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Technology and Operations Management  (2022 Spring)

Technology and Operations Management  (2022 Spring)

Syllabus

As of April 10th, 2022

Note: This syllabus may be updated and revised at a later date.

 

Instructor: Kanetaka M. Maki, Ph.D. (kanetaka@kanetaka-maki.org)
Teaching Assistant: Merck Paisalachpong and Ronrich Tan
Semester & Class Time: Spring Quarter – Mondays 3rd (13:00-14:30) and 4th (14:45-16:15) Periods

Classroom: 11-902 (and online using Zoom)
 

1. Course Description

Technology and Operations Management (TOM) covers two different but interrelated topics: Technology Management and Operations. TOM is a field originally developed at Harvard Business School. The original concept of TOM was started from Operations, specifically focusing on the manufacturing and development of physical products. However, as the world of operations research has changed, the course expands to new issues in information technology, supply chains, service industries, etc.
Currently, TOM is the course that provides the student with competencies in the field of technology management for product design, manufacturing, and innovation.
The course will provide students with an introduction to the basics of technology management and various new topics related to innovation management. The course will utilize lectures, case discussions, assignments, and guest speakers from the industry. Students will learn basic frameworks in this TOM field, and they will utilize these frameworks using case studies.
The course is aimed at three types of audiences:

  • those who are interested in the process/methods of innovation.
  • those who are interested in the technology business.
  • those who are willing to expand their perspectives.

We will cover many types of technology in this class. However, a STEM background is not required for this course.

2. Course Objective

  1. To provide you with the frameworks and methods to conduct innovation.
  2. To provide you with an overview of cutting-edge technology-based businesses.
  3. To provide you with the framework to analyze technology-based businesses.

3. Preparation and Assignments

Each student is expected to have completed all readings, and assignments for each class before the class starts (approximately 1.5 hours for each class).

4. Class Schedule

The schedule may be updated and revised at a later date.

