DePaul Organizational Modeling Final Project

348 views

Published on

Business Analysis, business process analysis, change management, requirements gathering, risk management, organizational skills, communication skills, problem solving, researching, technical liaison between business and technology, Object Oriented Analysis & Design with the Unified Process, SQL, Oracle, UML, Use Case, Activity Diagramming, Sequence Diagramming, Business Continuity Planning, Joomla CMS, Disaster Recovery.

0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
348
On SlideShare
0
From Embeds
0
Number of Embeds
1
Actions
Shares
0
Downloads
3
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

DePaul Organizational Modeling Final Project

  1. 1. FINAL PROJECT IS 435, Organizational Modeling Winter Quarter, 2009 Th 5:45PM - 9:00PM Section 801 Class# 22687 Section 810, Online Learning Class# 22688 Roy Hoppe “Hey! I got this idea for a new …” or “What module are we on?”
  2. 2. Final Project. Roy Hoppe IS 435, Organizational Modeling EXECUTIVE SUMMARY Executive Summary DePaul University’s School of Computing and Digital Media has a current process that focuses on the steps it takes to create a new course. Although the procedure for doing this is quite evident to instructors that have been at DePaul for a while, new instructors are unclear on how to approach this process. Even after a new course is created, how does the original instructor transfer his knowledge to another instructor who has to teach the course for the first time? The purpose of this project is to establish written procedures and guidelines to aide instructors in creating new courses and transferring course knowledge to new instructors. INTRODUCTIO N About the organization DePaul University – With more than 24, 300 students, DePaul University is the only one of the 2
  3. 3. Final Project. Roy Hoppe IS 435, Organizational Modeling nation’s 10 largest private universities where the faculty priority is teaching. Founded on the Vincentian principle of access for everyone, DePaul remains committed to providing a quality education through personal attention to students from a wide range of backgrounds. At the school of CDM, they are the College of Computing and Digital Media - and much more. As one of the largest schools of technology and digital media in the Midwest, DePaul CDM offers 27 undergraduate and graduate programs in a wide and diverse range of fields within computing, cinema and interactive arts. About me My name is Roy Hoppe and I am a returning adult student in the Bachelor of Science Information Systems Combined Degree. I am currently in my senior year, as an undergraduate with ambitions of finishing in July 2009. My career goal is to become a Business Analyst. CURRENT PROCESS Current Process Description A single instructor or a group of instructors come up with an idea for a class. They initiate the process by doing research on the idea and then they create syllabi from scratch or use existing syllabi from another accredited university. Then they generate a written proposal that includes the course title, course description, course objectives, syllabus and any prerequisites that might be required. Then the 3
  4. 4. Final Project. Roy Hoppe IS 435, Organizational Modeling proposal is submitted to the appropriate Program Committee that the proposed course falls under. The Program Committee is comprised of volunteer professors, who teach courses in that particular program. The Program Committee reviews all the necessary information, makes suggestions and then forwards it to the Curriculum Committee. Once the instructor(s) makes the necessary changes the proposal is presented to the Curriculum Committee. The Curriculum Committee reviews the proposal and determines if the course is worthy of adding it to the current curriculum. Once approved, the new course will be added to the current list of active courses and scheduled to be included in a future quarter. Duration Analysis Results See recording for discussion – The time commitment for this whole process varies due to several factors which includes but is not limited to time management skills of the instructor(s) in regards to research, knowledge of the requirements, satisfying the suggestions of the Program Committee and Curriculum Committee. The average time it takes to complete the process of creating a new course is 10-15 weeks and to transfer course knowledge is 5-7 days. Information Gathering How you did it, what you learned, whom you interviewed (anonymous, no names but titles ok), include notes as an appendix where appropriate. I interviewed several faculty members who provided valuable insight into how the current process operates. The faculty members that I had the privilege of interviewing were Dr. Dettori, Dr. Steinbach, Dr. Mittleman, Dr. Settle, Dr. Sutcliffe, Dr. Furst and Dr. Burns. I initially had a series of seven questions for them to answer and then try to expound on the answers that they gave me that I thought could produce further insight. When I was 4
