EPD Phone Room Favorite to Graduate from UW-Madison

Patrick HruskaIn summer 2010, Patrick Hruska met Phil O’Leary, chair of the University of Wisconsin–Madison Department of Engineering Professional Development, when he waited on Dr. O’Leary’s table at the Hawks Landing Golf Club restaurant. When Phil learned that Patrick would be attending UW–Madison in the fall, he gave him the opportunity to interview with Sandy Krentz, the Program Assistant in charge of the student employees who man the phone room at EPD.

Four years later, Patrick has become a staple around the department, working primarily in customer service and also assisting with department-affiliated events like the annual Wisconsin State MATHCOUNTS competitions and Grandparents University. He also worked closely with Bob Mincberg, the now-retired marketing manager, to help create and hone the EPD system of email course updates.

This December, Patrick is preparing to graduate with an undergraduate degree in Mechanical Engineering and move onto graduate school at UW–Madison in the spring. He will pursue a master’s in Mechanical Engineering while working in the university’s solar energy lab. He will certainly be missed around the department, but he acknowledges that the connections forged as a student employee never truly break.

“I will remember all of the potlucks and holiday parties. It seemed like every other week, there would be a celebration of any number of things,” said Patrick. “I’ll also remember all of the great people I have worked with and have had the privilege to get to know over these four wonderful years. I couldn’t have asked for a better job as a college student.”

The Camp Relationship that Lasted

Shannon KellyHow One Student’s Time at Camp Badger Led to an Eight-Year Relationship with UW-Madison’s Department of Engineering Professional Development.

By: Meredith Metzler

When student employee Shannon Kelly ran into Engineering Professionals Development (EPD) chair Phil O’Leary in the hallway early this semester, they discussed her graduation in December 2014. As they discussed her time with the department, O’Leary noted, “You grew up here.”

The statement struck Kelly, who is completing her fourth year as a UW-Madison student and EPD employee this month. The relationship, however, reaches much further back. Kelly attended UW-Madison’s Camp Badger, a week-long experiential learning camp, eight years ago.

“I came to camp and had a blast. I kind of knew at the time that engineering wasn’t really for me but just the experience of being on the college campus was really great and really fun,” she said.

Over the years, O’Leary has developed a strong relationship with Kelly’s middle school, Starbuck Middle School in Racine, Wisconsin, and its counselor Clarence Allen. Several Starbuck middle school students, like Kelly, who are strong in math and science attend Camp Badger each year after completing seventh grade. Starbuck eighth grade classes take field trips to UW-Madison or attended University-sponsored presentations at their school.

As her younger brothers began attending Camp Badger, Kelly volunteered at the camp and other events, maintaining contact with Allen and O’Leary. When she decided on UW–Madison, Kelly followed Allen’s suggestion and contacted O’Leary, who had always told younger participants to reach out when they got to UW­–Madison.

“Right before I came to Madison my freshman year, I emailed Phil to see if there were any job opportunities working with the programs he does, and he said that there weren’t at the time but there might be opportunities in the office so he put me in touch with Sandra Krentz,” she explained and then added, “the rest is history.”

Kelly began her EPD career in the phone room in 2011, taking on all the tasks and odd jobs that come with the position. Kelly’s first tasks included working in the mailroom where she printed and edited course descriptions and wrote approximately 20 press releases a week following the EPD style guidelines.

“I really appreciate all the effort Shannon has put into helping us here at EPD,” said O’Leary. “She has done so many different things and done them all very well.”

When O’Leary realized she was no longer “on the engineering life track” and instead majoring in Journalism and Mass Communication, he connected her with the Strategic Marketing Communications team.

“Phil has always been an absolutely awesome influence and has always really tried to make sure that all the students in the phone room are hooked up with the best opportunities for what they’re interested in,” she said.

At the beginning of her junior year, she moved full time to working with the Strategic Marketing Communications team.

“I really love this job [with Marketing]. It has been an unbelievable opportunity. Whenever I describe what I do here to other students, they are really jealous and ask ‘how did you get that job?’… This has been such a great opportunity to feel like I’m furthering myself while being in a really fun environment. The people here really do want you to learn,” she said.

Specifically, Kelly notes she can now write copy faster and with more confidence, and she has applied skills learned at EPD to all of her other internships.