Class 01 (4/11): Introduction
Topics
  • Introduction
  • Course Framework
  • MBA in AI Era
  • Effectiveness of Online Courses
Pre-Assignment
  • Read the course syllabus carefully.
  • Submit your self-introduction presentation slide (URL will be announced separately).
Post-Reading
  • None
Class 02 (4/11): Experimentation & Innovation
Topics
  • Experimentation
  • Prototyping
  • Michael A. Roberto, “New Venture Simulation: The Food Truck Challenge”,  HBSP Product #: 7201-HTM-ENG
Pre-Assignment
  • Simulation
    • Michael A. Roberto, “New Venture Simulation: The Food Truck Challenge”,  HBSP Product #: 7201-HTM-ENG
  • Preparation Questions
    1. Why did you make your initial choices in the simulation? What was your decision-making rationale?
    2. How did you assess market feedback and modify your choices as time progressed in the simulation?
    3. If you chose the pushcart option, why did you do so? What made it difficult to pursue this option?
    4. If you chose the research option, what motivated that decision? What were the challenges associated with conducting additional research?
    5. If you chose to operate the food truck rather than the pushcart, what was your rationale?
Post-Reading
  • None
Class 03 & 04 (4/18): Design Thinking Workshop Online
Topics
  •  Design Thinking Workshop
Pre-Assignment
  •  None
Post-Reading
  • Clayton M. Christensen, Taddy Hall, Karen Dillon, and David S. Duncan, “Know Your Customers “Jobs to Be Done””, Harvard Business Review, September 2016
  • Don Norman, “The Design of Everyday Things”, Basic Books, 2013 [Chap 6]
Class 05 (4/25): Design Thinking
Topics
  • Design Thinking
  • IDEO and Product Development
Pre-Assignments
  • Reading
    • Stefan Thomke and Ashok Nimgade, “IDEO Product Development”, HBS Case #600-143
  • Preparation Questions
    1. How would you characterize IDEO’s process, organization, culture, and management?
    2. Decision point: should IDEO accept the Visor project as is (on a dramatically reduced schedule)? Should they try to persuade Handspring’s management to change its aggressive launch schedule? Or should they simply decline the project? In your discussion, please consider the IDEO and Handspring perspectives.
Post-Reading
  • Tim Brown, “Design Thinking”, Harvard Business Review, June 2008
  • Stefan Thomke, “Enlightened Experimentation: The New Imperative for Innovation”, Harvard Business Review, February 2011
Class 06 (4/25): Hypothesis-Driven Innovation
Topics
  • Hypothesis Driven Innovation
Pre-Assignment
  • Reading
    • Marco Iansiti, “Team New Zealand (A)”, Harvard Business School Case, Oct 1996, 697040-PDF-ENG
  • Preparation Questions
    1. How would you evaluate Team New Zealand’s use of simulation in the design process? What are its advantages and disadvantages? How did their approach to simulation differ from that used by other syndicates?
    2. Which yacht construction strategy should Team New Zealand follow? Why? How much improvement would you expect from each?
    3. Please choose one option from the below. What would you advise Team New Zealand to do?
      • Two similar boats now;
      • Two different boats now;
      • One boat now, one boat later.
Post-Reading
  • Marco Iansiti, “Team New Zealand (B)”, Harvard Business School Case, Oct 1996, 697041-PDF-ENG
  • Marco Iansiti, “Team New Zealand (C)”, Harvard Business School Case, Oct 1996, 697042-PDF-ENG
  • Thomas R. Eisenmann, Eric Ries, Sarah Dillard, “Entrepreneurship Reading: Experimenting in the Entrepreneurial Venture”, HBSP Product #: 8077-PDF-ENG
Class 07 (5/2): Business Experiments
 Topics
  • Business Experiments
 Pre-Assignment
  • Reading
    • Stefan Thomke; Daniela Beyersdorfer, “Booking.com”, Harvard Business School Case, Oct 2018, #619015-PDF-ENG
  • Preparation Questions
    1. How successful is Booking? How did the company achieve its success? (Hint: Estimate the company’s financial contribution to The Priceline Group.)
    2. Please analyze Booking’s operating and business models carefully (strategy, process, management, and culture). Which elements are the hardest to copy for competitors? Why?
    3. Decision: How should Gillian Tans (CEO) respond to the Blue Screen landing page experiment proposed by Frisby? Please explain your recommendation and be specific about any proposed change.
      1. Tans should not get involved.
      2. Tans should ask Frisby to make changes to the experiment.
 Post-Reading
  • Stefan Thomke, “Building a Culture of Experimentation”, Harvard Business Review, Mar 2020, #S20021-PDF-ENG
