quiz MODULE 2 Functions of Management UNIT 1 Planning and Forecasting Week 3-6 TLO 2: Describe planning as Engage: Formative assessment a function of management open forum via google meet. and the tools for forecasting Why is planning important? And what is forecasting Explore: Readings/lecture on what is the nature of planning? And different methods of forecasting Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any 9 means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.  Explain: Google meet discussion on planning and forecasting Elaborate: planning as a function of management and Problem solving in forecasting Evaluate: SWOT analysis on planning and problem set for forecasting (via google classroom) SUMMATIVE ASSESSMENT: Module 2- Unit 1: CASE on Planning, Problem set on Forecasting PRELIM EXAM Unit 2 Organizing and Staffing Week 7 TLO 3: Describe the Engage: Video Viewing about importance of organizing organizing & staffing and differentiate the Explore: Lecture/Readings organizational forms and about organizing & staffing structures. Describe the Explain: google meet importance of human discussion and notes to be aspect in organizing given via google classroom Elaborate: difference of organizational forms and structures, and importance of human aspect in organizing Evaluate: Module 2- Unit 2 (Graded Case Study) Module 2-Unit 2: Case UNIT 3 Communicating Week 8 TLO 4: Describe the Engage: Activity on importance of Communication. communicating in the Explore: Lecture/Readings workplace. Video Viewing on Communication to be given via google classroom Explain: google meet discussion Elaborate: Methods of workplace communication Evaluate: Case study on communicating (via google classroom) Week 8 Summative Assessment: Case study Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any 10 means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.  Unit 4 Leading and Motivating Week 9-10 TLO 5: Describe the nature of Engage: Open forum on good leadership and its significance leadership to organizations Explore: Different kinds of leadership styles and motivational theories Explain and Elaborate: discussion on the different kinds of leadership styles and motivational theories (Google meet and google classroom) Evaluate: Case study Week 10 Summative evaluation: Case Study Unit 5 Controlling Week 11-12 TLO 6: Describe a manager’s Engage: Open Forum about Controlling function, as well as the nature of Controlling the control systems and Explore: Procedures of processes in an organization. controlling Explain and Elaborate: Discussion on Controlling and the different kinds of process control Evaluate: Case study MIDTERM EXAM Week 12 MODULE 3 Managing Product and Service Operations Week 13-15 TLO 7: Describe the engineer’s Engage: Open Forum about role in product and service Quality. operations. Explore: What are the different 7 quality tools? Explain and Elaborate: Discussion on what is quality, quality cost and the 7 quality tools. Evaluate: Study Questions Week 15 MODULE 4 Managing the Marketing and Finance Function Week 16-17 TLO 8: Describe the Engage: Open Forum about engineering manager’s Work of Engineers on marketing involvement in managing the industries. Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any 11 means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.  marketing and finance Explore: Examples of position of functions of an organization. engineers on the production process Explain and Elaborate: position of engineer in the production processes, decisions in manufacturing facilities and his role in using production planning tools and methods in production planning and control. Evaluate: Study Questions Week 17 Case Study Week 18 Final Examination IV. Evaluation The course modules rely on formative and summative assessments to determine the progress of your learning in each module. To obtain a passing grade in this course, you must: 1. Read all course readings, power points and notes. 2. Submit all assignments/activities, case studies, Problem sets and quizzes 3. Take the Midterm Examination and Final Exam. If you are a student under the offline DL mode, accomplish all print-based and electronically saved discussion activities and requirements, and submit them on time via express mail correspondence. Formative Assessment Activities Formative assessments for this course are applied to ungraded activities that are used to monitor your learning experience and provide feedback to improve both your learning approach as well as my instructional approach. You are required to answer the pre-assessment quizzes, self-assessment activities, and reflection questions but your scores in activities will not be included in the computation of your final grade. The reflection questions are designed to help you to critically analyze the course readings for better understanding while the pre-assessment quizzes and self- assessment activities are designed as a review management tool to prepare you for the graded quizzes and examinations. Successfully answering formative activity questions and requirements will serve as prompts to tell you if you need to study further or if you may already move forward to the next unit of the module. Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any 12 means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.  