Industrial Technologist’s Toolkit For Technical
Management (ITTTM) Introduction, Overview:
Orientation Tutorial Presentation 1
1. Explanation of this presentation, context
2. Core knowledge, discipline, profession, ITTTM
3. ITTTM Toolkits, CD courseware
4. ITTTM courseware, courses, portfolios
5. Technical project, applied research, applications
6. Review, broader ITTTM relationships
Dr. John W. Sinn, Professor, Bowling Green State University jwsinn@bgnet.bgsu.edu, www.bgsu.edu/colleges/technology/qs

Explanation Of This Presentation, Context
This is the first of four related presentations used to help you understand and use ITTTM courseware. The four
ITTTM orientation tutorials can help you see relationships in core knowledge and technical management as part of
ITTTM.
The four related presentations are:
1. ITTTM Introduction, Overview
2. ITTTM Content Overview
3. ITTTM Process Overview
4. ITTTM Assessment Overview

Explanation Of This Presentation, Context
Core knowledge is what the ITTTM courseware is about, defining discipline, profession………
Where, how does core knowledge, discipline originate?

Text books

Advisory committees, local demands, needs

Political pressures, realities, tradition

Collective faculty knowledge, consulting, work

Accreditation guidelines, certification

Core Knowledge, Discipline, Profession, ITTTM
Characteristics of core knowledge, discipline, profession are “pulled together” in the ITTTM courseware.

Process and content intertwined

Interdisciplinary relationships as base

Data and documentation, applications

Problem solving, decision-making

Change, assessment, improvement systems

Technical project management

Team functions, communication systems

Core Knowledge, Discipline, Profession, ITTTM

Core knowledge is:
 shared by all
 professional identity
 interdisciplinary base

Discipline is how we:
 solve technical problems
 conduct, do work
 do professional decisions
A profession is based on disciplined core knowledge for accreditation, certification, and professional identity
ITTTM courseware defines, facilitates core knowledge as technical management, quality, productivity

ITTTM Toolkits, CD Courseware
Six sets define core, overview 42 tool courseware system:

Primer: overviews system, core knowledge, start point

Cultural: broad change, leadership, transformation

Data: six sigma problem solving, decision-making

Documentation: problem solving, kaizen, lean, ISO

Service: data, documentation in service functions

Synchronous: product launch, robust analysis, capstone

Manufacturing and non-manufacturing, e-commerce

Digital, MS Word, CD format, based on Office Suite

Text or supplement, facilitate, guide work electronically

Traditional or online communication, optimum flexibility

ITTTM Toolkits, CD Courseware
ISO Total Quality, Baldridge
Leadership Context, Continuous Improvement
Quality Management System
Analysis, Global Views, Values
Interaction, Problem Solving,
Decision Making
Measurement Analysis Improvement
Synchronous Tools,
New Product
Development Documentation
Applied
Tools, Lean
Research,
Integration, Pragmatic Field
Information
Resource Management
Primer Inputs Professional Outputs
Product Realization
Disciplined Knowledge,
Research And Development
Data Tools,
Six Sigma
Project
Team
Service, Tools
Manufacturing,
Non-Manufacturing
Management Responsibility
Communication, Internal,
External, E-commerce
Cultural Change, Industrial
And Academic Core Values
Model System: Industrial Technologists’ Toolkit
For Technical Management (ITTTM)

ITTTM Courseware, Courses, Portfolios
Six tool sets, major parts in ITTTM model, each a course:

Primer: outer ring in model, foundational, start point

Cultural: broad change, core values, outer ring related

Data: key circle of six sigma relationships

Documentation: key circle, assessing ISO precepts

Service: non-manufacturing service core knowledge

Synchronous: capstone, future planning, applied research
Tool sets are basis for improvement, assessment in a team project environment of change and growth, portfolioed, addressed as core knowledge for Industrial Technologists’.

