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Program portfolio managers in digital transformation programs have a need for knowledge that can guide decisions related to the alignment of program investments with the sustainability and strategic objectives of the organization. The purpose of this research is to illustrate the utility of a framework capable of clarifying the cost-benefit tradeoffs stemming from assessing digitalization program investment risks in the military shipbuilding sector. Our approach uses Artificial Neural Network to quantify benefits and risks per project while employing scenario analysis to quantify the effects of operational constraints. A Monte Carlo model is used to generate data samples that support the execution of the Neural Network. This enables the use of Portfolio Management Theory principles to organize and estimate measures of performance of the digitalization project portfolio. We demonstrate the utility of the framework by means of a theoretical case study presenting several digitalization project investment scenarios. We conclude that the framework makes a contribution and call for additional work to extend this framework to formalize the portfolio assessment activity while including acceptable risk ranges that constrain the final fractions of budget allocations.

Systems engineering and project management are two core engineering management processes supported by core quantitative disciplines within engineering management problems. Traditional approaches to systems engineering focus on a single system being engineered and managed (i.e., project managed), while challenges addressing composition of systems of systems and the reuse of systems for new solutions require a strategic management approach that promote a process flow in which the outputs of one project (e.g., deliverables, knowledge, work documents) are captured for the benefit of other projects within and outside the project-based organization. Two other core processes of engineering management are therefore critical to be incorporated into this process flow: knowledge management and strategic management. Consequently, when applying complex simulation system or federations of simulation systems for experimentation, knowledge management and strategic management are needed. The NATO Code of Best Practice (COBP) for Command and Control Assessment is dealing with similar challenges. Within a project in support of PEO Soldier, Old Dominion University and the United States Military Academy developed new system engineering processes in support of system selection and orchestration that allow merging the knowledge and strategic management ideas with NATO's recommended best practices.

This poster showcases the progress of students who are receiving scholarships from the National Science Foundation S-STEM project: A Pathway to Completion for Pursuing Engineering and Engineering Technology Degrees. Thus far, 20 academically high-achieving students who demonstrate financial need have participated in the project. Thirty-six scholarships have been awarded to date, in which a maximum of twelve scholarships are awarded per semester; some students have received scholarships multiple times. Students are from electrical engineering, computer engineering, mechanical engineering, civil engineering, civil engineering technology, and modeling and simulation majors. As part of this S-STEM project, students also receive academic support, mentorship related to the development of professional workforce skills, career search skills, and opportunities to participate in industry-related field trips. Role models, many of whom are practicing engineers with STEM degrees and are military veterans, serve as presenters and share their personal career pathways and answer students' questions in the required one-hour weekly seminar. Although the students participating in this project meet the strenuous academic criteria set by the project (3.0/4.0), many of the students struggle financially, due to having expended their G.I. benefits, which can impede their academic performance and graduation. While many student success programs focus on freshman and sophomore students, what makes this project unique is its focus on enabling student success at the junior and senior years. This project provides a portfolio of different activities for the more mature student, e.g. financial aid through scholarships, community-based learning opportunities, and academic success strategies that enable stronger retention and student completion rates. Project activities are tailored to veterans and adult learners as this group of students is particularly vulnerable given their need to simultaneously juggle academic, family, and financial obligations.

Improvised Explosive Device (IED) is a weapon of choice and is likely to remain a major component of the Global War on Terrorism. It is critical that gaps in knowledge transfer are quickly addressed in order to more effectively equip personnel to counter IED (C-IED) threat. Therefore, the military must analyze the current Knowledge Management (KM) programs in C-IED arena in order to maximize transfer of knowledge derived from experience and skill to staffs and finally to commanders. This study investigates the factors that influence effective use of KM in C-IED operations in the military. The study suggests that effective KM program is determined by the interaction of three organizational capabilities: knowledge infrastructure, knowledge process, and leadership orientation. A self-administrated survey was conducted on 300 NATO staff officers who have served in C-IED environments. A structural equation modeling technique was used to test a set of hypotheses using 118 completed responses collected from the survey. The results suggest that out of the 11 constructs within the model; two are rated as àttribute needs immediate attention (i.e. Culture and Traditional Leadership), eight are rated as àttribute needs further enhancement (i.e. Overall Organizational Capability, Knowledge Process, Knowledge Infrastructure, Acquisition, Transfer, Application, Structure and Transformational Leadership) and one is rated as àttribute runs satisfactorily (i.e. Technology). The results of this research have particular value to engineering management researchers and practitioners operating in military domains because it proposes, empirically tests and justifies a conceptual model that explains KM in C-IED operations in the military.