Class 08 (5/2): Platform Business and Sharing Economy
Topics
  • Platform Business
  • Sharing Economy
  • Disruptive Business
  • Uber’s Business Model and Strategy
Pre-Assignment
  • Reading
    • Youngme Moon, “Uber: Changing the Way the World Moves”, Harvard Business School Case, January 2017 (HBS Case #16011-02)
  • Preparation Questions
    1. Do you agree or disagree with Uber’s surge pricing policy? What are the reasons it can be perceived as unfair? What does it mean to say that a pricing policy is exploitative? What are the risks of the policy to Uber? Given these risks, should Uber modify its policy? Be prepared to defend your answer.
    2. Uber is notoriously aggressive in its business tactics. It frequently operates without getting regulatory approval and it often ignores legal concerns; as a consequence, the company has become a lightning rod of criticism. Do you agree with Uber’s aggressive tactics? Is there a more diplomatic way for Uber to conduct its business? Should Uber be taking more of a “tiptoe” approach when it enters new markets?
    3. Uber has become enormously popular among consumers in a very short period of time. How has the company accomplished this?
    4. How well does Uber treat its drivers? From a driver’s standpoint, is it better to drive for Uber or is it better to drive for a taxi/limo service? Is it economically more attractive to drive for Uber? What would you imagine are the biggest complaints drivers have about driving for Uber? What would you imagine are the most appreciated benefits? What is the profile of a typical Uber driver, and how does it compare to the profile of the typical taxi or limo driver?
    5. How robust is Uber’s operating model? What are the weak links in its service model? Is Uber vulnerable? In what way?
    6. In its relatively short life span, Uber has attracted a lot of media attention. Why is this? What is it about the Uber business model that is both compelling and polarizing? In addition, why has Uber managed to achieve such a high valuation? What are the pros and cons of a high valuation?
Post-Reading
  • Thomas Eisenmann, Geoffrey Parker, and Marshall W. Van Alstyne, “Strategies for Two-Sided Markets”, Harvard Business Review, October 2006
Class 09 (5/9): Service Innovation and Operations
Topics
  • Service Innovation
  • Service Operations
  • Benihana’s Business Model
  • Basics of Operations
Pre-Assignment
  • Reading
    • H. Earl Sasser, “Benihana of Tokyo”,  HBS Case #9-673-057
  • Preparation Questions
    1. What are the differences between the Benihana production process and that of a typical restaurant?
    2. Examine the production system in detail. What are the major design choices which generate operating efficiencies?
Post-Reading
  • Roy D. Shapiro, “Designing, Managing, and Improving Operations”, Harvard Business Publishing Core Curriculum “Operations Management”, 2013
Class 10 (5/9): AI and Medical Application
Topics
  • AI and Medical Application
Pre-Assignment
  • Reading
    • Shane Greenstein; Sarah Gulick, “Zebra Medical Vision”, Sep 2018, Harvard Business School Case, #619014-PDF-ENG
  • Preparation Questions
    1. What is the value proposition at Zebra Medical? What are the biggest risks to realizing that proposition in the near future?
    2. With seventy other firms in the ML space for imaging, what are Zebra’s competitive advantages and disadvantages?
    3. Where should Zebra orient its development over the next three to five years?
    4. With ample funding, what type of employees should Zebra try to hire next? Why?
Post-Reading
  • None
Online Simulation Competition (5/9-5/21)
Topics
  • Operations
Assignment
  • Online Simulation
    • W. Earl Sasser Jr. and Ricardo Ernst, ”Operations Management Simulation: Benihana V2”, Product #: 7003-HTM-ENG
  • Preparation Questions (Challenge 6: Design Your Best Strategy)
    1. What do you think is the best strategy for maximizing profitability?
    2. What do you think is the best strategy for maximizing throughput?
    3. Are there any correlations between these variables?
Class 11 (5/16): New Business: Genome Industry
Topics
  • Genome Industry
Pre-Assignment
  • Reading
    • John A. Quelch and Margaret Rodriguez, “23andMe: Genetic Testing For Consumers (A)”, Harvard Business School Case,  January 2014 (HBS Case #514-086)
  • Preparation Questions
    1. Is the sale of DNA tests to consumers a good idea?
    2. Would you invest in 23andMe?
    3. What should Wojcicki do?