“We like to provide students with projects that help build their experience and portfolio, while helping the department as well,” said Colleen Barrett, marketing team lead. “Shannon has been a great addition to the team. Her knowledge of the department helped her hit the ground running and allowed her to progress into more complex projects faster. We are going to miss her, but know she’ll do well.”

Meanwhile, Camp Badger also gained an alumnus in the ranks of their counselors. For the past two years, Kelly has worked nights at the same camp that she credits as playing a big role in her decision to attend UW­–Madison.

Following her early graduation in December, Kelly plans to pursue a career in publishing (which she refers to as her “top shelf dream career”). Much like her time at EPD, she plans to build on existing relationships and networks, specifically from her internship during her semester abroad in London during the spring 2014.

Though those at EPD will miss her enthusiasm and stories of celebrity sightings in London (including Rupert Grint, Stanley Tucci, Scarlett Johansson, Chris Evans, Samuel L. Jackson, and Haley Atwell), there might be another Kelly on the way.

Her youngest brother is applying to colleges this year, and though he also won’t become an engineer, Kelly shared, “He said, if he goes here, he’ll probably work at EPD, too.”

And if he does so, he will be the second Kelly to build on strong relationships and find a second home of sorts on the UW­–Madison campus.

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Learn More about Camp Badger: http://campbadger.engr.wisc.edu

Learn more about EPD: http://edp.engr.wisc.edu

How can I manage my relationship with my boss?

Before we answer this question, let’s first ask: What is a boss? In the past, bosses were people who were in charge. They knew what had to be done and knew how to do it, and so they controlled the workforce using a combination of reward and punishment to achieve the desired outcome. In the knowledge-based era, outputs are often intangible, and technology is moving so fast that even where there are tangible outcomes, bosses can no longer keep up with how to do a task. Team members often know best how to do their jobs and do not need bosses for their task-based expertise or experience.

So why do we still have bosses? Google is an example of a company that believes in flat structures and empowered employees. In 2002 Larry Page abandoned management structures but soon found he was inundated with so many diverse requests that he had to re-create some management structure. In essence, he needed a few go-to people who owned areas of the business. Without that structure, even the leaking toilet becomes the problem of the owner or founder of the company. Bosses exist to own an area of the business and handle all those issues on behalf of their bosses. They are the conduit of information and single point of responsibility for specific areas of the business. In an empowered environment where skilled staff deliver outcomes directly to customers, is this not a contradiction?  The answer is no! Despite knowledge-based workers producing outcomes themselves and often delivering them directly to the end customer—either internal or external—the so-called boss is still directly responsible for the outcome when reporting upwards to their bosses.

What this means for me is that even though I do not necessarily need my boss to provide any missing skills to do my job, I need my boss to ensure my contributions are used effectively to produce business outcomes. In most businesses, this is not always limited to the person to whom I report in the organizational structure.

My real boss is the person held responsible by their bosses to meet the needs of the ultimate customer – which is a balanced mix of the investors, external customers, and staff. In many cases, I therefore have multiple virtual bosses. To be effective I need to manage their needs and treat them as customers.

Managing my relationship with my boss is not about controlling them, changing them, or manipulating them to get what I need. It’s about understanding that they hired me to deliver outputs to their bosses and learning how to meet those needs and deliver those business outcomes. It’s about me learning how to adapt my style to match the style of my boss. It’s about me learning how to get the right business outcomes, even when my boss has weaknesses or poor communication skills. It’s about me learning how to be a better follower. It’s about learning how to communicate upwards effectively and escalate issues in a way that gets results.  Managing my relationship with my boss is about managing myself!

Further develop your skills in EPD’s Managing Up and Managing Across: Leadership Beyond Your Team course, or contact Tom Smith.

Electromagnetic Interference and Compatibility

SR47powerelecrotationMADISON, Wis.— The University of Wisconsin-Madison is bringing back the popular course, Introduction to Electromagnetic Interference and Compatibility (EMI/EMC) and Best Practices.

EMI/EMC is known as a critical requirement for developing competitive products and systems and will be the focus during three intense days of training. In this short course, important topics such as coupling mechanisms, circuit board layout, conducted and radiated emissions, susceptibility, bonding, grounding, and lightning will be explored. Participants can plan on gaining the critical knowledge needed to effectively apply to new product and system designs.