The completeness of your answers to the pre-assessment quizzes, self-assessment activities, and reflection questions will still be checked and will still be part of your course completion. Hence, all pre-assessment quizzes, self-assessment activities, and reflection questions must be answered. In doing your formative assessment activities, you can always ask the help of your family and friends. The pre-assessment quizzes, self-assessment activities, and reflection questions are required so you can take it anytime within the scheduled days assigned for each module. Summative Assessment Activities The evaluative assessments are graded activities designed to determine if your acquisition of learning and performance in tests is at par with standards set at certain milestones in this course. Quizzes, Examinations, and Assignments Graded quizzes, examinations, capstone project and assignments are essential to determine whether your performance as a student is at par with standards/goals that need to be achieved in this course. The scores obtained from each of the graded activities will contribute to your final grade, the weights of which are presented in the grading system described in the succeeding sections of this text. Direct scoring can be used on straightforward requirements like short answers and multiple-choice responses, while scoring rubrics will be provided for answers that are typically lengthy and involve a more complex level of thinking on your part. V. Technological Tools To be able to accomplish all the tasks in this course, you will need a computer or a laptop with the following software applications: Word Processing, Power point presentation, and google sketch up for requirements that do not require online access. If you are a student online, access to the institutional Google Classroom will be provided through your institutional account. An invitation to join the Google Classroom will be sent to you through the SLU Student Portal and your institutional email account, so make sure to activate your institutional email account. It is equally important that you check your SLU Student Portal account at least twice a week and turn your Gmail Notifications on your mobile phone and computer. If you are a student offline, the delivery of instructions and requirements will be primarily through express mail correspondence of printed modules and saved digital content on a USB flash drive. Feedback and clarifications will be facilitated through text messaging and voice calls; hence, you need to have regular access to a cell phone. If you need to call, or you want to talk to me, send me a message first and wait for me to respond. Do not give my CP number to anybody. I will not entertain messages or calls from numbers that are not registered in my phone. Hence, use only the CP number you submitted to me. Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any 13 means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.  ASSIGNMENT GUIDE I. Output You are expected to submit all the assignments/activities, problem sets, quizzes, exams and case studies completely covering each of the units in the modules. You should also present your complete answers to each module at the end of the modules. II. Rationale Engineering Management subject is a course that requires you to do a lot of reading and doing problem set and mini case problems. Devoting time in reading and making of the project which is in the module. Activities will help you practice your decision making, reasoning and writing skills. As a future engineer, keen understanding of these kinds of detail will develop in you a solid foundation in the applications in science and engineering fields. III. Materials The assignment is available online in the Google Class materials. You may consult all your reference materials and notes while answering your case studies. You will also need clean sheets of short bond paper, pencils, ballpoint pens, and you will be needing Laptop with Microsoft Word to encode other activities that is in the module. IV. Specific Guidelines Click on the link which states the specific area in which you are going to send your activities. Which is specified in the modules. Read all the instructions carefully before starting any of the activities. Answer activities on clean bond paper, for offline submission. For the online submission of activities take a photo of your activities or scan the activities then save as PDF. Please take note. Include your Names, ID no. Course & Yr. and data in each activity that you are going to submit. V. Evaluation Tool Your answers are being evaluated using the essay or the case study rubric, which can be seen on your google classroom. Course References A. Main Reference Morse, et.al.Managing Engineering and Technology.6th Edition.Pearson Education B. Books Coulter & Robbins.Management.11th edition.Pearson Education. Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any 14 means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.  Grading system Midterm Grade CS: Case Studies/problem set & quiz = 70 % Examination = 30 % Total = 100% Tentative Final Grade (TFG) CS Case Studies and Assignments = 70 % Examination = 30 % Case Study and Written Communication Criteria Outstanding (4) Satisfactory (3) Needs Improvement (2) Unsatisfactory (1) Score Content & -Content is comprehensive, -Content is accurate and -Content is not -Content is incomplete. Development accurate, and persuasive. persuasive. comprehensive/ -Major points are not clear. -Major points are stated -Major points are stated. persuasive. -Specific examples are not clearly and are well -Responses are adequate -Major points are used. supported. and address topic. addressed, but nor well -Responses are excellent, -Content is clear. supported. timely and address topic. -Specific examples are -Responses are inadequate -Content is clear. used. or do not address the topic. -Specific examples are -Specific examples do not used. support the topic. Organization -Structure of the essay is -Structure is mostly clear -Structure of essay is not -Organization and structure & Structure clear and easy to follow. and easy to follow. easy to follow. detract from the message. -Transitions are logical and -Transitions are present. -Transitions need -Writing is