Business Process Excellence: Building Out Business Process CapabilitiesCentric Consulting
In this presentation, we explore whether the business process improvement capability is best built from the bottom up (a “grassroots” effort) or built via a separate, dedicated function that is governed and managed centrally.
Join the Michael Management team as Operations Manager Erin Lett and Project Manager Leslie Bass explore 6 Easy Steps To An Effective Needs Assessment for Corporate Training.
You will learn about:
- Identifying Problem Needs Within Your Corporation
- Determining the Design of Your Needs Analysis
- Collecting the Correct Data
- Analyzing the Data Effectively
- Providing Appropriate Feedback
- Developing An Action Plan
How to Build a Business Case for Online Employee Training | Webinar 12.02.14BizLibrary
How do communicate the value of your new training initiative and get it approved? In this webinar we’ll cover 5 easy to execute elements to include in your business case for employee training.
www.bizlibrary.com
Enterprise Business Analysis Capability - Strategic Asset for Business Alignm...Alan McSweeney
Introducing the concept of Enterprise Business Analysis as a strategic resource to achieve business and IT alignment. Alignment means being able to draw a straight Line from business strategy through to delivered and operational solutions implemented to respond to businessn. Business and IT Alignment requires more than just relationship management – it requires actual engagement by IT with the needs of the business.
Business Process Excellence: Building Out Business Process CapabilitiesCentric Consulting
In this presentation, we explore whether the business process improvement capability is best built from the bottom up (a “grassroots” effort) or built via a separate, dedicated function that is governed and managed centrally.
Join the Michael Management team as Operations Manager Erin Lett and Project Manager Leslie Bass explore 6 Easy Steps To An Effective Needs Assessment for Corporate Training.
You will learn about:
- Identifying Problem Needs Within Your Corporation
- Determining the Design of Your Needs Analysis
- Collecting the Correct Data
- Analyzing the Data Effectively
- Providing Appropriate Feedback
- Developing An Action Plan
How to Build a Business Case for Online Employee Training | Webinar 12.02.14BizLibrary
How do communicate the value of your new training initiative and get it approved? In this webinar we’ll cover 5 easy to execute elements to include in your business case for employee training.
www.bizlibrary.com
Enterprise Business Analysis Capability - Strategic Asset for Business Alignm...Alan McSweeney
Introducing the concept of Enterprise Business Analysis as a strategic resource to achieve business and IT alignment. Alignment means being able to draw a straight Line from business strategy through to delivered and operational solutions implemented to respond to businessn. Business and IT Alignment requires more than just relationship management – it requires actual engagement by IT with the needs of the business.
Technology Integration in the Classroom - A case study in learning engagement...William Welder
This presentation, presented at the Houston Association of Talent Development (ATD) 2014 conference highlights two case studies in which training practitioners take a creative approach to leverage existing technologies for business results.
Session Objective:
* Dispel common concerns around technical training assessment.
* Repurpose existing learning resources for extended use in the organization.
* Identify methods to drive engagement in the classroom.
* List reporting and analytics critical for compliance management and continuous improvement.
* Outline considerations for systems integration projects.
* Overcome obstacles to training delivery and management.
Lightning Talk - presented to the following stakeholders at various stages: Steering Committee, Library Services, Student Services, Head of Teaching Forum, Head of Academic Schools Forum...
This course requires use of the Microsoft Project 2010 (or later.docxchristalgrieg
This course requires use of the Microsoft Project 2010 (or later) software application. The 2010 version and those released later are similar and suitable for the assignments. Please note the software is not compatible with Mac computers.
Even if you have a well-planned and controlled project, there is still 1 important but sometimes overlooked area that can impact the success of a project. This very important area is quality management and assurance. There are many quality systems that exist today thanks to the work of pioneers such as Dr. William Edward Deming. You will be evaluating different quality systems such as ISO 9000, Six Sigma, Plan-Do-Check-Act or Plan-Do-Study-Act, capability maturity model integration (CMMI), organizational project management maturity model (OPM3), and Malcolm Baldrige for their potential application to a project you will be selecting in the Individual Project for this week.
1 # Assignment Objectives
Explore and discuss definitions, concepts, principles and major contributors to the quality field.
Use effective communication techniques
write 350–500 words that respond to the following questions with your thoughts, ideas, and comments. This will be the foundation for future discussions by your classmates. Be substantive and clear, and use examples to reinforce your ideas.
Research at least 2 sources (which may include your textbook) to support your response, and discuss the following:
•Compare and contrast 3 of what you consider the most appropriate types of quality systems for the project that you will use in your Key Assignment.
•In your opinion, which is the best type of quality system? Why?
•Which is the easiest to implement? Why?
Write 2 more paragraphs that are an introduction and conclusion to this topic. Be sure to include your references, and format your submission in APA format.
#2 Assignment Objectives
Explore and discuss definitions, concepts, principles and major contributors to the quality field.
Use effective communication techniques.
