Southern Methodist University

EMIS 7317

Systems Engineering Leadership

Lesson 1

Fred Stellar
fstellar@mail.smu.edu
817-688-2082

Lesson 1 1
 Important Information
Disability Accommodations:
Students needing academic accommodations for a disability must first be registered with
Disability Accommodations & Success Strategies (DASS) to verify the disability and to
establish eligibility for accommodations. Students may call 214-768-1470 or visit
http://www.smu.edu/alec/dass.asp to begin the process. Once registered, students should
then schedule an appointment with the professor to make appropriate arrangements. (See
University Policy No. 2.4; an attachment describes the DASS procedures and relocated
office.)

Religious Observance:
Religiously observant students wishing to be absent on holidays that require missing class
should notify their professors in writing at the beginning of the semester, and should discuss
with them, in advance, acceptable ways of making up any work missed because of the
absence. (See University Policy No. 1.9.)

Excused Absences for University Extracurricular Activities:

Students participating in an officially sanctioned, scheduled University extracurricular activity
should be given the opportunity to make up class assignments or other graded assignments
missed as a result of their participation. It is the responsibility of the student to make
arrangements with the instructor prior to any missed scheduled examination or other missed
assignment for making up the work. (University Undergraduate Catalogue)
Lesson 1 2
Lesson 1 3
 Exercise
Develop a 2-min answer to one of two
questions
Why should you study leadership?
- or
Why should you not?

Lesson 1 4
 Recognizing Leadership
Introductions and Examples

Something What
that you did, influenced
that you were you to do
asked (or it?
told) to do
Something What
you didnt do influenced
that you were you not to
asked or told do it?

Lesson 1 5
 Defining Leadership
the process of influencing an organized
group toward accomplishing its goals.
(Roach and Behling)
influencing people by providing
purpose, motivation, and direction while
operating to accomplish the mission and
improve the organization.
(FM 6-22, Army Leadership)

Lesson 1 6
 Course Philosophy
Managed people are simply told what to
do. People who are properly led are
motivated to do whatever is necessary to
get the job done in the finest possible
way and dont need much instruction.

from Shackletons Way

Lesson 1 7
 Course Description
This course augments the management techniques
embedded in the systems engineering process with
project management, process design, and leadership
principles and practices.
Emphasis will be placed on leadership principles by
introducing the underlying behavioral science
components, theories and models, as well as
investigating how elements systems engineering,
project management, and leadership integrate into an
effective system of leadership.

Lesson 1 8
 Course Objectives

To provide students with the building blocks of effective,

technical leadership and an understanding of how those
building blocks integrate to enable management of
systems development
To launch a reflective thought process that will enable
the student to continue to grow as a leader

Lesson 1 9
 Lecture Schedule
Lesson Topic Chapter
1 Leadership Definitions & Framework 1
2 Leadership Development 2
3 Leadership Development Planning 3
4 Contingency Theories 13
5 Leader Power & Influence 4
6 Ethics, Values, and Attitudes 5
7 Leadership Attributes 6
8 Leadership Behavior 7
9 Leadership Skills 8
10 Change Leadership 14

Lesson 1 10
 Lecture Schedule
Lesson Topic Chapters
11 Leadership Derailment Factors 15
12 Motivation, Satisfaction, & Performance 9
13 Groups & Teams 10
14 Team Development 11
15 Situational Characteristics 12
16 Organizational Culture 16
17 Organizational Culture 16
18 Leadership System & Process Design 1 & 2
19 Leadership System & Process Design 1 & 2

Lesson 1 11
 References & Reading Material
Primary
Leadership: Enhancing the Lessons of Experience, 8th
Edition, Richard L. Hughes, Robert C. Ginnett, and
Gordon J. Curphy, Irwin/McGraw-Hill, 2014
Shackletons Way, Margot Morrell and Stephanie
Capparell, Viking
Supplemental
A Guide to the Project Management Body of
Knowledge, Project Management Institute
Managing the Design Factory, Donald G. Reinertson,
The Free Press, 1997

Lesson 1 12
 The Authors Goals
Integrate summaries of leadership with advice
Serve as a guide for interpretation of leadership theory
and research
Develop skills to support more effective leadership in
complex, challenging situations

Lesson 1 13
 Grading, Assignments &
Projects
(20%) Journal entries
1 journal entry; e-mailed w/no attachment by midnight on due date;
Total of 4 (#1, June 10; #2, June 14; #3, June 17; #4, June 20)
(80%) 1 design project; 3 incremental builds
Build 1 - Book report/team project (20%) due June 28th
Build 2 - Service project: Plan/execute/report
Part 1 Leadership System Design (10%) due July 3rd
Part 2 Service Project Report (20%) due July 21st
Build 3 - Leadership System Design & Verification (30%)
due August 5th