disjointed and maintain the flow of -Conclusion is logical. improvement. lacks transition of thoughts. thought throughout the -Conclusion is missing, or if essay. provided, does not flow -Conclusion is logical and from the body of the essay. flows from the body of the essay. Grammar, -Rules of grammar, usage, -Rules of grammar, usage, -Paper contains few -Paper contains numerous Punctuation and punctuation are and punctuations are grammatical, punctuation, grammatical, punctuation, & Spelling followed; spelling is correct. followed with minor errors; and spelling errors. and spelling errors. spelling is correct. Plagiarism 10% and below 11% - 20% 21%-40% 41%-100% Score = (Total Raw Score/16)* Total Points Total Score Total = 100% Final Grade: Midterm 50 % + TFG 50 %. = 100% Rubrics: VI. Contact Information of the Facilitator Engr. Geraldine G. Nerona Course Facilitator Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any 15 means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.  Cellphone : _09175061833 Institutional email address : [email protected] Facebook Account Name : _Geraldine Gonzaga-Nerona MODULE 1 INTRODUCTION TO ENGINEERING MANAGEMENT HISTORY OF MANAGEMENT UNIT LEARNING OUTCOMES ❖ TLO 1: Compare and contrast different managerial roles and functions in relation to the engineering philosophies HISTORICAL BACKGROUND OF ENGINEERING MANAGEMENT Early Management The Egyptian pyramids and the Great Wall of China are proof that projects of tremendous scope, employing tens of thousands of people, were completed in ancient times.1 It took more than 100,000 workers some 20 years to construct a single pyramid. Who told each worker what to do? Who ensured that there would be enough stones at the site to keep workers busy? The answer is managers. Someone had to plan what was to be done, organize people and materials to do it, make sure those workers got the work done, and impose some controls to ensure that everything was done as planned. Another example of early management can be found in the city of Venice, which was a major economic and trade center in the 1400s. The Venetians developed an early form of business enterprise and engaged in many activities common to today’s organizations. For instance, at the arsenal of Venice, warships were floated along the canals, and at each stop, materials and riggings were added to the ship.2 Sounds a lot like a car “floating” along an assembly line, doesn’t it? In addition, the Venetians used warehouse and inventory systems to keep track of materials, human resource management functions to manage the labor force (including wine breaks), and an accounting system to keep track of revenues and costs. In 1776, Adam Smith published The Wealth of Nations, in which he argued the economic advantages that organizations and society would gain from the division of labor (or job specialization) - that is, breaking down jobs into narrow and repetitive tasks. Using the pin Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any 16 means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.  industry as an example, Smith claimed that 10 individuals, each doing a specialized task, could produce about 48,000 pins a day among them. However, if each person worked alone performing each task separately, it would be quite an accomplishment to produce even 10 pins a day! Smith concluded that division of labor increased productivity by increasing each worker’s skill and dexterity, saving time lost in changing tasks, and creating labor- saving inventions and machinery. Job specialization continues to be popular. For example, think of the specialized tasks performed by members of a hospital surgery team, meal preparation tasks done by workers in restaurant kitchens, or positions played by players on a football team. Starting in the late eighteenth century when machine power was substituted for human power, a point in history known as the industrial revolution, it became more economical to manufacture goods in factories rather than at home. These large efficient factories needed someone to forecast demand, ensure that enough material was on hand to make products, assign tasks to people, direct daily activities, and so forth. That “someone” was a manager: These managers would need formal theories to guide them in running these large organizations. It wasn’t until the early 1900s, however, that the first steps toward developing such theories were taken. Scientific Management Frederick Winslow Taylor – “Father of Scientific Management” Theory of Scientific Management - Using scientific methods to define the “one best way” for a job to be done by: a. Putting the right person on the job with the correct tools and equipment b. Having a standardized method of doing the job c. Providing an economic incentive to the worker Frank and Lillian Gilbreth Focused on increasing worker productivity through the reduction of wasted motion. How Do Today’s Managers Use Scientific Management? a. Use time and motion studies to increase productivity. b. Hire the best qualified employees. c. Design incentive systems based on output. General Administrative Management Henri Fayol Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any 17 means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.  