The development of knowledge-shelf to enable an effective set-based concurrent engineering application.

This research thesis presents the development of the Knowledge-Shelf (K-Shelf), a novel knowledge environment concept to support designers throughout Set- Based Concurrent Engineering (SBCE) application. The K-Shelf concept introduces a baseline model to understand the dimensions of knowledge environment in SBCE application as well as its synthetisation with acclaimed SBCE process model as the contribution to knowledge. The K-Shelf concept incorporates three steps of Knowledge Life Cycle (KLC) that comprises of knowledge capture, knowledge representation and knowledge provision. The K- Shelf concept also has three capabilities that supports the set of conceptual design generation, dynamic knowledge capture of design rationale with 5 Whys approach and the comparisons among set of design solutions with Trade-Off Curve (TOC) visualisation. To demonstrate these capabilities, a web-based software is developed based on Rapid Application Development (RAD) approach. Rigorous research methodology is employed to develop the K-Shelf concept. A systematic literature review is applied to capture the current approaches of knowledge environment in SBCE application. Two industrial case studies of Surface Jet Pump (SJP) and Brake Pedal Box (BPB) are presented to validate the K-Shelf concept. Furthermore, two expert judgements were also obtained. Thus, it was established that the K-Shelf is a knowledge environment to enable an effective SBCE application.PhD in Manufacturin

USING SERIOUS GAMES DESIGNED THROUGH THE GAME ELC+ FRAMEWORK TO ENHANCE DEEP LEARNING IN HUMAN RESOURCES DEVELOPMENT

The traditional method of learning has been widely criticised for its limitations and inflexibility to application in non-educational settings. These observations about the traditional modes of learning have necessitated the contemplation and discovery of new approaches embracing technological tools that advances better learning experiences. Hence, new technological innovations, such as Stronger Game or Serious Games (SGs) have been embraced as more effective methods of achieving deep learning. The application of serious game has indeed, gained traction in both the formal educational and human resource (HR) settings, especially for employees’ training and development. Thus, the core question of this PhD research is hinged on whether the SGs are more effective in creating deep learning in adult learners, compared to the more traditional teaching methods. To respond to this query, the study examines the traditional and SGs learning approaches, in order to ascertain which is more effective in creating deep learning in adults, in addition to achieving human resource training and development. To guide the design and development of SGs to support adult DL, this research proposes a pedagogical framework referred to as the Game ELC+ framework that comprises four learning theories namely: The Game (Elements) within the Yu Kai Chou's Octalysis Framework; Bloom Taxonomy’s Player (Learning) Levels; (Cognitive) Theory of Multimedia Learning; and the Ruskov’s four evidence of Deep Learning (+). This framework provides the standard for measuring DL in the design of SGs. The research instruments developed include a traditional andragogical test which uses e-Learning materials containing ten different learning scenarios in the context of workplace HR scenarios, and a digital Serious Game using exactly the same content and scenarios with the traditional andragogical test. ANOVA was utilized as the data analytical approach for comparing the mean score of learners using serious games and the tradition eLearning platforms. The study hypothesised that deep learning can be achieved through the SGs and that it is more effective than the traditional andragogy. It further asserts that participants who used the SGs achieved a higher learning outcome than participants in traditional process. Participant observation during the testing phase suggests that the participants interacting with the SGs demonstrated high level of engagement and curiosity, when compared to participants who used the traditional eLearning platform. The study findings validate the hypotheses. By implication, the SGs designed according to the Game ELC+ framework results in improved learning outcomes. In summary, the findings claim that incorporating SG elements in HR training and development can improve professional practices and mitigate some of the challenges experienced by human resource in the traditional learning environment

The strategic use of microlearning as a training approach for the purpose of workforce skills development in multinational corporations

The rapid pace of digital disruption aggravated by socio-demographic trends have impacted the nature of work tremendously. The skills that multinational corporations (MNCs) value and relied upon have been evolving faster than ever. Hence, learning and development (L&D) has been finding new ways to help their workforce keep up with the shifting skills needs. However, there have been numerous issues with traditional training for skills development, including considerable financial and time investments that may interfere with a company's daily operations. As a result, an increasing trend toward technology-enabled learning, such as microlearning, has aided MNCs in quickly filling skill gaps. The aim of this thesis was to shed light on the emerging topic of microlearning in hopes of paving the way for future research. With many L&D professionals still unfamiliar with the present state of microlearning, they would have been even far less aware of the factors to implement it successfully within their organizations. This research also took on the strategic lens in examining the role of strategic human resource management (SHRM) and organizational learning (OL) through the perspective of L&D professionals. Four research objectives have also been of particular interest throughout this thesis. In order to fulfill the research question and stated objectives, this research adopted a qualitative research design of an exploratory nature. Semi-structured interviews were conducted with six L&D professionals. There were two categories of L&D experts interviewed: those with strategic level experience and those with systems or operational level expertise. The results showed that L&D professionals agreed that SHRM and OL serve as a sources of competitive advantage. The conducted research also revealed that OL is not only a competitive advantage, but also a survival strategy, as it aids the firm in adapting to its ever-changing business environment. The findings also indicated that L&D is seen as a strategic enabler. The results gathered that the most critical skills gap is the need to enable employees to take care of their continuous self-development. By combining the information from the literature review with the findings from the interviews, five main drivers for the adoption of microlearning emerged. Likewise, this thesis also presented five main features that distinguish microlearning as an effective training approach for skills development. Taking into account the study's limitations, the findings led to recommendations for L&D professionals on nine multi-dimensional success factors for the implementation of microlearning. While L&D has a crucial role to play in the success of an organization’s training strategy and approach, it also demands significant buy-in and participation from top management, line management, and every single employee. Ultimately, every single learner should be responsible for his or her continuous self-development in order for the organization to gain a competitive advantage through its human capital

