Rose-Hulman Institute of Technology
Masters of Science in Engineering Management
EMGT590
Integrated Project Process
Project Description
MS in ENGINEERING MANAGEMENT INTEGRATED PROJECT
The Integrated Project Experience
· Hands On Work In Technology And Entrepreneurship
· Emphasis On Commercial Success
· Integration Of Technical And Management Knowledge
· Application Of Independent Efforts And Team Work
· Faculty Serves As Mentors/Consultants/Coaches
· Evaluation By External Experts
Integrated Project Description (EMGT590)
The Integrated Project (EMGT590) is the capstone course in RHIT’s Engineering Management degree. It is substantially different than other courses and this document is intended to convey the general outline of the course to students. Most masters degree programs conclude with a thesis by the student. The Integrated Project both resembles and differs from this model as follows:
Similarities
Like a thesis, each 590 course is unique to a particular student (or student team as discussed below). The students select their topic and define their project based on their interests, skills and available resources. Part of what the students much demonstrate to ear the degree is the initiative to select a topic, plan an appropriate balance of activities, and conduct those activities. (One potential problem is a student team that does not take that initiative and waits for the faculty advisors to give directions. This results in the passage of time with no progress, occasionally resulting in the project requiring extra terms to complete.)
Like a thesis, there is no fixed class meeting, the faculty does not lecture or direct the activities, but instead act as advisors to the students. Most of the responsibility rests with the student to contact the faculty when they seek advice, feedback, or approval of specific items. This is “student centered learning” and it is expected that faculty will have considerable involvement, but the role is that of coach rather than a classroom lecturer.
Dissimilarities
Unlike a thesis, the Engineering Management integrated project is almost always a team project (thesis students typically work individually). Finding a workable combination of team members and topic sometimes requires searching on the part of the student. RHIT EM faculty can act as a conduit to help students be aware of teams that are forming. In general, students complete all of their coursework before beginning the 590 project. This provides them with the necessary background to do the 590 tasks. However, sometimes an appropriate project emerges before a student has completed all other courses, and the decision, in consultation with RHIT faculty advisors, is made for a student to enroll in 590 and then complete the remaining course(s) later. (One problem can occur when a student takes a final course concurrent with the 590 project, but then has difficulty meeting the workload requirements of 590. This can result in not being able to contribute at a level that other members expect.) Students are encouraged to choose “hands-on” projects that are related to their employment (several past 590 projects have been new product development efforts or reengineering efforts at the students’ employers). This type of project can involve disclosure issues, and for that reason, integrated projects are not published as a public document (traditional theses are published). As integrated projects tend to be less theoretical, they usually have a reduced emphasis on the literature review than a thesis. Still, it is recommended that students begin documenting references early in their project, as these are easier to accumulate along the way than to find later.
Thesis topics are normally focused in a single domain (e.g., “Exponentially Weighted Moving Average Control Charts for Poisson Distributed Data”), whereas the Engineering Management integrated project requires an integration of all the major domains addressed in the coursework: technical, marketing, finance and organizational issues. The blend of the domains varies with each project and is determined for a specific project at the proposal stage. No more than 50% of a 590 project would focus on one of these domains. Common project types that blend these domains include: new product development, development of a business plan for a new business venture, re-engineering of existing organizational process, a technology assessment study.
Proposal
Normally, a thesis student writes a Proposal that outlines the intended project, cites the key references (indicating additional literature to be reviewed), and argues for the validity of the project (“sells the project idea”) by indicating likely project results and the contribution the project will make. The Proposal is submitted to the faculty and each faculty member decides whether to commit to being an advisor to that student on the proposed project. Often there are several interactions in which students offer draft proposal, faculty suggest changes, and students modify the proposal and resubmit, until the proposal is accepted. This approach is the academic version of good project planning and client (faculty) needs assessment. It helps the student develop focus, set achievable goals, and begin building relationships with faculty. (It’s the “engagement” phase and can be modified more easily than in the “marriage” phaseJ.)
Project proposals for the EMGT590 Project are typically 3 to 5 double spaced pages and include the typical project proposal information listed below. The EMGT faculty strongly recommend that students prepare a draft proposal in the term prior to beginning the 590 project.
· title & scope statement
· team member name(s) & contact information
· a general work breakdown structure (the project tasks, including interdependencies, range of effort required and completion dates, deliverables, etc.)