Believed that the practice of management was distinct from other organizational functions. His belief that management was an activity common to all business endeavors, government, and even the home led him to develop 14 principles of management— fundamental rules of management that could be applied to all organizational situations and taught in schools. Max Weber He developed a theory of authority structures and relations based on an ideal type of organization he called a bureaucracy—a form of organization characterized by division of labor, a clearly defined hierarchy, detailed rules and regulations, and impersonal relationships. How Do Today’s Managers Use Administrative Management? The functional view of the manager’s job can be attributed to Fayol. In addition, his 14 principles serve as a frame of reference from which many current management concepts— such as managerial authority, centralized decision making, reporting to only one boss, and so forth—have evolved. Although many characteristics of Weber’s bureaucracy are still evident in large organizations, his model isn’t as popular today as it was in the twentieth century. Many managers feel that a bureaucratic structure hinders individual employees’ creativity and limits an organization’s ability to respond quickly to an increasingly dynamic environment. However, even in flexible organizations of creative professionals—such as Microsoft, Samsung, General Electric, or Cisco Systems—some bureaucratic mechanisms are necessary to ensure that resources are used efficiently and effectively. Behavioral Approach The field of study that researches the actions (behavior) of people at work is called organizational behavior (OB). Much of what managers do today when managing people—motivating, leading, building trust, working with a team, managing conflict, and so forth—has come out of OB research. Without question, the most important contribution to the OB field came out of the Hawthorne Studies. How Do Today’s Managers Use the Behavioral Approach? The behavioral approach has largely shaped how today’s organizations are managed. From the way that managers design jobs to the way that they work with employee teams to the way that they communicate, we see elements of the behavioral approach. Much of what the early OB advocates proposed and the conclusions from the Hawthorne studies have provided the foundation for our current theories of motivation, leadership, group behavior and development, and numerous other behavioral approaches. Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any 18 means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.  Quantitative Approach Although passengers bumping into each other when trying to find their seats on an airplane can be a mild annoyance for them, it’s a bigger problem for airlines because lines get backed up, slowing down how quickly the plane can get back in the air. Based on research in spacetime geometry, one airline innovated a unique boarding process called “reverse pyramid” that has saved at least 2 minutes in boarding time.9 This is an example of the quantitative approach, which is the use of quantitative techniques to improve decision making. This approach also is known as management science. Quantitative approach involves applying statistics, optimization models, information models, computer simulations, and other quantitative techniques to management activities. Linear programming, for instance, is a technique that managers use to improve resource allocation decisions. Work scheduling can be more efficient as a result of critical-path scheduling analysis. The economic order quantity model helps managers determine optimum inventory levels. Total quality management, or TQM, is a management philosophy devoted to continual improvement and responding to customer needs and expectations. The term customer includes anyone who interacts with the organization’s product or services internally or externally. It encompasses employees and suppliers as well as the people who purchase the organization’s goods or services. Continual improvement isn’t possible without accurate measurements, which require statistical techniques that measure every critical variable in the organization’s work processes. These measurements are compared against standards to identify and correct problems. How Do Today’s Managers Use the Quantitative Approach? The quantitative approach contributes directly to management decision making in the areas of planning and control. For instance, when managers make budgeting, queuing, scheduling, quality control, and similar decisions, they typically rely on quantitative techniques. Specialized software has made the use of these techniques less intimidating for managers, although many still feel anxious about using them. Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any 19 means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.  THE MANAGER Who is a manager? A manager is someone who coordinates and oversees the work of other people so that organizational goals can be accomplished. A manager’s job is not about personal achievement—it’s about helping others do their work. That may mean coordinating the work of a departmental group, or it might mean supervising a single person. It could involve coordinating the work activities of a team with people from different departments or even people outside the organization, such as temporary employees or individuals who work for the organization’s suppliers. Management Levels Manage the work of nonmanagerial employees who typically are involved First-Line with producing the organization’s products or servicing the organization’s Managers customers. Middle Manage the work of first-line managers and can be found between the lowest Managers and top levels of the organization. Top Responsible for making organization-wide decisions and establishing the plans Managers and goals that affect the entire organization. Where do managers work? It’s obvious that managers do their work in organizations. But what is an organization? It’s a deliberate arrangement of people to accomplish some specific purpose. Your college or university is an organization; so are fraternities and sororities, government departments, churches, Facebook, your neighborhood grocery store, the United Way, the St. Louis Cardinals baseball team, and the Mayo Clinic. All are considered organizations and have three common characteristics. Characteristics of Organizations This purpose is typically expressed through goals that the organization hopes to Purpose accomplish. Each organization is composed of people. It takes people to perform the work People that’s necessary for the organization to achieve its goals. All organizations develop some deliberate structure within which members do their work. That structure may be open and flexible, with no specific job duties Deliberate or strict adherence to explicit job arrangements. For instance, at Google, most Structure big projects, of which there are hundreds going on at the same time, are tackled by small focused employee teams that set up in an instant and complete work just as quickly. What do managers do? Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any 20 means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.  Management involves coordinating and overseeing the work activities of others so that their activities are completed efficiently and effectively. management involves ensuring that work activities are completed efficiently and effectively by the people responsible for doing them, or at least that’s what managers aspire to do. Managerial Functions Planning. Defining goals, establishing strategies to achieve goals, and developing plans to integrate and coordinate activities. Organizing. Arranging and structuring work to accomplish organizational goals Staffing. Effective staffing requires first identifying the nature and number of people needed, planning how to get them, selecting the best applicants, orienting and training them, evaluating their performance, and providing adequate compensation. Communicating. Communication is the transfer and understanding of meaning. The functions of communication include controlling employee behavior, motivating employees, providing a release for emotional expression of feelings and fulfillment of social needs, and providing information. Motivating. Motivation is the process by which a person’s efforts are energized, directed, and sustained toward attaining a goal. Employees must persist in putting forth effort to achieve those goals. Leading - Working with and through people to accomplish goals. Controlling - Monitoring, comparing, and correcting work. Managerial Roles Roles are specific actions or behaviors expected of a manager. Mintzberg identified 10 roles grouped around interpersonal relationships, the transfer of information, and decision making. 1. The interpersonal roles involve interactions with people inside and outside the work unit. a) Figurehead Role- modeling and setting forth key principles and policies b) Leader- providing direction and instilling enthusiasm c) Liaison- coordinating with others 2. The informational roles involve the giving, receiving, and analyzing of information a) Monitor- scanning for information b) Disseminator- sharing information c) Spokesperson- acting as official communicator Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any 21 means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.  3. The decisional roles involve using information to make decisions to solve problems or address opportunities. a) Disturbance Handler- Dealing with problems and conflicts (e.g. SAO) b) Resource allocator- handling budgets and distributing resources (e.g. Finance) c) Negotiator – Making deals and forging agreements (e.g. HRD) d) Entrepreneur- Developing new initiatives (e.g. R & D Coordinator) Management Skills 1. Technical skills - Knowledge and proficiency in a specific field 2. Human skills - The ability to work well with other people both individually and in a group 3. Conceptual skills - The ability to think and conceptualize about abstract and complex situations concerning the organization Importance of Customers to the Manager’s Job Managing customer relationships is the responsibility of all managers and employees. Managers are recognizing that delivering consistent high-quality customer service is essential for survival and success in today’s competitive environment and that employees are an important part of that equation. The implication is clear—managers must create a customer-responsive organization where employees are friendly and courteous, accessible, knowledgeable, prompt in responding to customer needs, and willing to do what’s necessary to please the customer. Consistent high-quality customer service is essential for survival. Importance of Innovation to the Manager’s Job Innovation means doing things differently, exploring new territory, and taking risks. Importance of Sustainability to the Manager’s Job Although “sustainability” means different things to different people, in essence, according to the World Business Council for Sustainable Development (2005), it is concerned with “meeting the needs of people today without compromising the ability of future generations to meet their own needs.” From a business perspective, sustainability has been defined as a company’s ability to achieve its business goals and increase long-term shareholder value by integrating economic, environmental, and social opportunities into its business strategies. Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any 22 means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.  Open Forum: Answer the following question and submit to our Google classroom. What is the importance of management to Engineers? ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ___________________________________________________________________________________ Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any 23 means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.  