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Instructors:
Dr. Mark E. Nissen CDR
Bill Hatch
Ingersoll 310 Ingersoll
236
831-656-3570 831-656-2463
MNissen@nps.navy.mil wdhatch@nps.navy.mil
Class: M/W 1300 – 1450 (In-267); lab: W 1500 – 1550 (In-224).
Office hours: Prof. Nissen: M 1500 – 1550 Prof. Hatch: M – Th 0800 – 1000; both professors, also by appointment, telephone and e-mail
The most valuable asset to an enterprise is the intellectual capital of its people, and the most important decisions made by enterprise leaders concern the organization, training and development of its managers and workers, be they officer and enlisted personnel in the military or knowledge and information workers in industry. However, the domain of manpower, personnel and training (MPT) is large and complex, and many decisions are unstructured, leaving decision makers bereft of effective decision-support methods and tools. Even where effective methods and tools can be employed, many leaders are ignorant of their use or even existence, plus the design and development of databases, information systems and analytical support tools is often not guided by grounded understanding in data management, much less the management of information and knowledge.
This course has been recently redesigned to address these challenges in the critical MPT area, and it is designed around three pillars. First, the course draws from the field of information systems focused specifically on models, tools and methods for decision support. Second, the course draws from the processes, models and tools employed for military manpower systems and analysis. Third, the course draws from the intelligence and problem-solving ability of its students, who contribute directly to classroom instruction and perform as consultants to redesign and improve current manpower processes.
Requirements include course readings, a student synopsis, a course project, a comprehensive exam, participation and lab work.
Students are expected to read all assigned materials in preparation for class. Readings listed in the Course Schedule should be read in advance of class. However, not all assigned readings are of equal importance, and not all students will have equal interest in each reading. The instructors may be able to help students prioritize reading assignments.
Student synopses provide important information pertaining to how manpower processes presently function, and they ensure key points are identified and expressed from the students’ perspective. Students form small teams (e.g., groups of 2 – 3) to document and explain either (a) one of the key U.S. Navy manpower processes or (b) one of the key decision-support technologies. The instructor identifies a number of processes and technologies for consideration, for which students can volunteer on a first-come-first-served basis. See synopsis schedule and guidelines for assistance with this requirement.
The course project involves consulting to redesign a key manpower process. Students form small teams (e.g., groups of 2 – 3) to thoroughly document and analyze an important process in the military manpower domain, using the methods, tools and techniques covered in the course. Notice, unlike the student synopses, topics selected for the course project are not restricted to U.S. Navy processes; that is, students are free—but not required—to examine processes associated other military services, foreign or domestic. The end product of this project is a consulting report (e.g., 30 pages) and class presentation. Projects that are particularly stimulating and thorough may be forwarded to the appropriate organizations for consideration. See project guidelines for assistance with this requirement.
The exam is required to be completed by each student working individually. It is designed to challenge students' ability to integrate the diverse concepts and techniques covered in the course. The exam is comprehensive, and it tests high-level learning and integration. As such, it challenges even the best students.
Extensive student participation in class is expected. Although much of the course material is suitable for lecture-style class sessions, the need to synthesize, integrate and critically assess manpower models, tools and processes requires substantial informed discussion and interaction. Further, substantial student learning derives from peer interaction and class discussion. There is simply no substitute for in-class participation.
Students are expected to attend and participate in all lab sessions. These sessions are intended to enable students to acquire and develop "hands on" skills with current and advanced DSS tools and applications. Although a separate grade is not assigned for the lab component of the course, lab work will indirectly affect the students' project grades and be figured directly into the participation grade.
Students require access to a computer equipped with word processing, e-mail and Web browsing software. Decision-support software will be made available in the labs and demonstrated in class.
The schedule is available to guide the student with session-by-session topics, readings and other assignments for the course. Please be sure to consult the Web version, which is maintained to reflect current status.
(aka Dr. Mark's Ten Commandments)
Page updated 27 June 2002