寒假计划

it's a really ideal plan, but pratical enough for me to accomplish

I have plan for my life, but I am also flexible to welcome new opportunities and challenges.

For me, it very important to have a successful and fulfilling career and also be able to impact positively my community.

Sophomore summer (currently): manufacturing process engineer intern in P&G

Junior summer: internship in the field of consulting, ibanking, biotech, or logistics

                           CFA 1^st exam

Senior year: study abroad in France

Senior summer: internship in a consulting firm, hopefully it an international project

Super senior, fall semester: graduate

                            CFA 2^nd exam

1^st to 2^nd year of working: associate level in a consulting firm (aiming McKinsey, Boston Consulting Group, or Accenture)

                            CFA 3^rd exam; CFA charterholder

3^rd to 4^th year: working and part-time or weekend MBA; consultant level in consulting industry

5^th to 7^th year: consultant to project leader; take several international and multidisciplinary projects

8^th to 10^th year: at my early 30: project leader to principal level, executive management position in the Great China zone

after the 10^th year: perhaps I will face two or more choices at that time: be an entrepreneur or continue my journey as a consultant and move to the partner level

In my 40: retire and work fulltime for international health care organizations, such as International Red Cross  or Doctors without Boarders

http://www.nytimes.com/2007/06/17/health/17poison.html?pagewanted=2&_r=1&th&adxnnl=1&emc=th&adxnnlx=

F.D.A. Tracked Poisoned Drugs, but Trail Went Cold in China

After a drug ingredient from China killed dozens of Haitian children a decade ago, a senior American health official sent a cable to her investigators: find out who made the poisonous ingredient and why a state-owned company in China exported it as safe, pharmaceutical-grade glycerin.

The Chinese were of little help. Requests to find the manufacturer were ignored. Business records were withheld or destroyed.

The Americans had reason for alarm. he U.S. imports a lot of Chinese glycerin and it is used in ingested products such as toothpaste,?Mary K. Pendergast, then deputy commissioner for the Food and Drug Administration, wrote on Oct. 27, 1997. Learning how diethylene glycol, a syrupy poison used in some antifreeze, ended up in Haitian fever medicine might revent this tragedy from happening again,?she wrote.

The F.D.A. mission ultimately failed. By the time an F.D.A. agent visited the suspected manufacturer, the plant was shut down and Chinese companies said they bore no responsibility for the mass poisoning.

Ten years later it happened again, this time in Panama. Chinese-made diethylene glycol, masquerading as its more expensive chemical cousin glycerin, was mixed into medicine, killing at least 100 people there last year. And recently, Chinese toothpaste containing diethylene glycol was found in the United States and seven other countries, prompting tens of thousands of tubes to be recalled.

The F.D.A. efforts to investigate the Haiti poisonings, documented in internal F.D.A. memorandums obtained by The New York Times, demonstrate not only the intransigence of Chinese officials, but also the same regulatory failings that allowed a virtually identical poisoning to occur 10 years later. The cases further illustrate what happens when nations fail to police the global pipeline of pharmaceutical ingredients.

In Haiti and Panama, the poison was traced to Chinese chemical companies not certified to make pharmaceutical ingredients. State-owned exporters then shipped the toxic syrup to European traders, who resold it without identifying the previous owner ?an attempt to keep buyers from bypassing them on future orders.

As a result, most of the buyers did not know that the ingredient came from China, known for producing counterfeit products, nor did they show much interest in finding out.

China itself was a victim of diethylene glycol poisoning last year when at least 18 people died after ingesting poisonous medicine made there. In the wake of the deaths, and reports of pet food and other products contaminated with dangerous ingredients from China, officials there announced that they would overhaul the regulation of food, drugs and chemicals.

Beyond the three incidents linked to Chinese diethylene glycol, there have been at least five other mass poisonings involving the mislabeled chemical in the past two decades ?in Bangladesh, Nigeria, Argentina and twice in India.

his problem keeps coming back,?said Dr. Joshua G. Schier, a toxicologist with the Centers for Disease Control and Prevention. And no wonder: the counterfeiters are rarely identified, much less prosecuted.

