Fri Jan 21 11:34:53 2011
Approvals Received: |
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Approvals Pending: | College/Dean > Catalog | |||
Effective Status: | Active | |||
Effective Term: | 1105 - Summer 2010 | |||
Course: | MOT 5001 | |||
Institution: Campus: |
UMNTC - Twin Cities UMNTC - Twin Cities |
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Career: | GRAD | |||
College: | TIOT - Institute of Technology | |||
Department: | 11075 - IT TLI Mgmt of Technology | |||
General | ||||
Course Title Short: | Leading Innovation Teams | |||
Course Title Long: | Leading Innovation Teams in Science & Healthcare | |||
Max-Min Credits for Course: |
2.0 to 2.0 credit(s) | |||
Catalog Description: |
MOT 5001 is designed to provide graduate students in the Colleges of Pharmacy and IT with a working knowledge of the broader healthcare ecosystem and business context within which scientific research is translated into commercial applications that address consumer health needs and deliver economic value to a firm. The course will broaden students� business knowledge and personal leadership abilities, enabling technical professionals to increase their personal effectiveness leading cross-functional innovation teams in pharmaceutical and healthcare environments. This course will establish a base of knowledge in leadership, organizational and innovation dynamics along with practical skills in personal leadership, professionalism, effective communication, business fundamentals, and the process of commercial innovation. The course content and experiential learning approach are designed to reflect the requirements and challenges scientific professionals need to master in order to thrive in collaborative, cross-functional innovation teams in the healthcare environment. | |||
Print in Catalog?: | Yes | |||
CCE Catalog Description: |
<no text provided> | |||
Grading Basis: | A-F only | |||
Topics Course: | No | |||
Honors Course: | No | |||
Delivery Mode(s): | Classroom | |||
Instructor Contact Hours: |
2.0 hours per week | |||
Years most frequently offered: |
Every academic year | |||
Term(s) most frequently offered: |
Fall, Spring | |||
Component 1: |
LEC (with final exam) |
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Auto-Enroll Course: |
No | |||
Graded Component: |
LEC | |||
Academic Progress Units: |
Not allowed to bypass limits. 2.0 credit(s) |
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Financial Aid Progress Units: |
Not allowed to bypass limits. 2.0 credit(s) |
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Repetition of Course: |
Repetition not allowed. | |||
Course Prerequisites for Catalog: |
Must be a graduate student in the College of Pharmacy or CSE. | |||
Course Equivalency: |
No course equivalencies | |||
Consent Requirement: |
No required consent | |||
Enforced Prerequisites: (course-based or non-course-based) |
No prerequisites | |||
Editor Comments: | <no text provided> | |||
Proposal Changes: | <no text provided> | |||
History Information: | <no text provided> | |||
Faculty Sponsor Name: |
Kirk Froggatt | |||
Faculty Sponsor E-mail Address: |
frogg002@umn.edu | |||
Liberal Education | ||||
Requirement this course fulfills: |
None | |||
Other requirement this course fulfills: |
None | |||
Criteria for Core Courses: |
Describe how the course meets the specific bullet points for the proposed core
requirement. Give concrete and detailed examples for the course syllabus, detailed
outline, laboratory material, student projects, or other instructional materials or method.
Core courses must meet the following requirements:
<no text provided> |
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Criteria for Theme Courses: |
Describe how the course meets the specific bullet points for the proposed theme
requirement. Give concrete and detailed examples for the course syllabus, detailed outline,
laboratory material, student projects, or other instructional materials or methods. Theme courses have the common goal of cultivating in students a number of habits of mind:
<no text provided> |
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Writing Intensive | ||||
Propose this course as Writing Intensive curriculum: |
No | |||
Question 1: |
What types of writing (e.g., reading essay,
formal lab reports, journaling) are likely to be assigned? Include the page total for each writing assignment. Indicate which
assignment(s) students will be required to revise and resubmit after feedback by the instructor
or the graduate TA. <no text provided> |
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Question 2: |
How does assigning a significant amount of writing serve the purpose
of this course? <no text provided> |
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Question 3: |
What types of instruction will students receive on the writing aspect
of the assignments? <no text provided> |
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Question 4: |
How will the students' grades depend on their writing performance?
What percentage of the overall grade will be dependent on the quality and level of the students'
writing compared with the course content? <no text provided> |
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Question 5: |
If graduate students or peer tutors will be assisting in this course,
what role will they play in regard to teaching writing? <no text provided> |
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Question 6: |
How will the assistants be trained and
supervised? <no text provided> |
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Question 7: |
Write up a sample assignment handout here for a paper
that students will revise and resubmit after receiving feedback on the initial
draft. <no text provided> |
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Readme link.