Word document of 10 pages (including empty sections), 600–900 words
Weekly tasks or assignments (Individual or Group Projects) will be due by Monday, and late submissions will be assigned a late penalty in accordance with the late penalty policy found in the syllabus. NOTE: All submission posting times are based on midnight Central Time.
Overview
As you have already learned in your Discussion Board this week, quality assurance in any project might be the most important but overlooked aspect of a project. Lack of quality management, however, can cause an entire project to fail if the final project deliverables do not meet customer expectations and standards. Implementing quality assurance throughout the project improves overall performance of tasks and minimizes the risk of nonacceptance at the end of the project. In this course, you are asked to develop a Quality Management Integration Plan that allows you to select and integrate quality management tool ...
Presentation at the conference ecdea.org, 8 of June 2018Mats Brenner
Presentation of the Project Digital Exam II - SUNET Inkubator - for 1st European Conference on digital Exams and Assessment (ECDEA 2018), 8:th of June 2018 in Gothenborg, Sweden
Presentation at the conference ecdea.org, 8 of June 2018
Kelley CV
1. PAUL SEREX
3720 Hickory Hill Drive
Nashville, Indiana 47448
Office: (812) 856-0676 Cell: (812) 325-3174
pserex@indiana.edu serexassociates@gmail.com
EDUCATION
Indiana University, Bloomington, Indiana Kelley School of Business
- M.B.A; Operations and Entrepreneurship
- Beta Gamma Sigma, Top 10 academically in class
Middlebury College, Middlebury, Vermont
- B.A.; Philosophy
- Phi Beta Kappa, Magna cum Laude
Renton Technical College, Renton, Washington
- Electronics
TEACHING APPOINTMENTS
Kelley School of Business, Operations and Decisions Technologies
August 2013-.…………………………………….Senior Lecturer (X202/K304/K327)
January 2007 – May 2013……………………….Lecturer (X202/K327/X201/P320)
January 2005 – December 2006…………………Visiting Lecturer (X202/X201)
January 2004 – December 2004…………………Adjunct Lecturer (K201/P370/P429)
August 1998 – May 2002…………………………Adjunct Lecturer (K201/P370)
August 1995 – May 1997…………………………Associate Instructor (K201)
COURSES TAUGHT
Bus K201: The Computer in Business
The first of two required Technology Foundations courses in the Kelley School of Business, K201 offers a
rigorous introduction to the contemporary world of business computing. The lab component of this course
focuses on hands-on problem solving; students must become proficient enough in Microsoft Access and Excel to
be able to apply their knowledge of software to challenging new problems. A weekly lecture takes concepts
introduced in lab and establishes a deeper understanding of them by anchoring them in a discussion of the
decision making process and by situating them in their larger, business world contexts. Thus the lecture
component of K201 supports the topics being taught in the lab and lays the conceptual foundation for
X201/K303, the next course in the sequence.
Bus P429: Process Analysis, Design and Improvement
P429 studies the processes by which products and services are created and delivered to customers. The course
focuses on the flow of products and services through a system and concentrates on three measures of process
achievement: throughput - the rate of product delivery; flowtime - the time it takes to deliver that product; and
inventory - the material required to produce the final output. By using a process flow method a template is
developed for analyzing and solving a wide range of business problems by troubleshooting, designing, and
improving business processes.
Bus P370: Operations component of the Integrated Core
2. Friday discussion sections designed to supplement topics from the weekly lectures. Examples of Operations
subjects were demonstrated including Productivity, Project Management, Aggregate Planning, EOQ and Reorder
Point, Learning Curves and Statistical Process Control.
Bus X201: Technology
The second Technology Foundations course in the Kelley School, X201 introduces students to core business
technologies and analytics that underlie good decision making. Students are first alerted to the fact that data is
often riddled with error; the emphasis then moves from data cleansing to statistical analysis to spreadsheet
modeling and the use of optimization and simulation tools. A weekly lecture grounds these topics in the theories,
concepts and tools of their larger, business applications.
Bus P320: Purchasing
The goal of this course is to provide students with the conceptual and problem solving tools necessary to be
successful in managing supply chain issues - particularly when those issues concern the acquisition of goods,
materials and services. This includes the role of Purchasing within an individual company, understanding each
step in the purchasing process, negotiating skills, analytical tools and problem solving techniques useful in
purchasing and the ways that Information Technology is improving current and improving purchasing activities.
Bus X202/K304: Technology Honors
The Honors version of X201/K303 covers the same topics as X201 in greater depth and breadth, and includes
topics not covered in X201/K303. X202/K304 has two 75 minute lab sessions weekly, where the course
explores into both the qualitative side of decision making, as well as the necessary analytical tools. Many of the
examples in class as well as assignments are from the field; the students work with actual business problems and
data. The goal is to give them ample troubleshooting experience grappling with business issues so, when on the
job and given problems to solve, they have adequate background to carry forth with solutions.
