595.727.81 - Advanced Concepts in Agile Technical Management

Course Structure

The course materials are divided into modules. The modules can be accessed by clicking Course Modules on the left menu in your course Canvas site. A module will have several sections including the overview, content, readings, a short quiz, and assignments. Please preview all sections of the module before starting. All modules run for a period of seven (7) days beginning on Tuesday and ending at midnight on Monday. You should regularly check the Announcements for emerging information. 

All assignments are graded and released in the Grade Center and notifications of grade release and/or grade distribution are sent to the email address that appears in the course roster. As assignment grades are posted, they are automatically added to the gradebook.

The Announcements tool will be used for important bulletins, grade distributions, reminders, and assignment clarifications and, again, are sent to the email address that appears in the course roster.

Course Topics

• Fundamentals of Agile and Lean Concepts
• Validity of Agile
• Project Characteristics Govern
• Lean Concept of Flow/Agile in Government
  
• Self-organizing, Self-Managing Teams
• Quality in the Agile Space and the Evolving Role of Technical Management
• Agile Planning Means Planning to Discover
• Designing for Value
• Agile at Scale – Part 1
• Agile at Scale – Part 2
• Agile at Scale – Part 3
  
• Retrospection and Course Wrap-up

Course Goals

The goals of this course are to 1) understand the principles and applications for a set of advanced concepts in technical management 2) identify and describe the characteristics of projects that lend themselves to solutions based on these advanced concepts, and then 3) apply that knowledge to develop a course of action for your company’s leadership to consider at the conclusion of a semester long research and evaluation simulation in a fictitious company setting.

Course Learning Outcomes (CLOs)

• Evaluate whether advanced concepts such as agile and lean methods represent a course of action suitable for you as a leader.
• Access the resulting value achieved through applying the principles of agile and lean methods to real- world situations and challenges.
• Evaluate what types of projects and technical development activities are best suited for incorporating agile and lean methods.
• Justify how key social and cognitive concepts support and validate the principles of agile and lean.
• Describe typical factors within organizations that work against deploying agile and lean principles and how best to mitigate their effect.

Textbooks

Highsmith, J. (2009). Agile project management: creating innovative products (2nd ed.). New York City, NY: Pearson Education.

ISBN-10: 0321658396

ISBN-13: 978-0321658395

Ward, A.C. & Sobek II, D.K. (2014). Lean product and process development (2nd ed.). Cambridge, MA: Lean Enterprise Institute.

ISBN-10: 1934109436

ISBN-13: 978-1934109434

Textbook information for this course is available online through the appropriate bookstore website: For online courses, search the MBS website at http://ep.jhu.edu/bookstore.

Other Materials & Online Resources

All additional course readings are available directly through the Canvas course site as eReserves or are provided as pdfs.

Required Software

Webcam and microphone are required (if provided with computer, this is usually sufficient along with adequate lighting and no background sound interference). Word, PowerPoint, no pdfs.

Student Coursework Requirements

Students should expect that each class will take approximately 6-10 hours per module to complete. Here is an approximate breakdown: reading the assigned sections of the texts (approximately 2–3 hours per module) as well as some outside reading, listening to the audio annotated slide presentations and videos (approximately 2-3 hours per module), and writing homework assignments (approximately 2-4 hours per module). 

General 

All assignments are released and due on Eastern Time. All homework assignments are submitted electronically via the Assignments section of the module in which they are due. A comprehensive list of assignments is provided in the Course Outline.

Homework is expected to be turned in as indicated in the Assignment section of each module; it will be categorized as late if it is received after that time. Unexcused late submissions will be reduced by 10 percentage points for each day they are submitted late. After a week, if the student hasn't contacted the instructor to develop a suitable course of action, these homework assignments will receive a zero score. Please coordinate with the instructor as early as possible so that a reasonable course of action can be determined. Special circumstances (e.g., temporary lack of Internet access, extended illness of several days, etc.) can be cheerfully accommodated if you inform us in advance. 

