business process analysis and introduction
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This process has been tried and tested by the Technical University College of Trondheim with companies such as the major telecoms company Telenor and the the Statoil petroleum company. In these cases the facilitators from the university worked in the same room with the key people in the target organisation.
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I will describe the case study that we used in the project to test out this process. Preliminary results show that it is perfectly feasible to produce a project design document through a process which happens completely online with developers in Portugal, Italy, Lithuania, Germany, Denmark and Norway. One of the key outcomes of this case study was that we were able to adapt the project to fit the local contexts and importantly, the cultural differences in each of the four stations where the project would run, so that we did not end up with a one size fits all solution but instead an adaptable template. This has beneficial implications for groups wishing to develop digital projects across large distances where it is simply not practical to meet physically for the four or five intensive meeting sessions needed for the CCeD process.
I will describe the case study that we used in the project to test out this process. Preliminary results show that it is perfectly feasible to produce a project design document through a process which happens completely online with developers in Portugal, Italy, Lithuania, Germany, Denmark and Norway. One of the key outcomes of this case study was that we were able to adapt the project to fit the local contexts and importantly, the cultural differences in each of the four stations where the project would run, so that we did not end up with a one size fits all solution but instead an adaptable template.
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Kudryavtsev, D. V. (2006). From context to knowledge: consecutive mapping ontologies and contexts, In: Proceedings of the 6th International Conference on Knowledge Management, 6-8 September, 2006, Graz, Austria. – Graz: J.UCS. – P. 97-104.
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ConCurrent eDesign is an approach to planning from the engineering world which has been transferred to the task of developing student projects. The idea originated when NASA needed to save money and shorten planning time. It has now been adapted to the planning of digital pedagogical projects.
In my session I will present a broad outline of the process which basically revolves around 'if you are not in the room then you are not part of the process'. This means that all relevant decision-makers and stakeholders should be part of the process so that it can move on quickly. When challenges are identified, the relevant person can be consulted, the challenge resolved and so the process can move on.
This process has been tried and tested by the Technical University College of Trondheim with companies such as the major telecoms company Telenor and the the Statoil petroleum company. In these cases the facilitators from the university worked in the same room with the key people in the target organisation.
The UnderstandIT project, supported financially by the European Union under their Leonardo program, is now testing out a distributed version of CCeD. This means that the development process is carried out online instead of physically in the same room. In UnderstandIT we are looking at what is needed to transfer this proven approach online.
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This document contains Ronda Wilson's professional portfolio, including personal details, education history, career goals, and samples of work. The personal section includes statements of authenticity for the portfolio contents and Ronda's career mission statement. The education section outlines Ronda's plan of study at DeVry University for a Bachelor's degree in Computer Information Systems, along with descriptions of relevant coursework. The professional section covers Ronda's resume, references, and career goals. The portfolio concludes with samples of Ronda's project work.
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1) The laboratory manual is for the Operating Systems course and contains 10 experiments covering processes, CPU scheduling, synchronization, memory management, file systems, and disk scheduling.
2) The course aims to demonstrate operating system concepts and teach techniques for resource management.
3) Assessment includes continuous internal evaluation worth 50% through tests and lab reports, and a semester end exam worth 50% over both theory and practical components.
4) Students must score a minimum of 40% on both the theory and practical internal evaluations and 35% overall to pass.
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From context to knowledge: consecutive mapping ontologies and contexts
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This document discusses business process reengineering (BPR). It defines BPR as fundamentally rethinking and radically redesigning business processes to achieve dramatic improvements in performance. The document outlines the nine dimensions of BPR which include physical/technical, infrastructure, and value dimensions. It describes the benefits of BPR such as increasing customer satisfaction and decreasing response times. Warning signs that indicate a need for BPR are discussed, such as the explosion of bureaucracy and bottlenecks between functions.
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This document defines key terms related to information systems and software testing. It defines an information system as a collection of resources that provide storage, computing, distribution, and communication of information for a business. Software testing is defined as an investigation to evaluate quality and provide stakeholders with information about risks. The document also defines implementation as realizing an application through programming and deployment. It discusses why software should be tested, noting that bugs found later are much more costly to fix. The purpose of testing is to find errors and evaluate attributes to determine if requirements are met.
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business process analysis and introduction
- 2. PROGRAM LEARNING OUTCOME (PLO) PLO2 Possess the skills necessary to create computing- based solutions, develop such designs using contemporary engineering methodologies to make them fully functional solutions that meet requirements, and assess the solution in a specific area. 2 PLO 1 Possess the capacity to locate and evaluate issues in the complex field of computers using computing principles and the assistance of other associated scientific disciplines in order to produce innovative, creative remedies that are consistent with the advancement of cross- disciplinary science.
- 3. Course Learning Outcome (CLO) ▰ CLO1 Able to analyze the required procedures of Graphical User interfaces for the development of Windows applications ▰ CLO2 Able to create well-structured solutions by implementing appropriate programming methods in a variety of information systems cases that are related to Object Oriented Programming.
- 4. ASSESSMENTS 4 Id CLO Assessments Weight Total Score PER CLO Assignment Quiz Mid-Exam Final Exam / Project CLO1 20 0 15 20 55 CLO2 0 10 15 20 45 Total Score 20 10 30 40 100
- 5. Syllabus 5 1Introduction to Business Process Analysis 2Organization Perspective as a System 3Process Architecture and Organizational Alignment 4Business Process Modelling – As Is Process 5Business Process Modelling Notation (BPMN) Tools 6Business Process Performance Measurement 7Review Materi+Quiz 8 9Business Process Reengineering (BPR) 10Process Improvement with Lean and Six Sigma 11Task Analysis, Knowledge Workers and Business Rules 12Business Process Reengineering (BPR) Trends 13Business Continuity Plan 14Business Continuity Plan (Cont.) 15Review Materi+Quiz
- 6. 6