Classroom Learning: Course EM 210 Quantitative Methods This course consists of a series of modules that provide the student with practical, application-oriented, engineering tools and techniques. The course develops the students' ability to think critically and to approach business problems from a data-oriented decision making framework. Course Modules: 210.1 Data Analysis 210.2 Systems Modeling and Simulation 210.3 Statistical Process Control (SPC) and Improvement 210.4 Design of Experiments (DOE) In Data Analysis students learn to critically evaluate and to put into practice traditional techniques such as: regression analysis, linear programming, analysis of variance, etc. They learn to draw valid interpretations from their analyses and communicate them accurately and effectively. Students explore the use of game theory as a decision making tool and apply linear programming to solve forecasting and optimization problems. Systems Modeling and Simulation introduces students to cutting-edge simulation and modeling techniques that are used to solve a variety of forecasting and optimization problems. These techniques include Agent-Based Simulation and Evolutionary Computing. Students compare traditional and non-traditional techniques and learn guidelines for when different approaches should be used. Case studies demonstrating real-world applications from a variety of industries and practice areas are used. Students are encouraged to explore problems relevant to their own work. Statistical Process Control and Improvement provides students the business context for Six Sigma and Lean Processes, as well as methods of implementation within the organization. Topics in SPC include the role of process variability in quality, sources of variation, control charts and process capability. Emphasis is placed on reducing variability to improve product and process performance. Examples are drawn from a variety of disciplines, including process design, manufacturing and computing. Design of Experiments introduces students to statistical design of experiments and the analysis of experimental data using regression analysis. Students are provided the tools and knowledge for characterizing a process or product as a transfer' function of its input variables, and methods for using the transfer function to obtain optimal, real-world settings for the input variables. Course EM 220 Product & Process Development This course provides students with a business and technical framework for new product development. Course Modules: 220.1 New Product Development 220.2 Experience Design Management 220.3 Software Methodology I and II In New Product Development module, students explore best practices in the new product development process. These include: voice of the customer; concept generation and evaluation; product specifications; intellectual property assessment; design for manufacturing; new product economics; and business communications. Several marketing functions are also reviewed, including market research tools, product positioning, branding and marketing communications. Working in teams, the students identify a new product opportunity and assess both the technical and business feasibility of the concept. The students present their feasibility analysis to a panel of judges who evaluate the content and delivery of the new product proposal. These presentations are recorded for future examination and critique of the students' presentation skills. Building on the New Product Development module, the Experience Design Management module explores website and product usability of both successful and unsuccessful products. The students also perform usability studies for both software and hardware products. The Software Methodology module is offered in two tracks: one for non-software professionals and the other for software professionals. The objective of the non-software development track is to enable engineers to effectively manage programs with a significant software component. The software developer track teaches the use of leading-edge tools and techniques to deliver world-class solutions to the market place. Topics include CMMI process appraisal, software life cycle models, quality management and cost-estimating techniques. Course EM 230 Project and Operations Management This course develops students' project management ability and increases their business acumen through exposure to finance and accounting and introduces them to supply chain management. Course Modules: 230.1 Project Management 230.2 Financial Accounting 230.3 Supply Chain Management 230.4 Operations Management In Project Management, students learn the fundamentals of project management consistent with best practices of the Project Management Institute. This includes creating project charters, statements of work, work breakdown structures and schedules. Students learn how to identify the critical path of a project, identify risks and develop risk mitigation plans. An overview of contracting is also provided. In Financial Accounting, students learn about the time value of money and the economic favorability (or un-favorability) of potential investments. Also included is the study of generally accepted accounting principles and the analysis and creation of financial reports including the P&L, balance sheet, and cash flow statements. In Supply Chain Management students explore key decisions and best practices in materials management, especially as it impacts the product management cycle. Topics include pull vs. push ordering systems, vendor selection, contract management, outsourcing decisions and inventory management. In Operations Management students are introduced to problems and analysis related to the design, planning, control, and improvement of manufacturing and service operations. Topics include materials management, production planning and scheduling, lean manufacturing, capacity and facilities planning and operations strategy. Consideration of best practices in outsourcing and offshoring is also covered. Course EM 240 Strategic Management This course provides a series of strategic frameworks for managing high-technology businesses. The emphasis is on the development and application of conceptual models that clarify the interactions among competition, patterns of technological and market change, and the structure and development of internal firm capabilities. Course Modules: 240.1 Business Strategy 240.2 Technology Strategy and Innovation 240.3 Fundamentals of Economics 240.4 Globalization and Multinational Strategies The Business Strategy module provides the necessary background and insights to develop a differentiating business strategy. The lectures and readings cover business fundamentals, the strategic planning process, competitive strategies, core competencies, mergers and acquisitions and strategic alliances. Working in teams, the students develop a complete business strategy for a high tech company. The students give presentations to a panel of judges, who evaluate both the quality of the content as well as the effectiveness of the presentation. The Technology Strategy and Innovation module includes best practices in technology road mapping and new product portfolio management. Portfolio management is explored at the strategic level of resourcing projects based on three competing factors: financial return; balance of market and technology risk; and strategic value. Consideration is also given to whether technology should be developed in-house, outsourced or licensed. The module also provides insight into factors that drive the successful commercialization of new technology and innovation in established businesses. Readings include: Geoffrey Moore, "Crossing the Chasm", and Clayton Christensen, "Seeing What's Next". Case studies illustrate real-world successes and failures. The Fundamentals of Economics module offers an overview of both macro and micro economics to provide necessary background for multinational strategy. In Globalization and Multinational Strategy students develop a full