END OF MODULE 1 MODULE 2 FUNCTIONS OF MANAGEMENT Unit 1 PLANNING UNIT LEARNING OUTCOMES ❖ TLO 2: Describe planning as a function of management and the tool for forecasting. Discussion question: Why do you think planning is important in your field of endeavor? ____________________________________________________________________________________ INTRODUCTION Planning plays an important role in any business venture. Strategic planning has become more important to the engineering manager because technology, competition, and ongoing changes have made the business environment unstable and unpredictable. The overall purpose of strategic planning is to set goals, conduct the work, study the effect of the work then realign goals to improve the implementation of plan. PLANNING A. Nature of Planning Planning provides a method of identifying objectives and designing a sequence of programs and activities to achieve these objectives. Planning is simply deciding in advance what to do, how to do it, when to do it, and who is to do it; from this definition, planning must obviously precede doing. There is a basic, logical method for solving problems that may be called, depending on the application, the planning process, the decision-making process, or the scientific method. A typical representation of this process follows the general logic of figure 1. Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any 24 means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.  The problem cannot be solved until it is recognized. Once a problem is recognized, the nature of the desired solution must be defined carefully in terms consistent with the overall objectives and strategy of the organization. Assumptions about the environment need to be stated, and the solution found will be valid only if these assumptions prove true. Finally constraints or limitations bounding the solution must be defined. Figure 1. The planning/decision-making process Information bearing on alternative solutions is then gathered, and alternative solutions are formulated. Simply stating an alternative is not enough, each concept must be fleshed out in enough detail that its benefit and disadvantages can be effectively evaluated. The solution that best satisfies this value model is then recommended. Problem solving/decision making is more often an iterative process, involving feedback at several steps before the best resolution is found. Goals - Desired outcomes for individuals, groups, or entire organizations; Provide direction and evaluation performance criteria o Financial Goals - related to the expected internal financial performance of the organization. o Strategic Goals - related to the performance of the firm relative to factors in its external environment (e.g., competitors). Characteristics of a well-written goal: 1. Specific – Define the goal as much as possible with no ambiguous language. WHO is involved, WHAT do we want to accomplish, WHERE will it be done, WHY are we doing this (reasons, purpose), WHICH constraints/requirements do we have? Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any 25 means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.  2. Measurable – Can you track the progress and measure the outcome? How much, how many, how will we know when our goal is accomplished? 3. Attainable – Is the goal reasonable enough to be accomplished? Make sure the goal is not out of reach or below standard performance. 4. Realistic/Relevant – Is the goal worthwhile and will it meet expectations? Is each goal consistent with other goals we have established and fit with the organization’s immediate and long-term plans? 5. Timely – The objective should include a time limit. Doing this establishes a sense of urgency and prompt us to have better time management. Plans - Documents that outline how goals are to be accomplished; Describe how resources are to be allocated and establish activity schedules MANAGEMENT BY OBJECTIVE Instead of using traditional goal setting, many organizations use management by objectives (MBO), a process of setting mutually agreed-upon goals and using those goals to evaluate employee performance. Planning in the Hierarchy Organizations Operational planning is the day-by-day, week-by-week, and month-by-month planning for a myriad of local and functional activities while strategic planning sets the overall direction of your organization as a whole. B. Foundation for Planning Strategic management is what managers do to develop the organization’s strategies. It’s an important task involving all the basic management functions—planning, organizing, leading, and controlling. What are an organization’s strategies? They’re the plans for how the organization will do whatever it’s in business to do, how it will compete successfully, and how it will attract and satisfy its customers in order to achieve its goals. I. II. The Strategic Management Process 1. Identifying the Organization’s Current Mission, Goals, and Strategies Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any 26 means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.  Every organization needs a mission—a statement of its purpose. Defining the mission forces managers to identify what it’s in business to do. 2. Doing an External Analysis Once they’ve analyzed the environment, managers need to pinpoint opportunities that the organization can exploit and threats that it must counteract or buffer against. Opportunities are positive trends in the external environment; threats are negative trends. 3. Doing an Internal Analysis Any activities the organization does well or any unique resources that it has are called strengths. Weaknesses are activities the organization doesn’t do well or resources it needs but doesn’t possess. The combined external and internal analyses are called the SWOT analysis, which is an analysis of the organization’s strengths, weaknesses, opportunities, and threats. After completing the SWOT analysis, managers are ready to formulate appropriate strategies—that is, strategies that (1) exploit an organization’s strengths and external opportunities, (2) buffer or protect the organization from external threats, or (3) correct critical weaknesses. 