In-Class Reading
  • John A. Quelch and Margaret Rodriguez, “23andMe: Genetic Testing For Consumers (B)”, Harvard Business School Case, January 2014 (HBS Case #514-095)
  • John A. Quelch and Irene Lu, ”23andMe: Genetic Testing For Consumers (C)”, Harvard Business School Case, June 2017 (HBS Case #517-129)
Class 12 (5/16): Guest Speaker
Topics
  • Guest Speaker: TBD
Pre-Assignment
  • TBD
Post-Reading
  • TBD
Class 13 (5/23): Innovation Tournaments
Topics
  • Innovation Tournaments
  • Open Innovation
Pre-Assignments
  • Reading
    • Karim R. Lakhani, “InnoCentive.com (A)”, Harvard Business School Case, October 2009 (HBS Case #9-608-170)
  • Preparation Questions
    1. Why would firms use InnoCentive’s service to solve scientific and technical problems?
    2. What is the motivation for Solvers to participate in InnoCentive?
    3. What kinds of problems are appropriate for Broadcast Search?
    4. What are the trade-offs between choosing a market or a community for problem-solving?
Post-Reading
  • Karim R. Lakhani, Eric Lonstein, “InnoCentive.com (B)”, Harvard Business School Case, August 2011 (HBS Case #612026-PDF-ENG)
  • Karim R. Lakhani, Eric Lonstein, “InnoCentive.com (B)”, Harvard Business School Case, August 2011 (HBS Case #612027-PDF-ENG)
  • Gary P. Pisano, Roberto Verganti, “Which Kind of Collaboration Is Right for You?”, Harvard Business Review, December 2008
Class 14 (5/23): Inclusive Innovation
Topics
  • Inclusive Innovation
Pre-Assignment
  • Reading
    • Rohit Deshpande and Laura Winig, “Cipla”, Harvard Business School Case, June 2003 (HBS Case #503085-PDF-ENGCiPLA)
  • Preparation Questions
    1. What is your assessment of how well the various parties are handling the global AIDS pandemic?
    2. How does Cipla’s business model differ from that of traditional pharmaceutical companies? What are the key drivers and challenges to Cipla’s success?
    3. In your view, do Cipla’s business practices constitute unfair competition?
    4. What should Dr. Hamied and his company do in response to the challenges they face?
    5. What, if anything, should the following parties do to combat the global AIDS crisis: (1) “Big Pharma,” (2) “rich country” governments, (3) non-governmental organizations (NGOs) and non-profits such as the Clinton Foundation?
Post-Reading
  •  None
Class 15 (5/30): What is Innovation?  & Wrap-up
Topics
  • What is Innovation?
  • Course Evaluation
  • Wrap-up
Pre-Assignment
  • Peter F. Drucker, “The Discipline of Innovation”, Harvard Business Review, August 2002
  • John T. Gourville, “Eager Sellers and Stony Buyers – Understanding the Psychology of New-Product Adoption”, Harvard Business Review, June 2006
  • Stefan Thomke, Iavor Bojinov, Guillaume Saint-Jacques, Martin Tingley, Jeremy King, Daniel McGinn, “Productive Innovation”, HBSP Product #: R2002B-PDF-ENG
  • Eric T. Anderson, Duncan Simester, “A Step-by-Step Guide to Smart Business Experiments”, HBSP Product #R1103H-PDF-ENG 
Post-Reading
  • None
Optional Session 01: Bioinspiration
Topics
  • Bioinspiration 
Post-Assignment
  • Reading/Watching
    • Karim R. Lakhani, Vish Krishnan and Ruth Page, ”Bioinspiration at the San Diego Zoo”, Harvard Business School Case, September 2014 (HBS Case #614-703)
  • Questions (No need to submit)
    1. During the development of products and services, what are the typical steps for a problem-solving process? How is Bioinspiration different than other sources of innovation?
    2. Why would firms work with the San Diego Zoo for product innovation help?
    3. Is the current model of the Center for Bioinspiration the best model? What would you recommend should be its role within the zoo and/or its form interaction with clients?
Optional Session 02: Star Scientists
Topics
  • University-based Innovation System
  • Science Business
  • Star Scientists
Pre-Assignments
  • Reading
    • H. Kent Bowen, “The Langer Lab: Commercializing Science”, Harvard Business School Case, March 2005 (HBS Case #605-017)
  • Preparation Questions
    1. Is the Langer Lab successful? Why?
    2. What role does Langer himself play?
    3. What perpetuates continued innovation and productivity?
Post-Reading
  • Steven Prokesch, “The Edison of Medicine”, Harvard Business Review, March-April 2017
  • G. Zucker, Darby, M.R. 2007. Virtuous circles in science and commerce. Papers in Regional Science. 86(3) 445-470.
Reference
  • Gary Pisano, “Can Science Be a Business? Lessons from Biotech”, Harvard Business Review, October 2006