· list of stakeholders and brief description of the expected involvement for major stakeholders (such as current employers) for whom issues of confidentiality, resource use, financial support, etc. is anticipated
· a team development plan
Process Outline
EMGT590 INTEGRATED PROJECT
I. Ready To Start the Integrated Project – Part of what this demonstrates is the initiative of each student to select a topic, plan an appropriate balance of activities and take initiative to work outside of constant instruction by the advisor. Most of the responsibility rests with the student to contact the faculty to seek advice, feedback or approval of specific items. This is “student driven learning” and it is expected that the faculty will have considerable involvement, but the role is more like that of a coach rather than a classroom lecturer.
a. Project ideas can be developed throughout your studies in the Engineering Management Program.
i. Many students have started with projects used for other courses such as Project Management, Technical Entrepreneurship and Marketing and evolved into their Integrated Project.
ii. Some students have used work related material and developed projects through tasks they are currently working on in their employment.
iii. Some students have used personal business ideas.
b. You may work singularly on this project, but we encourage teams.
i. Requires searching on the part of the student for workable combination of team members.
ii. RHIT EM faculty and Cindy can assist in informing you of individuals interested in forming teams. This is done through individual conversations, e-mails and yearly IP information sessions.
II. When Should I Start My Integrated Project – It is recommended that you do not register for the Integrated Project until after you have completed all of your course requirements. It is however, a good idea to begin preparing your proposal in the term prior to the beginning the Integrated Project.
a. Some exceptions are made to early registration for the project. These exceptions must be granted on an individual basis by .
b. Problems can occur when part-time students take a course concurrent with the 590 Project and may have difficulty meeting workload requirements. Two quarter sequencing is recommended, especially for part-time students.
c. How to register for the Project.
i. Register for the first four credit hours of MG590 Integrated Project in the quarter your proposal was accepted.
1. If you are a full time student and will be completing in one quarter, you may register for all 8 credit hours in one quarter.
ii. Register for the second four credit hours of MG590 Integrated Project in the second quarter of the project.
1. If your project is delayed and you cannot complete after you have registered for all 8 credit hours, you must register for GS504 in order to defend your project. The cost of this 0 credit course is $100.00.
III. Submitting Your Proposal – Although each project is done on its own schedule, timelines are provided (examples attached) to help keep the project on track. If the 590 Project is to be completed on the schedule of RHIT quarter requirements, the proposal should be submitted on the first week of the academic quarter in which you register.
i. The Proposal should be 3 – 5 double spaced pages and include the typical project proposal information. The Integrated Project webpage gives detailed information of requirements: www.rose-hulman.edu/msem/integrated.htm
ii. Title and Scope
iii. Team Member Names and Contact Information
iv. General Work Breakdown Structure
v. List of Stakeholders, and brief description of the expected involvement of stakeholders
vi. Team Development Plan
vii. Preliminary Bibliography
b. You will receive feedback from the Department Head within two weeks. Within the same week of approval of the proposal, you should contact Cindy Richardson to discuss selecting your committee.
IV. Selecting Your Committee – The selection of your committee is a decision you should be considering throughout your EM Courses. You should keep in mind the topic of your project and each RHIT professor’s area of expertise.
a. You will be required to choose three RHIT professors to serve as your committee.
i. One must be an Engineering Management Professor and at least one must be from outside of the Engineering Management Program although you may have had courses with them.
ii. Assistance in identifying potential committee members is available through or other EM faculty.
b. You will need to identify a chair person, a second reader and a third reader.
c. It is the student’s responsibility to provide the approved proposal to potential committee members and obtain their approval to be on the committee. Contact if you are having difficulties identifying potential committee members.
d. Your committee members will inform you as to how and when they would like to receive material for review.
e. You must notify Cindy on your committee decisions so that she may prepare the proper paperwork.
V. Progress Meeting Options – It is up to you and your committee to determine how your progress should be monitored. Again, it is the student’s responsibility to establish these sessions.
a. Conference calls, meetings, submissions of work completed are all options. The timelines provided give recommended progress meeting schedules.
VI. Timeline of the Project – We realize that you are working professionals and see these timelines as flexible. You will determine your completion date. If you are working toward completing by a certain date for work, commencement, etc., you should contact Cindy with your requirements and she can inform you of particular deadlines. Other than these exceptions, your completion date will be up to you and the opinion of your advisor and committee. There are a few strict guidelines that must be adhered to.
a. All completed final drafts MUST be submitted to your committee four weeks prior to your defense date. This allows the professors a full two weeks to review and then two weeks for you to make final corrections and prepare your presentation for defense.
b. Keep in mind that breaks and holidays cannot count as working weeks when submitting. Also keep in mind that finals week is consider a heavy workload week and this could delay feedback. If defending in the spring quarter to attend commencement, there are specific deadlines that must be made. Grades for graduating students are submitted a week earlier than usual. If there are questions, please contact Cindy Richardson.
i. Rose-Hulman academic calendar can be found at: http://www.rose-hulman.edu/rose-calendar/
VII. Defending The Project – Depending on the confidentiality of the Integrated Project, the defense will be announced to all EM students and campus. The time and date will be scheduled according to the availability of you and your committee members.
a. The presentation should be 25-35 minutes in length
b. The preferred format is PowerPoint
c. Original and bound project documents should be provided to the committee members on the day of the defense.
d. You will be considered complete at this time unless there are additional changes required by the committee.