Course Syllabus requirement section begins below
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Course Syllabus | ||||
Course Syllabus: |
For new courses and courses in which changes in content and/or description and/or credits
are proposed, please provide a syllabus that includes the following information: course goals
and description; format;structure of the course (proposed number of instructor contact
hours per week, student workload effort per week, etc.); topics to be covered; scope and
nature of assigned readings (text, authors, frequency, amount per week); required course
assignments; nature of any student projects; and how students will be
evaluated. The University "Syllabi Policy" can be
found here
The University policy on credits is found under Section 4A of "Standards for Semester Conversion" found here. Course syllabus information will be retained in this system until new syllabus information is entered with the next major course modification. This course syllabus information may not correspond to the course as offered in a particular semester. (Please limit text to about 12 pages. Text copied and pasted from other sources will not retain formatting and special characters might not copy properly.) Leading Innovation Teams in Science and Healthcare MOT 5001 -- Fall 2010 Instructor: Kirk Froggatt Senior Fellow and Gemini Chair in Technology Management, Technological Leadership Institute, Institute of Technology University of Minnesota Suite 510 West Bank Office Building 1300 South Second Street Minneapolis, MN 55454 Phone: 612-626-9426 FAX: 612-624-7510 E-mail: froggatt-cdtl@umn.edu Course Overview MOT 5001 is designed to provide graduate students in the Colleges of Pharmacy and IT with a working knowledge of the broader healthcare ecosystem and business context within which scientific research is translated into commercial applications that address consumer health needs and deliver economic value to a firm. The course will broaden students� business knowledge and personal leadership abilities, enabling technical professionals to increase their personal effectiveness leading cross-functional innovation teams in pharmaceutical and healthcare environments. This course will establish a base of knowledge in leadership, organization, and innovation dynamics along with practical skills in personal leadership, professionalism, effective communication, business fundamentals, and the process of commercial innovation. The course content and experiential learning approach are designed to reflect the requirements and challenges scientific professionals need to master in order to thrive in collaborative, cross-functional innovation teams in the healthcare environment. Textbook Katz, Ralph (2004). The Human Side of Managing Technological Innovation (2nded.). New York: Oxford University Press. Articles A course packet of cases and articles is included in the required reading for this course. These articles are listed below in the week-by-week course outline. Web Documents (Available on-line. Links are provided in Web Vista.) Several on-line documents are included in the required reading for this course. These documents and their respective web addresses are included below in the weekly summary. WebVista (formerly WebCT) This course will use WebVista for posting in-class presentations, project assignments, instructor materials, and related course resources. Once enrolled, you will have access via your my portal. For log-in instructions go to: http://webct.umn.edu/login/ Leading Innovation Teams in Science and Healthcare MOT 5001 -- Fall 2010 Contacting the Instructor Because I have a � time appointment at the University of Minnesota and a � time role with Agilent Technologies, I typically am on campus Wednesday afternoons through Friday each week. I am available after class meetings, in my office (Suite 510, Office 504, in the West Bank Office Building) Wednesday afternoons through Friday, or by appointment. The best way to reach me for questions or to schedule an office appointment is via email (froggatt-cdtl@umn.edu; kirk_froggatt@agilent.com), my office phone (612-626-9246), or in person after class. If you have an urgent need to reach me when I am not on campus, my cell phone is 612-454-9667. Course Requirements 1. Attend all classes. If you must miss a class, please let me know and (1) make arrangements with other group members for a summary and review, (2) do some additional work that will benefit your team. 2. Read all assigned materials by the assigned date. Teams often will be at a disadvantage if their members have not completed the assigned reading prior to class. 3. Actively participate in class discussions and team activities. 4. Satisfactorily complete two knowledge tests and present all three team deliverables on time. 5. Take responsibility for your learning. If you need help from classmates or the instructor, seek it out. If you have constructive feedback for your classmates or the instructor, offer it in a timely and thoughtful manner. 