Finding a way to keep diethylene glycol out of medicine, particularly in developing countries, has confounded health officials for decades. t is preventable and we have to figure out some way of stopping this from happening again,?said Carol Rubin, a senior C.D.C. official.

In a global economy, ingredients for drugs are often bought and sold many times in different countries, sometimes without proper paperwork, all of which increases the risk of fraud, the authorities say.

The Panama poison passed through five hands, the Haitian poison six. In both cases, the factory original certificate of analysis, attesting to the contents of the shipment and its provenance, did not accompany the product as it moved around the world.

here there is a loophole in the system, a frailty in the system, it the ability of an unscrupulous distributor to take industrial or technical material and pass it off as pharmaceutical grade,?said Kevin J. McGlue, a board member of the International Pharmaceutical Excipients Council.

Uncovering that deception can be difficult. t impossible to get anyone to do the trace-backs,?said Dr. Michael L. Bennish, co-author of a 1995 medical journal article on a poisoning epidemic in Bangladesh.

One reason, Dr. Bennish said, is the clout of local manufacturers. e tried to follow up as amateur Sherlocks, investigators, but you don go down to the wholesale market and ask questions,?he said. ou are going to get your fingers burnt.?/p>

Reflection on the course of IEOR 171: Leadership and Management

         It never sufficient to describe on paper about the changes of my behaviors after taking this course. Actually my whole thinking process has changed, not only while I am in a team, but also while I am alone. I try hard to apply the knowledge I learned and stills I developed in class, and my view on leadership and my self-discipline have changed a lot since then.

         Let go through the first journal entry. It was about a leader that I admired the most. I wrote about my coworker Sisi Deng from a Chinese magazine team. At that time I wrote: isi is the manager of the Design Department, I always learn a lot from her. She is so approachable that I always want to talk to her. And I know a lot of her friends and teachers have the same impression about her. She is the person that people are impossible to hate.?At that time, I describe her as an active listener and an empathetic persuader. I didn know she was using the skills ctive listening?and -statement? I thought her expressions just came so naturally that she was just a nice person. She acts consistently, because consistency is really essential to make people trustworthy, and that why nobody is willing to hate her. Sisi also has good negotiations skills, as I described he always looks for the common ground of different ideas and makes a compromise/best solution possible among the ideas.?So, as I looked back to the ideas I had before, I realize how applicable my class concepts were. Right now, I am able to analyze people behaviors from the management and leadership perspective. Actually, I am very used to analyze people behaviors using management knowledge know, and I become kinda weird because I am thinking about my class concepts all the time. I can correlate with people good behaviors with leadership concepts; thus, I can see that some leaders are naturally born, but whoever born with leadership or develop leadership later in life all possess the personal qualities that make other people like them. These personal qualities may include, but not exclusively, active listening, I-statements, good eye-contact, knowing when to stop talking and when to initiate talking, being respectful, exceptional negotiation skills, open-mindedness, and so on.

               These discoveries and my perceptions on management and leadership make me think about my reasons of taking IEOR 171. I heard about this class from E198, another CET class focused on technology innovation, last semester, and I initially didn have too much interest on it. But along the way as I was a program manger in a non-profit student organization, which was responsible for several non-profit community events, I found out I had several serious interpersonal problems persisting, such as members lack of motivation and lack of mutual understanding. Although I had power at that time, most of it came from my position and the status of the founder of the organization. I was not particularly satisfied by the relationship among members and my leadership style. Although I knew several basic concepts of leadership, such as helping members achieve self-actualization and not taking too much power, I couldn find good approaches to realize these leadership ideas. I seriously considered that I should know more about organizational behaviors knowledge. As a result, I signed up IEOR 171 in telebear phase I. I expected to learn various human resource management techniques in this class and apply them into the management in my non-profit organization.

             The lessons I learned from the class were valuable. I am very proud of the team I have created now. Actually the major task of our team POC (Progression, Opportunity, Contribution) was to build a city-wise singing contest, which our major audience community came from different high schools and colleges in the Bay Area (www.sitegas.net). We started forming our team at the beginning of 2007. Most of team members were executive members from Chinese student organizations in each school, so that previously we didn have much connection with each other. Now I know that the most important thing to construct a high performance team is to establish the organizational culture. But at that time, I just thought we should be professional, committed and respectful and that should be enough for us to be in a team for half a year. Although most of the time it went well, I felt that the bonding between us was not extremely strong. I used a lot of motivation and expectation theory though, so that most of the time we were very enthusiastic about our program and meeting with each other even when we were very busy.