Bus K327: Deterministic Models in Operations Research
This course provides a strong focus on Critical Thinking and Problem Solving skills used to enhance the business
decision making process. The class process will include breaking down a problem to its core, assembling a plan
of action, and then implementing that plan with analytical tools. Business Analytics is not simply about the
quantitative methods; rather, it must have the qualitative component to be effective – you must be able to
properly define the problem. K327 delivers a strong emphasis on both components. The qualitative component
includes Critical Thinking, Troubleshooting, Problem Solving, Decision Making, Teamwork and Collaboration
and Process Flow. Core course for the Business Analytics Co-Major.
C535 – Value through Business Analytics Applications: Finance, Marketing, Supply Chain, and Healthcare
Analytics. Online Core course for Business Analytics certificate.
KEY CONTRIBUTIONS AND DEVELOPMENT: X202/K304
3. This course was developed during the Spring/Summer of 2005 and launched in Fall 2005. Sole developer of the
course content; course topics are similar to those of X201/k303, but the Honors version covers these in much
greater depth and breadth.
Course Administration
1. Syllabus: Developed and updated syllabus each semester.
2. Schedule: Develop and implement the course schedule each semester. This includes scheduling rooms for
and printing of In-class Exams, posting Graded Projects and Take Home Exams and uploading course
material to the K304 website/Oncourse/Canvas.
3. TA hiring and supervision: recruited and trained all Peer Tutors and Teaching Assistants for X202/K304.
Curriculum Development
1. Graded Projects: Team-based work, 34% of the total grade
• Project 1: Histograms and Descriptive Statistics and Pivot Tables;
• Project 2: Arrays, Advanced Filters, Data Tables and Database Statistical functions;
• Project 3: Developing a Decision Support System using Form Controls and data Validation;
• Project 4: Simulation modeling using @RISK;
• Project 5: Optimization modeling using Solver.
2. In-class Practical Exams: Individual work, 30% of total grade
• Exam 1: Data Analysis including Pivot Tables, Arrays, Database Statistical functions, Subtotal
functions, Data manipulation, Data Tables, Descriptive Statistics and Histograms;
• Exam 2: Simulation and Optimization modeling.
3. Take-home Practical Exams: Individual work, each 18% of total grade
• Exam 1: Developing a Decision Support System with Form Controls and Data Validation;
• Exam 2: @RISK Simulation Model.
4. Final Lecture Exam: 15% of total grade, multiple choice exam which is directed at the higher level
concepts of the material, from Critical Thinking to Analytics.
5. Topics and daily teaching materials and files
• Business skills:
• Critical thinking
• Problem solving
• Troubleshooting
• Teamwork and collaboration
• Process Flow
• Data Analysis Topics:
• Histograms and Descriptive Statistics with Excel’s Analysis Toolpak
• Pivot Tables
• Database functions
• Filtering and sorting
• Subtotals
• Array formulas
• Business Modeling Topics:
• What-If analysis / Estimating Templates with Form Controls
• Optimization with Solver and Goal Seek
• Simulation with @RISK
4. KEY CONTRIBUTIONS AND DEVELOPMENT: K327
This Course was developed in Spring/Summer of 2012, launched in Fall 2012. Couse stemmed at the
request of ODT Chair; overall purpose of the class was to develop Critical Thinking and Problem
Solving skills in the context of Business Analytics. Sole author of both topics and content. Only course
in Business Analytics Co-Major designed and implemented by non-Tenure Track faculty. The emphasis
is on Technical Critical Thinking and Problem Solving, or developing those skills which a technician has
to develop in the field. The tagline for the course is: “What will you do when asked to do something
you have never done before?”
Course Curriculum
1. Business Skills:
• Critical thinking
• Problem solving
• Troubleshooting
• Teamwork and collaboration
• Process Flow
1. Data Retrieval and Database Management topics:
• Creating an analysis from multiple tables
• Creating an analysis from multiple worksheets
• Index/Match combination
• Offset and Indirect functions
2. Data Analysis topics:
• Database functions and Advanced Filter: creating queries in Excel
• Subtotals and Aggregate functions
• Array formulas and functions
3. Modeling a Decision Making Process:
• Form controls
• Data Validation
• Virtual named ranges
Couse Assessment
1. All Quizzes, Projects and Exams are from the field. Quizzes and Projects are team-based, while the
exams are done individually;
2. All deliverable must include a plan, which will detail how the assignment will be accomplished and how
the final product varies from the plan;
3. Team-based projects are 46% of the final grade, while the exams constitute 54% of the total;
4. All deliverables are take-home and done outside of the classroom. Students have my cell phone number
in order to ask questions during the process.
5. Recognition and Awards
• Alpha Kappa Psi award for Teaching Excellence: 2013
• Nomination for Trustee Teaching Award: 2009, 2014, 2015
• Trustee Teaching Award 2015
6. Recognition and Awards
• Alpha Kappa Psi award for Teaching Excellence: 2013
• Nomination for Trustee Teaching Award: 2009, 2014, 2015
• Trustee Teaching Award 2015