4. Formulating Strategies As managers formulate strategies, they should consider the realities of the external environment and their available resources and capabilities in order to design strategies that will help an organization achieve its goals. The three main types of strategies managers will formulate include corporate, competitive, and functional. Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any 27 means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.  5. Implementing Strategies Once strategies are formulated, they must be implemented. No matter how effectively an organization has planned its strategies, performance will suffer if the strategies aren’t implemented properly. 6. Evaluating Results The final step in the strategic management process is evaluating results. How effective have the strategies been at helping the organization reach its goals? What adjustments are necessary? PORTER’S 5-FORCES MODEL Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any 28 means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.  Written Assignment: Answer the following discussion questions in a short bond paper. Upload your work in the Google Classroom Assignment M2.1a 1. Discuss the mission and vision statements of any popular organization here in the Philippines and correlate them with its business activities. 2. Develop a SWOT analysis chart for yourself and prepare a plan to address your weaknesses. Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any 29 means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.  Unit 2 FORECASTING UNIT LEARNING OUTCOMES ❖ TLO 2: Describe planning as a function of management and the tools for forecasting Discussion question: What is forecasting? Have you ever done forecasting in your own personal activities? Forecasting An essential preliminary to effective planning is foreseeing, or forecasting – what the future will be like. Planning provides the strategies, given certain forecasts, and forecasting estimates the results, the given plan. Planning is what the organization ought to do, and forecasting relates to what happens if the firm tries to implement given strategies in a possible environment. The most important premise or assumption in planning and decision making is the level of future sales (or, for nonprofit activities, of future operations). Almost everything for which we plan is based on this assumption – the production level (which determines how many people we must hire and train, or if production declines, lay off); the need for new facilities and equipment; the size of the sales force and advertising budget; new funding for purchases; and for investment in inventory and accounts receivable. 1. Technological Forecasting Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any 30 means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.  A technological forecast is a prediction, based on confidence that certain technical developments can occur within a specified time with a given level of resource allocation - Marvin Cetron. Two types of technological forecast are considered: i. Normative technological forecast – one works backward from the future to the present. ii. Exploratory technological forecasting – also known as the Delphi Method, this begins with the present state of technology and extrapolates into the future, assuming some expected rate of technological progress. 2. Qualitative Forecasting These types of forecasting methods are based on judgments, opinions, intuition, emotions, or personal experiences and are subjective in nature. They do not rely on any rigorous mathematical computations. i. Executive Opinion - Approach in which a group of managers meet and collectively develop a forecast. ii. Market Survey - Approach that uses interviews and surveys to judge preferences of customer and to assess demand iii. Sales Force Composite - Approach in which each salesperson estimates sales in his or her region iv. Delphi Method – exploratory forecasting 3. Quantitative Forecasting These types of forecasting methods are based on mathematical (quantitative) models and are objective in nature. They rely heavily on mathematical computations. i. Naïve - Uses last period’s actual value as a forecast ii. Simple (Mean) Average - Uses an average of all past data as a forecast iii. Simple Moving Average - Uses an average of a specified number of the most recent observations, with each observation receiving the same emphasis (weight) Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any 31 means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.  iv. Weighted Moving Average - Uses an average of a specified number of the most recent observations, with each observation receiving a different emphasis (weight) v. Exponential Smoothing - A weighted average procedure with weights declining exponentially as data become older. Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any 32 means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.  Graded Assignment : The total demands per quarter for a product is given in thousands of units. Forecast using the quantitative methods. Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any 33 means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited. Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any 34 means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited. Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any 35 means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.  END OF MODULE 2 UNIT 1 MODULE 2 FUNCTIONS OF MANAGEMENT