The purpose of this paper is to provide insights regarding the implementation of using Project Risk Management (PRM) and Decision Analysis (DA) in managing projects for complex systems such as maritime vessels. The PRM approach apprehends many forms of risk both internal and external within a given project and assists the manager in determining the level of importance of each individual project phase and component to optimize project success. Ship Maintenance and Repair project decision-making requires that risk management and risk analysis techniques be applied in order to guide management in making better decisions to meet ship service life perspective. The Life Cycle Assessment (LCA) approach to project management is used to identify the short term limitations of projects with respect to a product's life cycle. There are many tools and techniques to assist project managers in implementing optimal solutions, but published statistics indicate failures to meet schedules and/or budgets are still common. The methodology for reducing risk and for determining how much contingency to add to reduce residual risk to an acceptable level will be discussed herein. This paper contributes to a discussion of empirical investigation centered across the areas of Project Management, Decision-Making, Reliability Centered Maintenance and Condition-Based Management.

This study contributes to the literature by integrating agility in knowledge management (KM) operations, especially in military environments via major findings of (a) introducing a new approach to KM with integration of 'agility'; (b) articulating the application of an enhanced process of Agile Knowledge Management (AKM) across the military. The purpose of the study is to explore the conceptual background of agility in KM, re-conceptualize it and extend it to military applications with a special focus on counterinsurgency (COIN). An initial qualitative exploration of agility in KM was performed. Three different concepts and their interrelationships were analyzed: (a) KM, (b) agility in operations, and (c) military organizations in the COIN environment. Findings from this initial qualitative analysis were used to inductively redefine, re-conceptualize, and extend the concept of AKM, as well as, to compare and adapt the AKM concept to the military environment of COIN. An additional qualitative analysis was performed to validate the extended concept of AKM. While this study is mainly focused on AKM in a dynamic multinational and joint military environment of COIN, conclusions may be applicable in a broader context. The results of this research can be used by engineering managers and KM practitioners and academics with particular focus on the military environment as foundation for (a) further research and development in AKM (b) developing customized AKM education programs and (c) extending the concept of AKM and its application to other environments.

With the growing number of adult and military veterans entering higher education, it is important to understand and incorporate the basics of andragogy in curriculum, course development, and the learning environment to facilitate learning and degree completion. Researchers in this S-STEM project funded by the NSF share observations of a student-faculty partnership that resulted from the development of a formal learning community. A series of targeted seminars were conducted that appear to have increased adult and military veteran engineering and technology students' levels of connectedness and self-efficacy. Results of this pilot study are shared as an evidence-based practice to enhance adult and military veteran students' learning and degree completion.

There are various barriers facing adult students and veterans completing engineering degrees. Many of these student's work part- or full-time while in college. In order to help these students, enable high retention rates, and decrease time to graduation require an in-depth understanding of specific student populations, especially ones classified as underrepresented. This paper provides an initial look into the first year of a scholarship program, funded by the National Science Foundation, and student success activities designed to support high-achieving, low-income students with demonstrated financial need pursuing bachelor's degrees in engineering and engineering technology. Support services and scholarships are for veterans who have exhausted their GI Bill Benefits, but have not yet graduated. This paper will give an overview of current academic and mentoring support to increase academic success and workplace readiness, ensuring these students are ready to meet the demands of government, industry, and business.