“This course is unique because the EMI/EMC is rarely taught in universities and colleges, hence, there is a knowledge and skillset gap of employees working in the industry.” said Bulent Sarlioglu, UW-Madison Assistant Professor. “EMC design reviews and analysis early in the product development cycle can prevent costly noncompliance issues and redesign.”

Those involved in the system and electrical engineering, mechanical design, project engineering, program management, technical management and system integration will benefit from the strong foundation provided by this class.

“Participants will learn many aspects of EMI/EMC design and compliance including EMI/EMC terminology, magnetic and electric coupling mechanisms, filter design, standards, system and board layout practices, grounding, lighting and surges – Knowledge that will help them to produce final compliant products.” Sarlioglu said.

The course will offer experienced instructors who plan to lecture on both the fundamentals and applications of this rapidly evolving field. Sound engineering knowledge with application examples will be the focus of the course.

For more information, please contact:
Bulent Sarlioglu, Ph.D
Assistant Professor, College of Engineering
Associate Director, WEMPEC
University of Wisconsin-Madison
Phone:  608-262-2703
Email: bulent@engr.wisc.edu
Website: epd.engr.wisc.edu/webP723

AWWA Panel on Asset Management

EPD Program Director Thomas Smith will be speaking at the American Water Works Association: Water Infrastructure Conference in Atlanta on October 27, 2014. Smith is a member of a panel that will address “The Leading Edge of Asset Management.” In his presentation, he will describe the new ISO Standard 55000 for Asset Management and its potential impact on infrastructure. As an US Delegate and Task Group Leader for the committee that wrote the ISO standard, he is a frequent speaker on this topic.

Further information about the Standard, including a series of free white papers: can be found at: epd.engr.wisc.edu/2014assetmanagement.  EPD also offers a very unique course on the Standard, taught by Thomas Smith and other members of the Standards committee. A full description of ISO 55000: the Future of Asset Management can be found at: http://epdweb.engr.wisc.edu/Courses/Course.lasso?myCourseChoice=P790

The Dilemma: To Coach or Not to Coach

By Rick Huber, PhD
UW-Madison Engineering Professional Development Instructor

Why should you worry about coaching others to do their job, some of whom don’t even report to you? After all, you already feel stretched thin and like your work-life balance is out of whack. Let’s think about this dilemma for a moment. After decades of technology and process improvements, product and service quality that meet or exceed customer expectations are absolutely imperative. Going forward, the competence and commitment of employees are the real differentiators in a globally competitive marketplace. If you’re thinking, “That’s obvious. Of course, having talented employees is a must, but what about my full time job and my quality of life?” The following are a couple alternatives that may help you address this leadership dilemma.

Option 1: Only Hire Winners. In others words, if you don’t have the time for or want grow the skills of existing employees, hire people that have already demonstrated the skills you’re seeking. Realize that you’ll need to be ready to pay top dollar and then hope that they stick around when the next recruiter calls. Plus, you’ll probably need to spend some time rationalizing with your current employees as to why they’re not winning material. Definitely a quick fix, but over time this option may be really tough on team morale and development.

Option 2:  Grow Your Own Talent. This alternative requires a leader skilled in coaching and mentoring others. It also requires workers who want to develop to his/her optimal potential on the job. This collaborative approach is based on the belief that a “Win-Win” partnership between a leader and an individual is the best way to grow the talent of others. It also recognizes that individuals want to be more autonomous and self-reliant. In the long run, this option is likely to build an individual’s self-confidence and self-motivation along with their skill set. Thus, it develops self-directed employees that save the leader’s time. Alas, you ask, “Given, I absolutely have Net Zero time to address my leadership dilemma, where do I begin?”

The Dilemma’s Solution: Fortunately, there’s a proven solution to your time-constrained dilemma that has been applied by technical leaders on a global basis for more than 35 years. It applies the Situational Leadership®II approach developed by Dr. Ken Blanchard and others. It includes developing the following three leader skills: setting SMART (specific, measurable, achievable, relevant, and time-based) goals; diagnosing an individual’s demonstrated competence and commitment; and, then providing just the right amount of direction and support needed for a given situation. This matching of a leader’s efforts to an individual’s specific needs results in rapidly building competence to perform job tasks and commitment to organizational goals. Best of all, it’s a leadership approach that’s easy for everyone involved to understand, implement and sustain.

