The safety case and the lessons learned for the reliability and maintainability case

This paper examine the safety case and the lessons learned for the reliability and maintainability case

Spontaneous emergence of Community OR : self-initiating, self-organising problem structuring mediated by social media

We develop a new constitutive definition of Community OR as a self-initiating, self-organising community actor network emerging spontaneously in response to a triggering event and showing evidence of non-codified OR behaviours leading to action to improve the problem situation. From this new definition we have re-conceptualised Community OR as a construct that can be empirically observed emerging from suitable behavioural data. Social media play an instrumental role, acting as both the source of data and the enabling mechanism through which this form of Community OR occurs. Social media afford new possibilities for community empowerment and participation, with consequences for social enterprise and citizenship. We use Actor Network Theory, and specifically the language of translations, hybrid forums, and Callon's Co-production of Knowledge Model (CKM), as the methodological basis for our definition and analysis. The appearance of hybrid forums as a self-organising response to community needs after an event would seem to be a natural milieu for a range of OR competencies. However, unlike traditional practitioner-led engagements, here the OR practitioner's competency enters in a supportive rather than leading role. We support our argument through the analysis of social media data arising from the community response to a devastating flooding event – the Carlisle floods of December 2015

Pay, Performance, and Participation

Our chapter identifies key dimensions on which organizations make employee compensation decisions and examines the emerging research evidence on the consequences of such decisions for attitudes, behaviors, and organization performance. We provide some general suggestions that may prove helpful in future research. First, there is increased recognition that pay decisions take place in the context of implicit or explicit contracts between employees and specific organizations. As a result, we encourage researchers to continue to give greater attention to the role of organization differences in compensation. Second, because pay is multidimensional, attention should not be restricted to organization differences in pay level. Organization differences in benefits, structure, and means of recognizing individual employees contributions also warrant attention. As an example of how the focus can be expanded, we provide new empirical evidence on organization differences in the market sensitivity of pay structures. Third, we note that the success of pay programs depends not only on decisions about pay per se, but also the process used in making communicating, and administering such decisions. More broadly, the influence of contextual factors, such as the nature of other employee relations practices (e.g., staffmg, development, employment security), needs to be considered to a greater extent in compensation research. In addition to these broad suggestions, we provide specific ideas on future research directions throughout the chapter

Цифровая трансформация проектирования технологических процессов при подготовке инженеров-проектировщиков: история и перспективы

Significant advances in the implementation of information technology in the educational process cannot occur on their own. Success in this area is ensured by many years of hard work aimed at a gradual transition from the use of traditional teaching methods to automated ones. This transition on the example of implementing a computeraided design of technological processes is considered. The stages of the formation of this activity are described, starting with systems based on SM EVM (СМ ЭВМ, abbreviation of Система Малых ЭВМ – literally System of Mini Computers. It was the general name for several types of Soviet minicomputers produced in the 1970s and 1980s) operating under the control of a real-time operating system, and ending with electronic complexes for information support of design and technological design based on PDM systems.Значительные достижения в области внедрения информационных технологий в учебный процесс не могут возникнуть сами по себе. Успех в этой сфере обеспечивается многолетней и упорной работой, направленной на постепенный переход от использования традиционных методов обучения к автоматизированным. Этот переход рассматривается на примере внедрения системы автоматизированного проектирования технологических процессов. Описываются этапы становления этой деятельности, начиная с систем на базе СМ ЭВМ, работающих под управлением ОС РВ, и, заканчивая электронными комплексами для информационной поддержки конструкторско-технологического проектирования на базе PDM-систем

Цифровая трансформация проектирования технологических процессов при подготовке инженеров-проектировщиков: история и перспективы

Significant advances in the implementation of information technology in the educational process cannot occur on their own. Success in this area is ensured by many years of hard work aimed at a gradual transition from the use of traditional teaching methods to automated ones. This transition on the example of implementing a computeraided design of technological processes is considered. The stages of the formation of this activity are described, starting with systems based on SM EVM (СМ ЭВМ, abbreviation of Система Малых ЭВМ – literally System of Mini Computers. It was the general name for several types of Soviet minicomputers produced in the 1970s and 1980s) operating under the control of a real-time operating system, and ending with electronic complexes for information support of design and technological design based on PDM systems.Значительные достижения в области внедрения информационных технологий в учебный процесс не могут возникнуть сами по себе. Успех в этой сфере обеспечивается многолетней и упорной работой, направленной на постепенный переход от использования традиционных методов обучения к автоматизированным. Этот переход рассматривается на примере внедрения системы автоматизированного проектирования технологических процессов. Описываются этапы становления этой деятельности, начиная с систем на базе СМ ЭВМ, работающих под управлением ОС РВ, и, заканчивая электронными комплексами для информационной поддержки конструкторско-технологического проектирования на базе PDM-систем