Investigating digital agility:Using a chatbot to scaffold learning opportunities for students

This research investigates how humanities students develop digital agility through targeted digital supports throughout their degree. Ensuring higher education students are digitally agile is of interest to academics in other degree programmes. Based on students’ prevalent use of text messaging, a chatbot was chosen as the platform to provide these supports. This research found it valuable to think through a self-regulated learning lens to ascertain the variety of needs and competencies that support students in their studies and in the future. The synthesis of digital competencies frameworks and policy documents provide an understanding of the diversity of competencies needed in this evolving landscape. Incorporating learning agility and design provides a holistic understanding of evolving digital needs. My definition of digital agility is the agency to use technology to create, design, communicate, collaborate and thrive in a changing digital landscape. A design-based research approach was chosen as it provides a balance of theory, artefact design and practice. Designbased research facilitated collaborating with students and academic staff over three iterative cycles of design, development, and evaluation, that shaped and aligned the chatbot to provide students with timely digital supports. The findings present that this collaboration with students and academic staff is needed to ensure alignment with disciplinary digital needs. Findings also highlighted the significant role assignment requirements play in driving digital agility. The main contributions to knowledge are: a digital agility framework incorporating: management of learning agility, research, communication, collaboration and data agility; design principles for future researchers to create their own intervention; and an improved understanding of the needs of students in support of their digital agility. Recommendations for practice and policy are also discussed. A limitation of the study is that it is confined to one degree programme in one institution during one academic year

Human Orientation in Libraries A Study of University Libraries in Mumbai

The study assesses the navigational aspects from the University Library's first-time users’ point of view and evaluates the available guidance tools to facilitate ease of wayfinding and overall usability. It focuses on Human Orientation practices followed by university libraries in Mumbai. The physical settings of libraries, locations for departments and guidelines through appropriate signage, hoardings, displays, day to day library operations, and processes were taken into consideration to foresee the inconvenience, confusion, uncertainty, and irritation faced by users. The study used survey method is used for data collection. Findings and observations were analysed and recommendations were generated based on the facets of PMEST

Análise da produção científica sobre o papel do escritório de projetos na gestão do conhecimento período de 2004 a 2014

Orientador : Prof. Dr. José Simão de Paula PintoDissertação (mestrado) - Universidade Federal do Paraná, Setor de Ciências Sociais Aplicadas, Programa de Pós-Graduação em Ciência, Gestão e Tecnologia da Informação. Defesa: Curitiba, 27/02/2015Inclui referênciasResumo: Analisa a produção científica referente ao período de 2004 a 2014, de artigos publicados em periódicos científicos indexados por bases indexadoras, sobre gestão do conhecimento e gestão de projetos, programas e portfólio (Grupo I) e sobre gestão do conhecimento em projetos, programas e portfólio e o escritório de gestão de projetos, programas e portfólio (Grupo II). Foi utilizado método informétrico baseado na lei de Zipf (frequência das palavras), Luhn (posicionamento das palavras de maior conteúdo semântico) e Goffman (determinação do ponto de transição) para identificar os termos que melhor descrevem o conteúdo dos dois grupos de artigos. Para caracterizar a produção científica, foram utilizados métodos bibliométricos baseado nas leis de Lotka (produtividade de autores) e Bradford (produtividade de periódicos), e cientométrico (países e instituições com maior produção e citações), com a utilização do software HistCite para as análises bibliométricas. O experimento informétrico baseado na lei de Zipf para o Grupo I identificou 237 palavras-chave as quais apresentaram 79% de compatibilidade quando comparadas às palavras-chave fornecidas pelos autores. O experimento informétrico baseado na lei de Zipf para o Grupo II identificou 8 palavras-chave as quais apresentaram 63% de compatibilidade comparadas às palavras chave fornecidas pelos autores. Para o Grupo I foram identificados 41 autores com 3 ou mais contribuições no período e para o Grupo II foi identificado 1 autor com 3 contribuições no período. Palavras-chave: Informetria. Bibliometria. Cientometria. Gestão do conhecimento. Gestão de projetos. Gestão de programas de projetos. Gestão de portfólio de projetos. Escritório de gerenciamento de projetos.Abstract: This research analyzes the scientific production of papers published in scientific journals from 2004 to 2014 and indexed by , on knowledge management and project, program and portfolio management, (referred as Group I) and on knowledge management, project, program and portfolio management, and project management office (referred as Group II). The informetric method used was based on Zipf's law (words frequency), Luhn (position of the words with higher semantic content) and Goffman (transition point) to identify terms that better describe the contents of the two groups of articles. Bibliometric methods were used in order to characterize the scientific production, were used bibliometric methods based on the laws of Lotka (author productivity) and Bradford (journal's productivity), and scientometric (countries and institutions with higher production and quotes), using the HistCite software. The Group I papers informetric experiment, based on Zipf's law, has identified 237 keywords which showed 79% compatibility compared to the keywords provided by the authors. The Group II informetric experiment, based on Zipf's law, identified 8 keywords which showed 63% compatibility compared to the keywords provided by the authors. For Group I there are 41 authors identified with 3 or more contributions in the period and the Group II was identified one author with three contributions in the period. Key-words: Informetrics. Bibliometrics. Scientometrics. Knowledge management. Project management. Project program management. Project portfolio management. Project management office