Lesson 1 14
 Journal Entry Format
(Observation/Experience)
Date______ Relevant Lesson________
Personal or Professional ____________
Identify the facts of the situation
________________________________
Account for behaviors and results
________________________________
Prescribe leader actions
________________________________

Lesson 1 15
 Incremental Build 1
Shackletons Way
Write a critical essay
Analyze Shackletons actions and the conclusions drawn by the
authors to determine relevance as examples (good or bad) of
sound leadership theory for each of the 4 phases of the journey
(ie pre-journey, voyage until abandoning ship, crisis, final
segment to whaling station)

Develop report as a consensus of the group

assigned by canvas

Lesson 1 16
 Incremental Build 1
Shackletons Way
Report will be
Detailed, integrated, realistic, comprehensive, & theoretically
sound (DIReCT)
Approximately 8 - 10 pages, single spaced
A team effort; Suggested team member roles
Lead author, process engineer, project analyst
Clearly identify roles and plan for accomplishing report
Identify any changes to the original plan at the conclusion

Lesson 1 17
 Incremental Build 2
Part 1: System Design
Outline a personal philosophy of leadership with which you,
as a technical leader, will influence other people
A personal philosophy expresses both the goals that one hopes to
achieve (i.e., your purpose) and the values that they will live by while
achieving those goals
From your understanding of leadership theory and your
personal experience, define at least 3 principles that will
guide your behavior
In your work, life, and your service project
Principles express how you will go about implementing your
philosophy

Lesson 1 18
 Incremental Build 2
Part 2: Service Project
Plan and lead a service project to test and validate your
philosophy of leadership
Involve approximately 8 people
No more than 50% a combination of family members, classmates, or
people over whom you have legitimate authority
Project must be a true service project
Beneficiaries may not be family, friends, work, co-workers,etc.
No money may be taken, unless the project raises money that is then
contributed to a worthy cause
Project must be planned and controlled
Objectives & success criteria
Resources
Interim & final milestones
Risks (contingencies)
Report results of service project (8 10 pages - guideline)
vis--vis requirements
Lesson 1 19
vis--vis plan
 Build 2 Service Report Project
Example Tabulation of Results
Item Data (example)
Beneficiary Ronald McDonald House
Goal Prepare dinner for residents
Results total hours of self and 42 hours, planning/shopping, meal preparation,
all volunteers serving, & clean up
Results total money $95 worth of food donated by friends and volunteers
collected/donated
Results - accomplishment Served supper to 38 residents on Oct 12
Identification of volunteers Relationship
Patty Wife
Paul Brother
Peter Pattys brother
Patrick Friend
Matthew Patricks fried
Mark Matthews brother
Mary Matthews sister
 Incremental Build 3
Final Report
Document your refined system, philosophy, and principles of
leadership, integrating your lessons learned from Builds 1 - 2
Report will be DIReCT and 8-10 pages, single spaced
excluding appendices such a verification matrices and
reference material (pictures, etc.)
This report will validate your philosophy and principles by showing the
extent to which they exemplify sound leadership theories, models,
and principles.
This report will be the foundation for your development as a
leader.
You should revisit your work often throughout your career as you test
and refine your theories, as your situation changes, and as you
mature your leadership skills and style.
Lesson 1 21
Detailed
DIReCT in Pictures
Your
Personal Philosophy
Situation
of Leadership
Realistic Comprehensive

Principle 1 Principle 2 Principle 3

Integrated

Theory
Models
Theory
Models
Principles
Theory
Models Principles
Theoretically
Sound Principles
EMIS7320
Lesson 1
 Example 1 Principle
I will empower Short/Long Term:
May interfere with
my team 6 short term project
objectives, but long
term pay off
Empower: Give stronger loyalty,
stronger team
them lattitude,
Limitations: SLT
assumes that leader
resources, & Diversity: Will this
is willing/capable of support to enable work across
changing styles their success international
boundaries?
Corporate
Empowerment = delegation;
1 Situational Leadership Theory 5 culture/sub-
(SLT) requires follower cultures?
maturity; competence & Needs Theory;
commitment
Expectancy Theory

Assess follower maturity;

adjust/accomodate Scheins work on
Job Characteristics
culture
Model

4 7
2 Transformational
Leadership; Multi-factor
Use Team Effectiveness
Leadership Model to
3
Leadership assess situation
Questionnaire Assess
myself Limitation: Self-
assessmentmaybe
do 360-assessment
 Lesson 1 Objectives
As a result of this lesson, the student shall...