Oppimaan auttavat tarjoamat - empiirinen testi hahmottuvalle viitekehykselle

The emergence of the knowledge-based theory of the firm illustrates the recent trend that considers knowledge as a crucial aspect of management thinking. In parallel, the importance of capabilities for gaining competitive advantage has been recognized. It has been argued that not only capabilities per se, but an ability to build new capabilities is crucial for long-term success of companies. Learning has been widely identified as a process for building capabilities. Extant literature discusses extensively how learning may take place intra-organizationally, in joint ventures, in alliances, and in networks. However, it has been little studied how a supplier may help its customer to learn in a relationship established for the purpose of customer's learning. The focus of the present study is on examining this, and the research problem of the study can be expressed as follows: "How can a supplier enable its customer's learning through a learning enabling offering?". The objectives of the study are:. - To develop a general understanding of organizational learning. - To identify factors affecting the effectiveness of learning and to describe how effective learning may take place. - To describe how learning takes place in a supplier-client context established for the purpose of customer's learning. - To describe what is a learning enabling offering. - To identify how a supplier can and should act to maximize the value creation for the customer. The literature study examines the previous research on knowledge, individual and organizational learning, factors affecting the effectiveness of learning, learning in supplier-customer relationship, value co-production, and offering. Based on the literature study a model illustrating learning in a supplier-customer relationship is constructed. The link that exists between a supplier's offering, customer's various learning processes, and changes in customer's knowledge, capabilities, and offerings is emphasized in the model. Also, the model includes both knowledge content provision and facilitation of customer's learning processes as means to enable a customer's learning. Furthermore, the importance of distinguishing between learning that is intended to increase the knowledge of the customer's individuals and learning that is intended to capability building is stressed in the model. The model is applied in a real-life project between a consulting company and its customer using case methodology. Firstly, the results suggest that the link between supplier's offering, individual learning, capability building, and offering development is indeed of importance. Secondly, the results point out that a combination of content provision and process facilitation may lead to more effective learning than content provision or process facilitation alone. Thirdly, when the role of the supplier is to enable knowledge integration, the breadth of issues that the supplier must consider is considerably broader than when the role of the supplier is only to increase the customer's knowledge. Fourthly, the relative advantages and disadvantages of knowledge transfer and knowledge combination as ways to learn emerge from the results. Finally, recommendations for further research on how a supplier may enable its customer's learning are presented.Tiedon käsitteelle rakentuva teoria yrityksen toiminnasta on eräs esimerkki viimeaikaisesta suuntauksesta, joka korostaa tiedon merkitystä strategisessa ajattelussa. Tämän lisäksi on tunnistettu kyvykkyyksien merkitys liiketoimintaedun saavuttamiseksi. On todettu, että staattisten kyvykkyyksien asemesta kyvykkyyksien kehittäminen on keskeistä yrityksen pitkän aikavälin menestymisen kannalta. Oppiminen on yleisesti tunnistettu erääksi tavaksi kehittää kyvykkyyksiä. Nykyinen kirjallisuus tutkii laajalti oppimista organisaation sisäisenä ilmiönä kuten myös oppimista erilaisissa alliansseissa, yhteistyösuhteissa ja verkostoissa. Sen sijaan nykyinen kirjallisuus ei juurikaan käsittele sitä, miten toimittaja voi auttaa asiakastaan oppimaan suhteessa, joka on perustettu nimenomaan asiakkaan oppimista varten. Tämän diplomityön tutkimusongelma voidaankin muotoilla seuraavasti: "Kuinka toimittaja voi tukea asiakkaansa oppimista oppimaan auttavan tarjoaman avulla". Tutkimuksen tavoitteet ovat:. - Kehittää yleinen ymmärrys organisaatioiden oppimisesta. - Tunnistaa tekijöitä, jotka vaikuttavat oppimisen tehokkuuteen ja kuvailla, miten tehokas oppiminen tapahtuu. - Kuvailla, kuinka oppimien tapahtuu toimittaja-asiakas-suhteessa, joka on perustettu asiakkaan oppimista varten. - Kuvailla, mikä on oppimista auttava tarjoama. - Tunnistaa, kuinka toimittaja voi ja kuinka toimittajan pitäisi toimia maksimoidakseen asiakkaan arvontuotannon. Kirjallisuustutkimuksessa tarkastellaan tietoa, yksilöllistä ja organisatorista oppimista ja niihin vaikuttavia tekijöitä, toimittaja-asiakas-suhteessa tapahtuvaa oppimista, arvon yhteistuotantoa sekä tarjoamia koskevaa aiempaa tutkimusta. Tähän pohjautuen tutkimuksessa kehitetään malli siitä, kuinka toimittaja voi tukea asiakkaansa oppimista. Mallissa korostuu yhteys toimittajan tarjoaman, asiakkaan oppimisprosessien, saavutettavan oppimisen sekä asiakkaan kyvykkyys- ja tarjoamakehityksen välillä. Mallissa myöskin otetaan huomioon, että toimittaja voi tukea asiakkaansa oppimista sekä tietosisältöä tarjoamalla että asiakkaan oppimisprosesseja tukemalla. Lisäksi mallin avulla voidaan erottaa toisistaan toisaalta asiakkaan yksilöiden tiedon lisäämiseen pyrkivä tarjoama sekä toisaalta tarjoama, joka pyrkii kyvykkyyksien kehittämiseen. Mallia sovelletaan projektiin toimittajan ja asiakkaan välillä tapaustutkimusmetodologiaa käyttäen. Saadut tulokset tukevat tulkintaa, että yhteys toimittajan tarjoaman, yksilön oppimisen sekä asiakkaan kyvykkyys- ja tarjoamakehityksen välillä on keskeinen. Lisäksi, tulokset osoittavat että tietosisällön tarjoamisen ja oppimisprosessien tukemisen yhdistelmä voi olla tehokkaampi tapa auttaa asiakasta oppimaan kuin pelkkä tietosisällön tarjoaminen tai pelkkä oppimisprosessien tukeminen. Edelleen, kun toimittajan on tarkoitus auttaa asiakastaan integroimaan oppimista, toimittajan tulee huomioida huomattavasti laajempi joukko oppimiseen vaikuttavia tekijöitä kuin silloin, kun toimittajan tarkoitus on ainoastaan auttaa asiakkaan yksilöitä oppimaan. Myöskin, tulokset osoittavat tiedon siirtämisen ja tiedon yhdistelyn etuja ja haittoja oppimisprosesseina. Tutkimuksen lopuksi esitetään suuntaviivoja tulevalle tutkimukselle