            Not until these several months, I found out that I could not be in this team forever. I might eventually leave the team to pursue future adventure that I had longed for. And because we were a student team, most of us would have to leave at some point in the future also. But this team would need to run as the singing contest we established had become a symbol of student activities in San Francisco. It was like a brand that encouraged students to develop leadership. So although the current team members might all need to leave in the future, this program would stay and thrive. I had kept thinking what could last forever to keep the robustness and sprit in the team. IEOR 171 told me the answer. It would be the organizational culture. Organization culture could last long enough to support and guild team members?behaviors, so that no matter whomever left the team there would not be detrimental effects that would dissolve the team. In many teams the chief manager is the only soul, while although the team members are able to perform well, they don get trained to become a leader. So after the leader left, the team either dissolves or becomes inactive. I didn want my team to be in the same destination, so it was very urgent to establish organizational culture in the team.

            I had gone to do research on different company culture. Although they were useful for me to develop a concrete concept of what organization was about, I felt for our team a short one that reflects both Chinese American culture and leadership might be more appropriate. Eventually, after our discussion, we developed out culture:?Focus on teamwork, emphasize ownership and creativity.?This piece of message became our guideline and principle for working together. We viewed teamwork as our primary interest so that we would have the sense of being in the same team. I had to admit that organizational culture was extremely powerful. Now we felt attached to each other much more, just like a family. We felt having more responsibilities to each other, and we always looked for opportunities to gather around.

            This is just an example about how I applied the knowledge and skills developed in this course. It is very general. Actually in the process of developing teamwork and implementing the organization culture, I used other strategies, such as motivation, interaction method, expectation theory, feedback systems, verbal and written commitments, and definitely, a lot of the games we played in class. Not only I used these strategies, also I had taught my members the meanings behind what I was doing. I firmly believed that unless most of my team members had the awareness of leadership, we couldn be a great team. Also, although many people might not agree that, I thought a great team would still manage itself the same whether the leader was present or not. In the past ten years, there was a great student organization called 6? which had almost 100 thousands members in six major UC campuses. The founder and president was Raymond Kot, the current executive of Quickly in North America. I personally had interactions with him because I needed to get sponsorship from Quickly for the singing contest. I felt that he was a very bold individual. He reacted fast, was smart, and was experienced with all kinds of marketing and negotiation techniques. However, I also felt that he was too bold to be respectful to other people, especially to people who had not yet achieved the same status as he had. I had interactions with many executives from different companies regarding the sponsorship, but I had never dealt with such a difficult person like Mr. Kot. I knew that after he left campus, U6 had degraded very fast and eventually disappeared from campuses. To analyze this case, I had thought out two major reasons:

1. He didn establish good and firm organizational culture in U6, so that after he left, nobody had the vision of where U6 should be heading too. I felt that Mr. Kot had never thought about such a sophisticated concept before, because when I went to the website of quickly in the United States (www.quicklyusa.com), I didn find out a link, such as value, culture, etc., that would tell people what principles Quickly believed and valued.
2. Mr. Kot seemed to be too rrogant?to teach his descendents his management and marketing techniques. His followers didn know how to continue nourishing the foundation that Mr. Kot had developed.

So that how I felt about the degradation of U6 from the management style of Mr. Kot. I didn want my team to end like this way; although I knew we would eventually experience the last stage of the team process, but it could come in a more honorable and dignified way.

            Now I have further developed the theories learned in class in managing our team. I treat all members as they re all candidates for the next presidency, and I would like them to develop leadership in this team. The team we belong in now is only an intermediate step of life. We will eventually leave this team and apply whatever we have acquired in this term of cooperation. As I said in the final project presentation: ive a man a fish, feed him a day; teach a man fish, feed him for life. ?This profound saying came from Chinese philosophy, so that I believe all my fellow teammates understand what I am trying to teach them and what I am trying to learn from them.

Organizational Culture