We remain baffled at how often students will not notify us of some problem at work or at home until after the deadline – this is too late for you to not be penalized. If you show the courtesy of contacting us prior to the deadline, at least we can discuss what might be possible.

Assignments Overview

Team Action Assignment (TAA) and Team Presentation (TP) MS Teams recordings

Both TAAs and TPs are pre-recorded homework (i.e., average length ~60 minutes) submitted at the end of the module. 

Individual Essay Assignments

Approximately every 2 weeks each student will submit an essay averaging 1200 words in length. We generally do not directly grade spelling and grammar. However, you are in a graduate course: we expect you to be able to construct written communication appropriate for this level of education. We particularly abhor colloquial, sloppy language that does not comport with the quality of education you should expect from The Johns Hopkins University – such performance will detract from your grade. Although there are several great sources to help you write better, here is one for your consideration: https://owl.english.purdue.edu/owl/.

Essay assignments will involve critical thinking problems, case study analysis, hypotheticals, and so on. For individual submitted assignments, please include a cover sheet with your name and assignment identifier. For submitted team assignments please include a cover sheet with the names of each group member and assignment identifier. Each submitted assignment should also include a page number indicator (i.e., page x of y) on each page of your submissions. All assignments are due by the end of the module (e.g., Monday night) they are assigned in. We will provide feedback on assignments within one week after the assignment due date – We will strive to provide you feedback earlier if possible. 

We encourage you to consider the following elements for each of your assignments:

1. Did you directly address the question?
2. Did you attempt to draw from most or all of your reading or video assignments in the current module over the course of your narrative? We have found this omission to be the single biggest source of poor grades over any other item.
3. Does your writing meet or exceed accepted graduate-level English and scholarship standards? Namely, this would include the use of proper grammar, complete sentences, and logical organization of answers.
4. Did you provide useful analysis and rationale for your discussion?
5. Did you provide at least the required citations in your work?
6. Is your paper the required length?
7. Did your clearly state your conclusion?

In preparing your homework, please put the name of the assignment, along with your name, in the document filename. We make use of Canvas' capability to do a batch download of the assignments - they lose their association with you without having your name on the assignment and submitted file. For example, for the Essay #1 we might create the filename bob_cameron_esssay_1.doc if Dr. Bob were a student. Please submit all assignments either in Microsoft Word or PowerPoint not Adobe pdfs.

Team Action Assignments (20% of Final Grade Calculation)

There will be a total of six TAA’s approximately every two weeks. As a team you will present the results of your assignment back to the entire class during a Zoom conference using a PowerPoint presentation. Each member of the team will work together to assess the assignment requirements, apportion specific actions to team members, and together work on an integrated PowerPoint presentation. Unless a student cannot particulate in the Zoom conference, this is a team grade.

Two Team Presentations (15% and 25% of Final Grade Calculation, Respectively) 

The first of two team presentations is assigned in Module 2 and presented in Module 5 while the second one is assigned in Module 5 and presented in Module 14. We will ask to see what you have accomplished so far during Module 9. 

The team presentation will be graded according to the rubric provided within the applicable module. 

Individual Essay (20% of Final Grade Calculation)

Implemented on alternating weeks with the team action assignments, this assessment will consist of five ~bi-weekly written assignments in which you will have a challenge question to address. 

These written assignments will be graded according to the rubric that is available on the Syllabus & Course Information page in Canvas.

Quizzes (20% of Final Grade Calculation)

Quizzes are multiple-choice and are administered in all modules except Module 5 and 14. Questions are drawn from material either contained in the lectures, reading or short videos provided. Of the answers provided, there is only a single correct answer possible.

Grading Policy

Assignments are due according to the dates posted in your Canvas course site. You may check these due dates in the Course Calendar or the Assignments in the corresponding modules. We will post grades one week after assignment due dates; earlier if we can.