If you’re interested in learning how to master these time and energy saving leader skills, check out EPD’s next Coaching and Mentoring for Technical Leaders, November 13-14, 2014, in Madison, Wisconsin.

For more information, contact:
Thomas W. Smith
800-462-0876
smithtw@epd.engr.wisc.edu

New Course: Permanent Magnet Machine Design Boot Camp

iStock_000019573877Large 300x267 72MADISON, Wis.— The University of Wisconsin-Madison is now offering the Permanent Magnet Machine Design Boot Camp – Internal PM, Surface PM, and Brushless DC course, a topic offered at few universities in the U.S.

This new course builds on the expertise of the Wisconsin Electric Machines and Power Electronics Consortium (WEMPEC) and the College of Engineering in electric machines. Instructors include academic faculty and industrial professionals and will offer students a mix of theory and practical knowledge of permanent magnet (PM) machine design.

“Permanent magnet machines are becoming more and more popular because of their high efficiency and high power density,” said Bulent Sarlioglu, UW-Madison Assistant Professor. “For example, majority of hybrid and electric vehicles use permanent magnet machines to achieve higher mileage for a given energy. However, with the increased cost of rare-earth metals, there are opportunities to look into other permanent magnet machines that do not use or minimize the use of rare-earth material.”

Those involved in the design, specification and integration of PM electric machines for vehicle, appliance, aircraft, naval, wind turbine, industrial, and medical applications will benefit from the strong foundation provided by this class.

“This course covers popular permanent magnet machines as well as the intricate design details with rare-earth and non-rare earth permanent magnets to address the power density, weight, volume, and cost characteristics.” Sarlioglu said.

Attendees of this course can expect to learn about:

  • The fundamentals of permanent magnet machine design
  • Analysis and software tools such as Finite Element Analysis (FEA)
  • Important concepts, terminology, and analysis techniques for brushless DC, internal PM, and surface PM machines

For more information, please contact:
Bulent Sarlioglu, Ph.D
Assistant Professor, College of Engineering
Associate Director, WEMPEC
University of Wisconsin-Madison
Phone:  608-262-2703
Email: bulent@engr.wisc.edu
Website: epd.engr.wisc.edu/webP723

UW-Madison Launches Online Master of Engineering in Environmental Engineering

MADISON, Wis.—The University of Wisconsin-Madison is now offering an online Master of Engineering degree in Environmental Engineering. Students may now apply for the program with classes beginning in September 2015.

The Environmental Engineering degree prepares engineers to tackle tomorrow’s increasingly complex environmental challenges. Its courses are designed to provide the depth of skills needed for those engineers seeking to advance their career.

“We are very excited to launch the Master of Engineering in Environmental Engineering degree,” said Lee DeBaillie, program director.  “This degree program provides environmental engineers with the competencies needed to solve environmental challenges effectively across technical, organizational and social boundaries.

Environmental engineers are critical to solutions for some of society’s biggest challenges. Leading teams toward successful solutions will require that environmental engineers understand the viewpoint of members of interdisciplinary teams, social concerns including public health, environmental quality, government regulations and requirements, and sustainability concepts. This degree provides the foundation for graduates’ success in consulting practice, government service, and industry.

UW-Madison’s Department of Engineering Professional Development has worked closely with faculty from the Department of Civil & Environmental Engineering in designing this comprehensive program.

“We’ve carefully crafted a practical and applied program for environmental engineering practitioners,” said Michael Doran, PE DEE, professor in the Department of Civil & Environmental Engineering at UW-Madison’s College of Engineering. “Furthermore, the program was specifically designed to deliver the body of knowledge established by the American Academy of Environmental Engineers and Scientists as needed for professional practice.”

The Environmental Engineering program builds on the strengths of UW-Madison’s online graduate engineering programs, which are ranked #3 overall by U.S. News & World Report.

For more information on the new Environmental Engineering degree, visit environment.engr.wisc.edu, or contact Lee DeBaillie, PE, program director, 608-262-2329 or debaillie@wisc.edu.