  5. 5. Final Project. Roy Hoppe IS 435, Organizational Modeling aware that the instructors were involved in a committee, I presented further questions to gain insight from the committee perspective. Leverage Points I have identified three leverage points for this process. The first leverage point is process workflow design (actors, steps and flow). For creating a new course, it is the step where the instructor does the research. If there were standardized forms to use and a list of suggested research references, this would definitely reduce the amount of time it takes to perform research. The second leverage point is application of information technology (databases). This leverage point involves creating the written proposal that is submitted to the committees for approval. If you had a template for the written proposal, it would standardize the instructors approach to gathering the appropriate information and the forms required for submission to make the process run smoother. If the instructor knows what information is needed, the required format and a direction to start in, the time management piece would become streamlined and efficient. The third leverage point is when the teacher creates modules for the course. Currently it is usually done by one instructor and you might get a marrow approach to the course material. If you had a pool of instructors, creating modules for the course, your modules will be more dynamic and inspirational for the students. The students will get the best from every instructor and make the course exciting and the students will naturally respond favorably. Process Disablers for current The process disablers for either the current create a new course process or the transfer of course knowledge to a new instructor is how long it takes to gather information process workflow design (actors, steps and flow) and put it into a standardized format application of information technology (databases). One other process disabler is the reliance of one instructor to create the course material because then the material will become stagnant and, eventually, the students will stop taking the course. 5
  6. 6. Final Project. Roy Hoppe IS 435, Organizational Modeling Process Enablers The answer to this is presented as a threefold solution. The first is to supply a list of preformatted forms that instructors can use to process their new course proposal. The second is to supply a list of useful research resources that an instructor can use to launch their research. The third is to incorporate a pool of instructors input, for the course material, and then to submit it to the Teaching Learning and Excellence committee for course material review and suggestions. METRICS & OTHER INFO Metrics With the current process of creating a new course proposal, if the instructor(s) are unaware of the process in regards to what research resources are most beneficial, what items need to be included in the proposal, the proper format of the proposal then time is wasted on how and what I need to submit as opposed to spending time on research and generating the proposal package. This can be summed up in the metric title of time management. Instructors are people, just like everyone else, with a personal life as well as an academic life. They have to balance the two so as to prevent one from overtaking the other. If they get bogged down with just the preliminary information of how and what of the proposal process then they might not feel that they have enough time for proposing a new course and may scrape the idea for future consideration. So, if instructors had a document explaining how the process works, what material is needed for the process, how to format the material and possible or suggested research resources then process would have a more controlled time management tool that 6
  7. 7. Final Project. Roy Hoppe IS 435, Organizational Modeling the instructors would view as tolerable. This would help them to balance their current class load, personal life and new course proposal process easier. In regards to replicating course material, if the responsibility of creating course modules is placed on one instructor, then you are adding to the already delicate balance that the instructor has to maintain (personal, academic...) and the modules will contain material from only one source and quite possibly be outdated. This would effect the learning environment and prevent the students from experiencing modules that are fresh and innovative. If the instructor had a pool of instructors to work with, in conjunction with the input from the Teaching Learning and Excellence committee, the course modules would be more dynamic and pertinent that the students would thoroughly benefit from this experience and this would reflect in their knowledge gained, grade and course and module evaluations. WHAT’S NEXT Anticipated Implementation Barriers And what you can do to overcome them? I believe that the implementation barriers might come from the fact that you have a vast numbers of instructors employed at DePaul that range in personality and work ethic. One of the first barriers is if they are willing to share their research resources with other instructors. They might feel that their research resources might be considered a private matter and would be unwilling to share any information. To further this thought, office politics might come into play when asked to share their personal research resources. This may occur because of varying personalities that they might not appreciate another instructor as well as others do. So the sharing of knowledge may hinge on affiliations or clichés. 7
  8. 8. Final Project. Roy Hoppe IS 435, Organizational Modeling To overcome the barrier, you might want to approach certain individuals with the aspect of making their life easier if they were exposed to wider range of research resources and teaching modules. This would help them to transform their teaching style into a more receptive toll and the fruits of their efforts would be reflected in improved course evaluations and possible pay increases. 8
  9. 9. APPENDIX A Swimlane Diagram(s) for As Is Process. Level 1 Deliver New Course As Is Level 1 Deliver New Cour se As Is Source Instructor(s) Receives Prepares New Generates Approved New Material & Teaches New Gathers Presents New Course Course Teaching Best Course Prep Proposal Sends Proposal Practices Receives New ommittee Program Course Prep Forwards Written Proposal Returns C Updates Undergraduate Curriculum Committee Receives Recommendation from PC Team Services Store New Material Retrieves Recipient Instructors Requests New Presents Teaches New Course Course Material Level 2 Propose New Course As Is Level 2 Pr opose New Cour se As Is Investigate Create Source Instructor(s) Generates websites Course Tit le Sends New New Course Research Generates Investigate Course Prep Prep Idea Interview Create New Course textbook Course Written employers Description Prep Proposal Revises New Proposal Investigate Create Course Prep Written No fellow Course university Objectives Proposal courses Create Syllabi No Resubmits ommittee Receives New Ensures all Investigates Program Approves New Course Prep necessary New Course Yes Course Prep Written paperwork is Prep Written Proposal Proposal present Proposal C Yes Curri cul um Committee Receives Recommendation Undergraduate from PC Level 2 Prepare Course Materials As Is