Managing Supplier Involvement in New Product Development: A Multiple-Case Study

Existing studies of supplier involvement in new product development have mainly focused on project-related short-term processes and success-factors. This study validates and extends an existing exploratory framework, which comprises both long-term strategic processes and short-term operational processes that are related to supplier involvement. The empirical validation is based on a multiple-case study of supplier collaborations at a manufacturer in the copier and printer industry. The analysis of eight cases of supplier involvement reveals that the results of supplier-manufacturer collaborations and the associated issues and problems can best be explained by the patterns in the extent to which the manufacturer manages supplier involvement in the short-term ànd the long-term. We find that our initial framework is helpful in understanding why certain collaborations are not effectively managed, yet conclude that the existing analytical distinction between four different management areas does not sufficiently reflect empirical reality. This leads us to reconceptualize and further detail the framework. Instead of four managerial areas, we propose to distinguish between the Strategic Management arena and the Operational Management arena. The Strategic Management arena contains processes that together provide long-term, strategic direction and operational support for project teams adopting supplier involvement. These processes also contribute to building up a supplier base that can meet current and future technology and capability needs. The Operational Management arena contains processes that are aimed at planning, managing and evaluating the actual collaborations in a specific development project. The results of this study suggest that success of involving suppliers in product development is reflected by the firm’s ability to capture both short-term and long-term benefits. If companies spend most of their time on operational management in development projects, they will fail to use the ‘leverage’ effect of planning and preparing such involvement through strategic management activities. Also, they will not be sufficiently able to capture possible long-term technology and learning benefits that may spin off from individual projects. Long-term collaboration benefits can only be captured if a company can build long-term relationships with key suppliers, where it builds learning routines and ensures that the capability sets of both parties are aligned and remain useful for future joint projects.Purchasing;Innovation;New Product Development;R&D Management;Supplier Relations