 

5. Classroom Procedure 

  • The course meets 7.5 times for 180 minutes each time. Class sessions will begin and end on time. Please be punctual so that you do not miss the initial thrust of the discussions or disturb others. Keep in mind class participation is part of your grade.
  • Each student is expected to have completed all readings, and assignments for each class before the class starts. Assignments will be submitted prior to each class through Waseda Moodle. Each student should be prepared and expect to participate in classroom discussions.
  • Many of the sessions of this class will follow the discussion format. This allows you to apply theories, concepts, and analytical devices discussed in class or in the reading materials, or from other relevant current events or news sources. The direction and quality of the discussion are the collective responsibility of the class, not the sole responsibility of the instructor. Class participation will be graded on your readiness, willingness, and the quality of your comments and their contribution to the discussion.
  • I expect each student to be prepared at all times to comment on any class session. To reinforce this expectation, I will randomly cold-call on students during the ensuing discussion, both those who raise their hands and those who do not.

6. Textbooks

  • Required
    • A carefully selected list of readings is provided. We will provide you with all printed handouts.
    • We will use IT tools to facilitate the discussion – You are required to bring your smartphone, tablet, or PC to the class.
  • Reference
    • Strategic Management of Technology and Innovation 5th Edition, Robert Burgelman et al., McGraw-Hill Education
    • Managing Business Process Flows: Principles of Operations Management 3rd Edition, Ravi Anupindi et al., Prentice Hall

7. Grading

Class Attendance (Submit contribution and takeaway form after the class by the deadline). 40 %
Class Contribution (Contribution to the in-class discussion. / Contribution to the online discussion / Contribution for helping other students’ learning experience) 30 %
Assignments (Submit pre-assignment by the deadline.) 30%
Total 100%
  • Please check the scores and let TA know if there is any mistake. It is your responsibility to check the scores. If you did not claim by the end of the quarter, we take it as you agreed with the scores you received.
  • For those students who registered in the second round or later, please check whether all scores are included.

[Contributing to the Class Discussion]

The frequency (i.e., the quantity) of your interventions in class is not a key criterion for effective class contribution.

Some criteria used to evaluate class contribution are as follows:

  1. Is the participant deeply engaged in class? The use of laptops and electronic devices for non-class purposes can negatively affect class participation and the learning experience.
  2. Is the participant a good listener? Are the points made relevant to the discussion? Are they linked to the comments of others? Do the comments show evidence of the analysis of the case?
  3. Is there a willingness to test new ideas, or are all comments “safe”? (For example, repetition of case facts without analysis and conclusions).
  4. Do comments clarify or build upon the important aspects of earlier comments and lead to a clearer understanding of the case?

Class Contribution = Quality of the comment / Air-time

8. Course Policies

  • Academic Integrity
    • The integrity of scholarship is essential for an academic community. As members of the Waseda Business School, we pledge ourselves to uphold the highest ethical standards. The University expects that both faculty and students will honor this principle and in so doing protect the validity of University intellectual work. For students, this means that all academic work will be done by the individual to whom it is assigned, without unauthorized aid of any kind.
    • The complete Waseda Business School Policy on Integrity of Scholarship can be viewed in the “Student Honor Code for WBS Courses.”
  • The Honor Code in This Course
    • You can work with anyone on class assignments.  I suggest that you work in study groups on homework assignments.
    • Your class preparation and assignments must not benefit from class materials by students who took this course in prior years, or at other schools. Using course notes or PowerPoint slides you received from previous students of this class is a violation of the Honor Code.
  • Equity, Diversity, and Inclusion
    • Knowledge of equity, diversity, and inclusion is required of students in this class.
    • Definitions of Terms (Source: https://www.findem.ai/knowledge-center/what-is-diversity-equity-inclusion-and-belonging) 
      • Equity gives each employee fair and equal access, opportunities, and advancements, regardless of their diversity background.
      • Diversity refers to the demographics of your workplace, which includes ethnicity, gender, sexual orientation, age, military/veteran status, location, nationality, disability status, skills, and many other factors.
      • Inclusion ensures everyone on the team is treated fairly and respectfully, despite differences.
      • Belonging centers around the employee experience of feeling accepted in the workplace.

9. Notes

  • If you have any questions regarding the class, please use the slack channel.
  • Kanetaka M. Maki, Ph.D. Official Web Page: http://www.kanetaka-maki.org/