Halkias, Daphne Ph.D. -

Daphne Halkias

Ph.D, Greece

Professor, École des Ponts Business School

  • Academic, researcher, author, and consultant in family business, executive coaching, leadership, entrepreneurship, organizational/industrial psychology and higher education.
  • She is a Founding Fellow of the Institute of Coaching, a Harvard Medical School Affiliate;

 I started to work 20 years ago in the field of Supply Chain Management in the context of Enterprise Modelling and ERP-driven Business Process Reengineering. My contributions mainly concern models and solutions for the extended supply chains. In the recent years, I have developed a strong interest in green supply chain management and reverse logistics related to Electric and Electronic Equipment (EEE), which has reached its end-of-life or end-of-use. My consulting activities include quality/environmental auditing (ISO 9001:2015, LCA), SAP-related projects and business blueprinting for ERP implementation.

 

 It has been more than 20 years that I have been working in several projects related either to my engineering background or to my management consulting activities, which represent an endless source of practical knowledge. The starting point of theoretical knowledge can be identified in the courses of my engineering school, allowing me to explore technology, business and information systems in a very rigorous and interesting manner. My teachers have always been inspiring and acted as role models. In a few words, it is like a baton relay race: my teachers conveyed to me what I know, I run my part of the race and carefully pass on the baton to the next runner, that is, to the students I teach. Having as a personal goal to improve continuously and to broaden my knowledge in management/engineering domains, I have taught several different courses and I plan to expand my teaching horizons further in the future. This goal is associated to the Socratic principle of knowing nothing and therefore one must keep trying learning. This learning process is conveyed to my students as a way to learn how to learn. To quote the ancient Athenian statesman Solon: ”I grow old learning something new everyday”.

The best part of working with the participants is to observe how they progress and evolve during the seminars, as they grasp and explore the concepts presented and then create their own new ideas which are shared in the class. It is extremely refreshing to see the participants with plenty of passion and determination to discuss about their individual approach and discuss them with their fellow participants in a collective spirit. The fact that all the participants have a very diverse background spanning from engineering to biotechnology, serves as ground for an interactive class atmosphere, generating many questions and making knowledge have a bi-directional flow: as they learn, I learn as well. Needless to say that the Socratic and Solonic principles are hidden behind this interactive learning process!

The main priority is to achieve the learning outcomes as outlined in the course syllabus. Due to the dense nature of the seminar there are many new concepts to be presented in a very limited amount of time. On a second note, Ι hope to get across that the course concepts can be applied throughout several disciplines and knowledge areas. Finally, I encourage students to reflect on the appropriateness and effectiveness of managing operations within their working environments.

? The Operations Management course presents several concepts which can be applied across several disciplines and knowledge areas. On a personal level, participants can develop themselves by enhancing research and communication skills during the group exercises and individual assignments. On a professional level, participants enrich their learning related to fundamental Operations Management concepts existing in every type of manufacturing and service organisation, which currently employ the participants or will hire them in the future.

.