 

UW–Madison Launches New Building Enclosure Commissioning Certificates

MADISON, Wis.— To formulate a proactive approach, while raising awareness, the University of Wisconsin-Madison is now offering a new certificate series on building enclosure commissioning. The new Accredited Building Enclosure Commissioning Process Provider (BECxP) or Accredited Commissioning Authority + Building Enclosure (CxA+BE) certifications emphasizes the importance of building enclosure commissioning and the understanding of the process through education, as well as an exam.

“The building envelope (enclosure) is critically important as it separates the outdoor environment from the indoor environment. It’s what makes our buildings habitable,” says John Davis, Program Director, Engineering Professional Development. “Too many building envelopes are failing or performing very poorly. These problems have created a real need for building enclosure commissioning.”

When discussing the importance of building enclosure commissioning, Davis explains how the process facilitates effective early decisions in achieving the building owner’s envelope requirements.

“Design and construction teams are becoming cognizant of the importance of the building envelope control layers and are much more aware of the potential negative impacts of poor design and construction quality,” Davis adds. “And longer term, I think owners and O&M staff will be better trained to maintain the building envelope.”

The certificate was developed to achieve the requirements of the total building commissioning process. Davis described the value of having someone on the project with some expertise in the design, construction and maintenance of building enclosures.

Certificate participants can expect to:
• Gain knowledge of the building enclosure commissioning process based on NIBS and ASHRAE guidelines
• Understand vital aspects of building enclosures, enclosure components, and roofing systems

Applicants can receive their Accredited Building Enclosure Commissioning Process Provider (BECxP) or Accredited Commissioning Authority + Building Enclosure (CxA+BE) certifications by successfully completing the Commissioning Building Enclosure Assemblies and Systems course and related exam.

The next offering of Commissioning Building Enclosure Assemblies and Systems will be held May 28–30, in Madison, Wisconsin.

For more information, please contact:
John G. Davis
Program Director, Engineering Professional Development
University of Wisconsin-Madison
Email: jgdavis2@wisc.edu
Phone: 608-262-8724
Website: cx.engr.wisc.edu

Renamed Master of Engineering Management Advances UW Leadership in Online Education

UW-Madison Master of Engineering ManagementMADISON, Wis.—To more accurately reflect the curriculum of the degree, the University of Wisconsin-Madison is formally renaming the Master of Engineering in Professional Practice program as the Master of Engineering in Engineering Management.

Established in 1998 as UW-Madison’s first online degree, this program is designed to help mid-career engineers increase their effectiveness in managing projects and teams. The program has received several national and international awards for its highly innovative, collaborative approach to online education. Most recently, U.S. News & World Report ranked UW–Madison No. 3 for graduate online engineering master’s programs.

“The Master of Engineering Management program is designed to meet the specific needs of engineers who are taking on increased management and leadership roles within the world of engineering. This program, under its previous name, has already graduated more than 400 engineers in positions ranging from project manager to CEO. The new name for the program makes its focus clearer to prospective students and employers,” says Wayne Pferdehirt, director of the program.

The online Master of Engineering Management degree admits only 30 students per year, who average about 10 years of professional experience. Students appreciate learning with peers from other world-class engineering employers in a curriculum that emphasized immediate application of learning to students’ workplace projects and teams. With the revised title, the Master of Engineering Management program will continue to meet career advancement needs of engineers and will include a newly expanded curriculum.

“The program curriculum is being expanded from 26 to 30 credits as part of the Graduate School’s reaccreditation. This is creating an opportunity to add courses in negotiation, engineering law and creativity, topics we selected based on feedback from program graduates,” says Pferdehirt.

Students of the program are offered:

  • Tools and strategies for succeeding in the increasingly global engineering marketplace
  • A unique blend of technical and managerial knowledge and skills to advance as a leader of engineering projects and teams
  • No interruption to career, work schedule or travel using Internet-based delivery
  • Project-based learning with a select group of experienced engineers

For questions on the Master of Engineering Management, visit management.engr.wisc.edu, or contact Wayne Pferdehirt, Master of Engineering Management program director, wppferde@wisc.edu, 866-529-6377.