  10. 10. Final Project. Roy Hoppe IS 435, Organizational Modeling Level 2 Pr epar es Cour se Mater ial As Is Prepare Teaches New Source Instructor(s) Module lecture Present s Course Review Review Prepare Retrieves Divide Course Module lab New Course New Course into Modules exercise Proposal Textbook Updates Prepare Module homework exercise Team Services Stores New Material Level 2 Replicate Course Delivery As Is Level 2 Replicate Cour se Deliver y As Is Prepare Module lecture Prepare Source Instructor(s) Gather Review Review Divide Course Module lab Teaches New New Course New Course Presents New Course into Modules exercise Course Material Proposal Textbook Prepare Module homework exercise Uploads Team Services Store New Material Modify Module lecture Recipient Instructors Retrieve Review Review Modify Module Teaches New New Course Review Course Presents New Course New Course lab exercise Course Proposal Modules Material Textbook Modify Module homework exercise 10
  11. 11. Final Project. Roy Hoppe IS 435, Organizational Modeling APPENDIX B Swimlane Diagram(s) for Proposed Process. Level 1 Deliver New Course To Be Level 1 Deliver New Cour se To Be Source Instructor(s) Prepares Receives Course Request s Evaluates Modifies New Approved New Material & Teaches New Gathers Presents Student st udent Material Course Teaching Best Course Generates feedback feedback Proposal Practice New Course Sends Prep Proposal Document Receives New ommittee Program Course Prep Written Forwards Proposal C Returns Updates Updates Retrieves Undergraduate Curricul um Committee Receives Recommendation from PC Team Services Updates New Store New Course Material Material Retrieves Updates Recipient Instructors Requests New Requests Evaluates Presents Teaches New Modifies New Course Student student Course Material Material feedback feedback Provides Student course & modular feedback 11
  12. 12. Final Project. Roy Hoppe IS 435, Organizational Modeling Level 2 Propose New Course To Be Level 2 Pr opose New Cour se To Be Investigate Create Source Instructor(s) Generates websites Course Tit le Sends New Generates New Course Begin Research Investigate Create New Course Course Prep Interview Prep Idea textbook Course Written employers Description Prep Proposal Revises New Proposal Investigate Create Course Prep fellow Course Written university Objectives No Proposal Retrieve Submits courses Create Syllabi Resubmits Research Best Practices Team Services Proposal Best No Practices Proposal Template Uploads Update Research Best Practices Instructor(s) Update Proposal Best Practices Update Proposal Template Committee Receives New Ensures all Investigates Program Approves New Course Prep necessary New Course Yes Course Prep Written paperwork is Prep Written Proposal Proposal present Proposal Yes Receives Undergraduate Recommendation Curricul um Committee from PC 12
  13. 13. Final Project. Roy Hoppe IS 435, Organizational Modeling Level 2 Prepare Course Materials To Be Level 2 Pr epar es Cour se Mater ial To Be Prepares Module lecture Teaches New Presents Course Prepares Offers suggestions Review Review Source Instructor(s) Divide Course Module lab New Course New Course into Modules exercise Proposal Textbook Submits New Material for Approval Prepares Module homework exercise Updates Team Services Stores New Material Teachi ng Learning and Receives Reviews Excell ence New Course New Course Material Material Submits Modified Course Material for Approval Offers suggestions Prepares Recipient Instructor(s) Module lecture Prepares Module lab Teaches New Retrieves exercise Presents Course Prepares Module homework exercise 13
  14. 14. Final Project. Roy Hoppe IS 435, Organizational Modeling Level 2 Replicate Course Delivery To Be Level 2 Replicate Cour se Deliver y To Be Prepare Module lecture Reviews Updates New Course Source Instructor(s) Prepare Review Review Course Gather Divide Course Module lab Teaches New Evaluation New Course New Course Presents New Course into Modules exercise Course Reviews Material Proposal Textbook New Course Updates Prepare Course Module Modules Modules homework Evaluation exercise Uploads Team Services Store New Store Course Course Material Material Request evaluation Modify Module lecture Recipient Instructors Reviews Updates New Course Course Retrieve Review Review Modify Module Teaches New Review Course Presents Evaluation New Course New Course New Course lab exercise Course Proposal Modules Reviews Material Textbook Updates New Course Course Modify Module Modules Modules homework Evaluation exercise Evaluates Students New Course Request evaluation Evaluates New Course Modules 14
  15. 15. Final Project. Roy Hoppe IS 435, Organizational Modeling APPENDIX C Project Description from Professor The major component of your grade is a Business Process Modeling project. This is an individual project. A group of two will be entertained under certain conditions. This is a quarter-long project and the primary vehicle for learning. Below is a preliminary schedule of milestones: Week Project milestone 1 2 Proposal 3 Interview design 4 5 Interview results 6 Preliminary process models 7 Validated as-is process model 8 Idea generation for improvement 9 Preliminary to-be process model 10 Validated to-be process model 11 Final writeup 15

×