understanding of the forces behind globalization and the evolution of multinational companies. They also learn about the strategic, organizational and operational implications of working and leading in the global environment. Course EM 250 Humanistic Perspectives on Engineering Leadership This course offers a humanistic analysis of the nature of leadership and some of the moral issues which arise in a business or organizational context. Through novels, films, plays and short stories, students examine complexities and subtleties of responsible leadership. The ability to lead begins with the process of self-discovery. This module gives students the intellectual tools and depth of understanding to assess moral issues as they arise in their personal and professional life. Course Modules: 250.1 Ethics of Leadership - Moral Challenges and Personal Values 250.2 Art of Leadership - Influence, Empowerment and Responsibility In Ethics of Leadership students learn what constitutes a situation with moral or ethical stakes, how such situations develop and how leaders think through these challenges. Topics discussed include: moral leadership, moral challenges, moral reasoning, moral codes, issues of character, etc. Students apply these concepts and insights into their own role as engineering leaders. In Art of Leadership notions of influence, empowerment and responsibility are explored. The literature challenges students to expand their understanding of leadership, the world and their place in it as future leaders. Special attention is paid to the role of empathy in being an effective engineering leader. Course EM 260 Engineering Leadership This course facilitates the development of self awareness and interpersonal skills, which are essential for leaders to master. The course begins with an assessment of each student's leadership and management skills through a 360 degree evaluation. Based on this feedback, the students develop individual goals and receive coaching from TGI faculty throughout the year. This individual work is complemented by the knowledge and skill development in the following modules. Course Modules: 260.1 Learning to Lead I 260.2 Learning to Lead II 260.3 Conflict Resolution In Learning to Lead I and II, students learn the basic concepts about leadership, management and teamwork. The uniqueness of this course is within the teaching methodology, which has been developed to accelerate the advance of interpersonal competencies. Specific topics covered in Learning to Lead I include: personality types (Myers-Briggs type indicator assessment); giving and receiving feedback; decision making; best practices in forming and maintaining teams; communicating to inspire; and influencing without authority. Topics covered in Learning to Lead II include: interpersonal relations and needs (FIRO-B); fostering creativity and innovation in an organization; communication across cultures. The Conflict Resolution module helps students understand organizations, social dynamics and contexts shaping organizational life. It emphasizes the main models and approaches as well as underlying psychological theories related to topics such as: group processes and dynamics; rational and non-rational models of problem solving; cooperation and conflict; conflict resolution and negotiation. Students explore techniques in negotiation and mediation. They develop practical skills in negotiation and conflict management in role-playing exercises and case study discussions.

Experienced-Based Learning: Course EM 270 - Team Practicum The team practicum is a consulting project that is conducted during the summer between the first and second year of the program. Students form teams, and each team is introduced to an organization with a specific problem or opportunity. Over a 12-week period, students develop a plan to solve the problem and/or develop a strategy to pursue the opportunity. The teams present their final recommendations to the clients in oral and written reports. TGI staff and faculty liaisons help define the project scope and give guidance to the student teams throughout the project. Gordon Institute students have had the satisfaction of seeing their recommendations from practicum projects implemented at organizations from diverse industry sectors. Examples of Team Practicums are listed below: Airprint Networks. The student team identified some potential killer applications and a second generation marketing strategy for a new venture, Airprint Networks, a developer of mobile solutions for retrieving and printing documents via a mobile device.   Biomedical Device Manufacturer. The student team applied lean manufacturing principles to streamline the manufacture of cardiac support instrumentation.   R.W. Beck. The student team designed a comprehensive Knowledge Management system for this U.S. national environmental and engineering services firm. [Statement of Work | Article]   Intel: The TGI team recommended strategies for intellectual property reuse.   Aspen Systems: The student led team created a business plan for a personal cooling device.   Parker Life Science Division, Parker-Hannafin: The TGI team recommended strategies to eliminate sources of contamination in a high-performance metering valve.   Cambridge Applied Systems: The student led team developed a product improvement strategy for an autoviscometer based on customer feedback, industry trends and product economics. Course EM 280 - Individual Leadership Project The individual leadership project is an opportunity for students to apply classroom learning in the real world by conducting a major project for their own company. The project requires the students to move into higher levels of leadership performance. The key objectives of the project include: Leading and managing a project from start to finish in a real world environment. Demonstrating communications skills to coordinate complex technical activities. Packaging and presenting compelling materials that explain the concepts, track progress and discuss the outcome of their work. Gordon Institute students have completed projects on a wide range of topics and have made significant contributions to their organizations. Examples of Individual Leadership Projects are listed below: Analog Devices. TGI student, Scott Lovell, led a team to streamline the product analysis process for the manufacturing of signal processing chips. The teams efforts resulted in reduced failure analysis time and a savings of over US $300,000 annually. [Statement of Work | Article]   Specialty Chemical Manufacturer. The student led a team that created and implemented a water discharge strategy which reduced effluent by 70% and generated more than $200K/year savings.   Pharmaceutical Company. The purpose of this project was to reconfigure and debottleneck a manufacturing facility to increase the current operating rate by ~70% with minimal capital expenditures. The TGI student-led team met their goal within their cost and schedule objectives with minimal disruption to the manufacturing facility. [Statement of Work | Final Presentation]   Nypro, Inc.. The student led a team to design and implement a Technology Development Process for this recognized leader in the precision injection molding and contract manufacturing industries.   Biodiesel Manufacturer. The student developed a business plan for enabling large scale biodiesel production in Turkey. The plan included a description of the market, the market need, and the company's proposal for satisfying the need. [Statement of Work | Business Plan]   Semiconductors. The project resulted in the successful implementation of a 65 nm wafer fabrication process.   Wyeth Pharmaceutical. The student led a team to design a technology transfer process from the development organization into the commercial division. At the conclusion of the MSEM project, the student was promoted and asked to implement the process between a development facility in Massachusetts and a manufacturing facility in Ireland.

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