We generally do not directly grade spelling and grammar. However, egregious violations of the rules of the English language will be noted without comment. Consistently poor performance in either spelling or grammar is taken as an indication of poor written communication ability that may detract from your grade.

A grade of A indicates achievement of consistent excellence and distinction throughout the course—that is, conspicuous excellence in all aspects of assignments and discussion in every week.

A grade of B indicates work that meets all course requirements on a level appropriate for graduate academic work. These criteria apply to both undergraduates and graduate students taking the course.

Academic Policies

Deadlines for Adding, Dropping and Withdrawing from Courses

Students may add a course up to one week after the start of the term for that particular course. Students may drop courses according to the drop deadlines outlined in the EP academic calendar (https://ep.jhu.edu/student-services/academic-calendar/). Between the 6th week of the class and prior to the final withdrawal deadline, a student may withdraw from a course with a W on their academic record. A record of the course will remain on the academic record with a W appearing in the grade column to indicate that the student registered and withdrew from the course.

Academic Misconduct Policy

All students are required to read, know, and comply with the Johns Hopkins University Krieger School of Arts and Sciences (KSAS) / Whiting School of Engineering (WSE) Procedures for Handling Allegations of Misconduct by Full-Time and Part-Time Graduate Students.

This policy prohibits academic misconduct, including but not limited to the following: cheating or facilitating cheating; plagiarism; reuse of assignments; unauthorized collaboration; alteration of graded assignments; and unfair competition. Course materials (old assignments, texts, or examinations, etc.) should not be shared unless authorized by the course instructor. Any questions related to this policy should be directed to EP’s academic integrity officer at ep-academic-integrity@jhu.edu.

Students with Disabilities - Accommodations and Accessibility

Johns Hopkins University values diversity and inclusion. We are committed to providing welcoming, equitable, and accessible educational experiences for all students. Students with disabilities (including those with psychological conditions, medical conditions and temporary disabilities) can request accommodations for this course by providing an Accommodation Letter issued by Student Disability Services (SDS). Please request accommodations for this course as early as possible to provide time for effective communication and arrangements.

For further information or to start the process of requesting accommodations, please contact Student Disability Services at Engineering for Professionals, ep-disability-svcs@jhu.edu.

Student Conduct Code

The fundamental purpose of the JHU regulation of student conduct is to promote and to protect the health, safety, welfare, property, and rights of all members of the University community as well as to promote the orderly operation of the University and to safeguard its property and facilities. As members of the University community, students accept certain responsibilities which support the educational mission and create an environment in which all students are afforded the same opportunity to succeed academically. 

For a full description of the code please visit the following website: https://studentaffairs.jhu.edu/policies-guidelines/student-code/

Classroom Climate

JHU is committed to creating a classroom environment that values the diversity of experiences and perspectives that all students bring. Everyone has the right to be treated with dignity and respect. Fostering an inclusive climate is important. Research and experience show that students who interact with peers who are different from themselves learn new things and experience tangible educational outcomes. At no time in this learning process should someone be singled out or treated unequally on the basis of any seen or unseen part of their identity. 
 
If you have concerns in this course about harassment, discrimination, or any unequal treatment, or if you seek accommodations or resources, please reach out to the course instructor directly. Reporting will never impact your course grade. You may also share concerns with your program chair, the Assistant Dean for Diversity and Inclusion, or the Office of Institutional Equity. In handling reports, people will protect your privacy as much as possible, but faculty and staff are required to officially report information for some cases (e.g. sexual harassment).

Course Auditing

When a student enrolls in an EP course with “audit” status, the student must reach an understanding with the instructor as to what is required to earn the “audit.” If the student does not meet those expectations, the instructor must notify the EP Registration Team [EP-Registration@exchange.johnshopkins.edu] in order for the student to be retroactively dropped or withdrawn from the course (depending on when the "audit" was requested and in accordance with EP registration deadlines). All lecture content will remain accessible to auditing students, but access to all other course material is left to the discretion of the instructor.