ITTTM Courseware, Courses, Portfolios
Where, how, when do toolkits fit………startup………
1. Student
Teams Form,
Get Started,
Do Project
2. Review All
Information,
Define
Project, Chat
3. Review
Past Student
Portfolios,
Toolkits
6. Teams Use
Assessment
Feedback To
Improve
5. Assess
Startup, First
Tool Review
As Portfolio
4. First Tool
Started, Build
On Format In
Startup

ITTTM Courseware, Courses, Portfolios
Startup in courses, courseware parallels, facilitates:

Startup information is collected, reviewed, analyzed

Project defines, portfolio structure, courseware, first tool

Courseware design parallels startup activity, separate

Courseware reviews, startup infrastructure introduced

Startup, assessment feedback, is like ITTTM assessment

Startup is a separate file, indirectly part of courseware

ITTTM Courseware, Courses, Portfolios
After startup, courseware facilitates course, portfolio:

Portfolio is team oriented, individual identified

Portfolio is knowledge growth, project deliverables

Courseware, assessment oriented, iterative improvement

Courseware, disciplined quality system infrastructure

Portfolio has structure from courseware to guide

Each tool, done as key assignment, evolves portfolio

ITTTM Courseware, Courses, Portfolios
Portfolio development, assessment, six tools………
1. Team Does
Startup,
Identifies
Project
2. All Do
Tool Work
Individually,
Coordinated
3. Team Work
Posted,
Blackboard,
Assessed
6. Phase I, II,
Synthesize 3
Tools In
Portfolio
5. Do Next
Tool, Repeat
Cycle For Six
Tools Total
4. Chat Based
On Feedback
Assessment,
Reviews

ITTTM Courseware, Courses, Portfolios
One tool form, Regular Critique Assessment (RCA)……
1. Regular
Critique
Assessment
(RCA’s)
2. RCA’s Are
Built On,
Grown With
Each Tool
3. Grow
Knowledge,
Assess Work
In RCA’s
6. RCA’s
Improve,
Format As
Portfolio
5. Raise
Questions,
Assess Own
Project
4. Analyze,
Synthesize,
Information,
Apply Project

ITTTM Courseware, Courses, Portfolios
Second tool form, Standard Dedicated Audit (SDA)……
1. Standard
Dedicated
Audit
(SDA’s)
2. SDA’s Are
Targeted To
Each Tool
Content
3. Grow
Knowledge,
Assess Areas
Specifically
6. SDA’s
Assess
Project, Do
Portfolio
5. Raise
Questions,
Assess Own
Project
4. Analyze,
Synthesize,
Information,
Apply Project

Technical Project, Applied Research, Applications
RCA, SDA forms are courseware, research structure……
1. SDA’s Are
Targeted To
Each Tool
Content
2. RCA’s Are
Built On,
Grown With
Each Tool
3. Both Grow
Knowledge,
Assess To
Improve
6. Assess
Project,
Document As
Portfolio
5. Raise
Questions,
Research On
Project
4. Analyze,
Synthesize,
Information,
Apply Project

Technical Project, Applied Research, Applications
Tools, as courseware, conclude with applications:

Applications merge tool content, experience of project

Applications are synthesis, interpretation, reflection

Requiring, doing team communication, management
 Table format “collects” team data and documentation
 Assessed by others, compile based on each others’ work

Courseware iterative processes do improvement

Portfolio emerging as assessed collection, best practices

Technical Project, Applied Research, Applications
Technical project, applied research, broad-based

Facilitates team project focus, hands-on, reality based

Empowered leadership, excellence, Baldridge rubrics

Problem solving, technical management, research

Portfolio assessment documents continuous improvement
 Questions raised in SDA’s, RCA’s cause team to “dig in”

Courseware is a research structure, disciplined approach

Reflection, assessment, is research knowledge base

Review, Broader ITTTM Relationships
This was the first of four presentations to help understand, use ITTTM courseware. The four presentations in the
ITTTM Orientation Tutorial folder include:
1. ITTTM Introduction, Overview
2. ITTTM Content Overview
3. ITTTM Process Overview
4. ITTTM Assessment Overview
After viewing these, best in order, you can review or use the courseware provided in the ITTTM 42 Tools folder. Give feedback by using forms in the ITTTM Research Folder.
Contact the author at jwsinn@bgnet.bgsu.edu