VIII. Grading for Integrated Project - Grades are given for each of the two quarters of the integrated project . The first quarter grade issued will be a B if the requirements of the quarter have been met. If the requirements have not been met, the grade given will be determined by the chair of the committee. The second quarter grade will determine the grade for the entire project. If you receive a grade of an A for the project and defense, a grade change form is submitted to change the first quarter B grade to an A.
a. First Quarter Requirements are
1. Proposal Submitted and Approved by the Department Head
2. Committee requested and selected and given a copy of the approved proposal.
3. First Draft submitted by end of quarter.
Timelines
Two Quarter Completion Example - The following is an example of a two quarter completion timeline.
|
Week |
Action |
Your Date |
|
Week 1 |
Two Page Summary To Department Head |
|
|
Week 2 |
|
|
|
Week 3 |
Approval of Project and Committee Appointed (REQUIRED TIMEFRAME) |
|
|
Week 4 |
|
|
|
Week 5 |
Progress Meeting via Conference Calls, Meetings, E-mail etc. (OPTIONAL) |
|
|
Week 6 |
|
|
|
Week 7 |
Progress Meeting via Conference Calls, Meetings, E-mail etc. (OPTIONAL) |
|
|
Week 8 |
|
|
|
Week 9 |
Progress Meeting via Conference Calls, Meetings, E-mail etc. (OPTIONAL) |
|
|
Week 10 |
|
|
|
Week 11 |
Begin Preparation for Submitting Rough Draft |
|
|
Week 12 |
|
|
|
Week 13 |
Submit First Rough Draft (RECOMMENDED) |
|
|
Week 14 |
|
|
|
Week 15 |
Returned Rough Draft from Committee w/Comments (REQUIRED TIMEFRAME) |
|
|
Week 16 |
|
|
|
Week 17 |
Submit Final Project for Review (REQUIRED TIMEFRAME) |
|
|
Week 18 |
|
|
|
Week 19 |
Return Final with last minute input from Committee (REQUIRED TIMEFRAME) |
|
|
Week 20 |
|
|
|
Week 21 |
|
|
|
Week 22 |
Present |
|
One Quarter Completion -
|
Week |
Action |
Your Date |
|
Week 1 |
Two Page Summary To Department Head |
|
|
Week 2 |
|
|
|
Week 3 |
Approval of Project and Committee Appointed (REQUIRED TIMEFRAME) |
|
|
Week 4 |
Progress Meeting via Conference Calls, Meetings, E-mail etc. |
|
|
Week 5 |
Progress Meeting via Conference Calls, Meetings, E-mail etc. |
|
|
Week 6 |
Begin Preparation for Submitting Final Project for Review |
|
|
Week 7 |
|
|
|
Week 8 |
Submit Final Project to Committee (REQUIRED TIMEFRAME) |
|
|
Week 9 |
|
|
|
Week 10 |
Returned Final with Last Minute Comments (REQUIRED TIMEFRAME) |
|
|
Week 11 |
Present |
|
Proposal Examples
MG590 Project Proposal
Date: Monday, July 28, 2003
Background & Problem Statement:
NSWC Crane, Crane Indiana performs a variety of engineering, manufacturing, and project management services for the US Navy and other defense organizations. However, one issue facing an organization that provides such a diverse set of services is tying them all together into one coherent marketing strategy that can be used to identify NSWC Crane to its customers. In addition, the various directorates within the Crane organization have little incentive to work together to support a unified business strategy.
This creates a ripple effect throughout the organization and reinforces cultural norms that do not encourage learning, information sharing, or cross-functional development between business units within the organization.
Recommendation & Scope
A project team of Crane employees from all three major directorates within the Crane organization will examine the current situation and identify key resources and capabilities related to NSWC Crane’s 3 tiered core equity structure (see figure 1). The project team will conduct cultural surveys at the directorate and department level to define the current cultural norms regarding cross-directorate and department communication in order to address the issues of information sharing and cross-functional development. The project team will also examine the current training program for new engineers, which includes rotational assignments between organizations and comment on its effectiveness.
As a deliverable for this project the team proposes to develop a key-word, searchable website that can be used by personnel at Crane to locate and identify resources and/or expertise resident within the Crane organization. This tool will emphasize the importance of cross-functional communication within the organization and will support a culture of information sharing and provide business value to the organization by identifying work that can be shared across the organization.
A recent MG590 project by Crane employees Carmalita Haley, Stacey Skinner, and Scott Mitchell proposed a set of Strategic Positioning Guidelines for Business Development at NAVSEA Crane. This project developed an overarching philosophy and proposed a variety of high level initiatives that could help Crane become more competitive while developing new customer relationships in an era of military downsizing. The scope of our proposed project will not duplicate these efforts, but rather focus more specifically on issues related to developing a high performing culture and improving communication within the organization. Furthermore, we propose the need for a focused review of core technologies within the organization, their interrelationships, and possible untapped synergies at the work cell level that may have been overlooked due to the current organizational structure.
Team Members