Understand & commit to course goals, content,

structure, and standards
Describe the interactional framework of leadership
Apply the leader thought process
Describe the technical leadership framework
Distinguish leadership & management similarities and
differences
Recognize common leadership myths

Lesson 1 24
 Technical Leadership
The integration of 4 building blocks
Behavioral Sciences Project Management &
Organizational Design
Project Management
Leader
Integration Mgmt Scope Mgmt Time Mgmt

Follower Situation Cost Mgmt Quality Mgmt Human Resources Mgmt

Communications Mgmt Risk Mgmt Procurement Mgmt

Process Design & Systems Engineering Process

Improvement Manage

Information & Queuing Theory Understand requirements

Design
Lean Principles Acquire products

Productivity & Efficiency Build

Verify

Sell off
Lesson 1 25
 Important Questions
Does your project use world class technology?
Does your team include outstanding people from
good engineering schools?
Do you have outstanding, world class [financial]
success when developing new products?
How do you control cost, schedule, &
performance?

Lesson 1 26
Ingredients for Success

Technology
People
Leadership

Lesson 1 27
 Management defined

Systems Engineering Management plans,

organizes, controls, and directs the
technical development of a system or its
products

James N. Martin
Systems Engineering Guidebook

Lesson 1 28
 Management Components of SE
people, facilities,
Systems Engineering Process tools, capital,
communications,
Manage library
Understand requirements

Design
schedule, budget,
Acquire products risks, issues, plans,
Build timeline, changes,
Verify
problems, legal
Sell off

R -- Responsibility: Who is
supposed to do the task
A -- Authority : Who has the
authority to do the task
A -- Accountability : Who
gets blamed if something
goes wrong

Lesson 1 29
 Dispelling a Myth

Systems dont develop systems.

People do!

Lesson 1 30
 The Survey says...

Most people believe they could give 15 -

20% more effort with no one recognizing
any difference
The same people believe they could give
15 - 20% less effort without anyone
noticing

Lesson 1 31
Leadership as a System

Leader

Follower Situation

Interacts with
Lesson 1 32
 2 Views of Leadership
Development
Leader Development
Focus on the individual
L-F-S
Intellectual capital

Leadership
Development
Focus on the
organization
Social capital
Lesson 1 33
 How Doctors Think: SOAP
Used in most medical schools and allied health schools
Subjective, Objective, Assessment and Plan. Each of
these sections require the basic understanding of
medical terminology to allow continuity of care.
Requires medical terminology that is considered
appropriate by the facility where you are working. Each
facility should have a listed set of appropriate medical
abbreviations and surgical abbreviations.
S includes the patients goal, patients pain complaint,
medical history and social history.
O includes the clinician data collection of strength,
range of motion, skin integrity and organ system function
A includes the clinicians opinion about the presented
case, prognosis, diagnosis and goals.
P includes the plan to progress to the goals set in the
A and the interventions that are necessary.
Lesson 1 34
 Leadership as a Process

The process of influencing an organized

group toward accomplishing its goals

For our purposes, a thought process:

Identify Account Act

Lesson 1 35
 How Leaders Think
The Leader Thought Process

Identify

Just the facts

Describe the
situation &
people involved

Lesson 1 36
 How Leaders Think
The Leader Thought Process

Identify Account

Select and apply one or

more leadership theories
or models
Identify all relevant
factors
Determine the preferred
behavior Lesson 1 37
 How Leaders Think
The Leader Thought Process

Identify Account Act

Assess the
actual actions
and results
relative to the
predicted
results or
desired
outcomes

Lesson 1 38
 The Leader Thought Process
Assessing Results

Identify Account Act

Consistent

Results
Inconsistent

Incorrect Correct
Behaviors Lesson 1
 Exercise
You are a state legislator, and a colleague
asks for you support for pending
legislation

Use the Leader Thought Process to

determine your response

Lesson 1 40
 Chapter 1

Leadership Is Everyones
Business

Lesson 1 41
 What does leadership involve?
Research
To determine when, where, and how to
accomplish something
Skills
To understand leadership situations and
influence others to accomplish group goals
Rational, explicit, rule-based methods
To assess situations and determine actions
Emotions
To inspire action Lesson 1 42
Leadership and management are
closely related but distinguishable
functions

Leadership Management

Lesson 1 43
 Distinctions between managers
and leaders (Bennis, 1989)
Managers Leaders
administer innovate
maintain develop
control inspire
imitate originate
have a short-term view have a long-term view
ask how and when ask what and why
accept the status quo challenge the status
quo

Lesson 1 44
 Leadership

There is no Leader
leadership
without
followers Follower Situation
All leadership is
situational

Lesson 1 45
 Myths That Hinder Leadership
Development
Good Leadership Is All Common Sense
Leaders Are Born, Not Made
The Only School You Learn Leadership
from is the School of Hard Knocks

Lesson 1 46