6. Follow scholastic conduct policy (See Office for Student Conduct and Academic Integrity (OSCAI) at http://www.umn.edu/oscai/). If you have special learning needs, please bring documentation from Disability Services and contact me to make suitable arrangements. Grading Grades will be based on five components outlined below and will be determined on a relative performance basis (i.e., class curve). Components of Course Grade Percentage of Grade Test #1 25% Test #2 25% 3 Team Project Deliverables + Presentations (#1=10%; #2=10%, #3=15%) 35% Class Participation & Contribution 15% Class will be held once per week, on Wednesday afternoons, from 3:35-5:30 p.m. in Room XXX. Reading assignments should be completed on or before the week they are listed on the syllabus. Leading Innovation Teams in Science and Healthcare MOT 5001 -- Fall 2010 Week 1 Introduction to the Course / Getting Started Week 2 (a) Healthcare Context 1: The Challenge of Innovation in Healthcare � Herzlinger, Regina E. (2006). Why innovation in Health Care is So Hard. Harvard Business Review, May 2006. � Case: TBD (b) Personal Accountability and Effectiveness � Drucker, Peter F. (2005). Managing oneself. Harvard Business Review, Vol. 83, Issue 1. Week 3 (a) Healthcare Context 2: Framework for Innovating in Healthcare � Case: Regina E. Herzlinger, �Innovating in Health Care�Framework,� HBS No. 9-306-042. Boston: Harvard Business School Publishing, 2005. (b) Understanding and Managing Team Dynamics � Read the following on-line articles: (1) Working on Teams: Using the Stages of Team Development (4 pages) at http://web.mit.edu/hr/oed/learn/teams/art_stages.html (2) Working on Teams: Important Steps When Building a New Team (5 pages) at http://web.mit.edu/hr/oed/learn/teams/art_newteam.html (3) Basic Guide to Conducting Effective Meetings (4 pages) at http://www.managementhelp.org/misc/mtgmgmnt.htm (4) Fast Company: The Seven Sins of Deadly Meetings (6 pages) at http://www.fastcompany.com/online/02/meetings_Printer_Friendly.html Week 4 (a) Healthcare Context 3: Case TBD � Case: TBD (b) Feedback and Presentation Skills � Phoel, Cynthia (2006). Feedback that works. Harvard Management Update, September 2006. � Hackley, Susan (2005). How to say what matters most. Harvard Business School Newsletter: Negotiation, August 2005. � Read on-line article: Making effective oral presentations (10 pages) at www.nacubo.org/Events_and_Programs/Speakers_Corner/Making_Effective_Oral_Presentations.html Week 5 Team Project #1: Presentations & Discussion � �Submit Team Project Deliverable #1 at beginning of class � �Each team has15 minutes for their presentation / discussion Leading Innovation Teams in Science and Healthcare MOT 5001 -- Fall 2010 Week 6 Business Design and Finance Fundamentals � Drucker, Peter F. (2001). What is our business? Executive Excellence, June 2001. � Read on-line articles: (1) The business model at http://quickmba.com/entre/business-model/ (2) The bottom line on margins at http://investopedia.com/printable.asp?a=/articles/fundamental/04/042804.asp Week 7 Motivation and Leadership of Technical Professionals � Read Katz: Section 1 (pages 1-117) Week 8 (a) Test #1 (b) Leadership Roles in the Innovation Process � Read Katz: Section 3 (pages 215-282) Week 9 Management of Innovative Groups and Project Teams � Read Katz: Section 2 (pages 121-211) Week 10 Team Project #2: Presentations & Discussion � Submit Team Project Deliverable #2 at beginning of class � Each team has15 minutes for their presentation / discussion Week 11 Intellectual Property Fundamentals � Iandiorio, Joseph S. (2004). Intellectual property. The Portable MBA in Entrepreneurship, Chapter 10, pages 311-349. Week 12 Managing Innovative Climates in Organizations � Read Katz: Section 4 (pages 405-493) Week 13 Managing the Innovation Process in Organization � Read Katz: Section 7 (pages 599-710) Week 14 Personal Leadership Assessment & Development Planning � Goleman, Daniel (2004). What makes a leader? Harvard Business Review, January 2004. � Complete Assessment Instrument (TBD) Final Exam Test #2 During Assigned Finals Week Time Period |
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Readme link.
Strategic Objectives & Consultation section begins below
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Strategic Objectives & Consultation | ||||
Name of Department Chair Approver: |
<no text provided> | |||
Strategic Objectives - Curricular Objectives: |
How does adding this course improve the overall curricular objectives ofthe unit? <no text provided> |
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Strategic Objectives - Core Curriculum: |
Does the unit consider this course to be part of its core curriculum? <no text provided> |
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Strategic Objectives - Consultation with Other Units: |
In order to prevent course overlap and to inform other departments of new
curriculum, circulate proposal to chairs in relevant units and follow-up with direct
consultation. Please summarize response from units consulted and include correspondence. By
consultation with other units, the information about a new course is more widely disseminated
and can have a positive impact on enrollments. The consultation can be as simple as an
email to the department chair informing them of the course and asking for any feedback
from the faculty. <no text provided> |
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