Implementation of a PMO in a new automation business unit in the company Siemens

Dissertação de Mestrado em Gestão de ProjetosThe present work presents the research and implementation of a Project Management Office (PMO) in an automation laboratory in the industry sector within Monterrey, Mexico. The objective was to fully understand the concepts that surround the project management environment, the PMOs, as well as the challenges that must be overcome in order to successfully implement this PMO framework. The implementation of the PMO had the main purpose to solve the pain points that the laboratory was confronting in its daily business, such as difficulties to present information, prioritize projects, establish standardized processes, handover complications, poor portfolio management among others. We used the action research methodology for this implementation; providing the automation laboratory the best practices to handle extensive information derived from the complex projects they manage. With this new structure and tools, they are now applying standardized procedures, having efficient reports to management, better allocation of resources between the different projects on their portfolio and applying the right project management tools to deliver projects in the most effective and efficient way.N/

DIG-MAN: Integration of digital tools into product development and manufacturing education

General objectives of PRODEM education. Teaching of product development requires various digital tools. Nowadays, the digital tools usually use computers, which have become a standard element of manufacturing and teaching environments. In this context, an integration of computer-based technologies in manufacturing environments plays the crucial and main role, allowing to enrich, accelerate and integrate different production phases such as product development, design, manufacturing and inspection. Moreover, the digital tools play important role in management of production. According to Wdowik and Ratnayake (2019 paper: Open Access Digital Tool’s Application Potential in Technological Process Planning: SMMEs Perspective, https://doi.org/10.1007/978-3-030-29996-5_36), the digital tools can be divided into several main groups such as: machine tools and technological equipment (MTE), devices (D), internet(intranet)-based tools (I), software (S). The groups are presented in Fig. 1.1. Machine tools and technological equipment group contains all existing machines and devices which are commonly used in manufacturing and inspection phase. The group is used in physical shaping of manufactured products, measurement tasks regarding tools and products, etc. The next group of devices (D) is proposed to separate the newest trends of using mobile and computer-based technologies such as smartphones or tablets and indicate the necessity of increased mobility within production sites. The similar need of separation is in the case of internet(intranet)-based tools which indicate the growing interest in network-based solutions. Hence, D and I groups are proposed in order to underline the significance of mobility and networking. These two groups of the digital tools should also be supported in the nearest future by the use of 5G networks. The last group of software (S) concerns computer software produced for the aims of manufacturing environments. There is also a possibility to assign the defined solutions (e.g. computer programs) to more than one group (e.g. program can be assigned to software and internet-based tools). The main role of tools allocated inside separate groups is to support employees, managers and customers of manufacturing firms focused on abovementioned production phases. The digital tools are being developed in order to increase efficiency of production, quality of manufactured products and accelerate innovation process as well as comfort of work. Nowadays, digital also means mobile. Universities (especially technical), which are focused on higher education and research, have been continuously developing their teaching programmes since the beginning of industry 3.0 era. They need to prepare their alumni for changing environments of manufacturing enterprises and new challenges such as Industry 4.0 era, digitalization, networking, remote work, etc. Most of the teaching environments nowadays, especially those in manufacturing engineering area, are equipped with many digital tools and meet various challenges regarding an adaptation, a maintenance and a final usage of the digital tools. The application of these tools in teaching needs a space, staff and supporting infrastructures. Universities adapt their equipment and infrastructures to local or national needs of enterprises and the teaching content is usually focused on currently used technologies. Furthermore, research activities support teaching process by newly developed innovations. Figure 1.2 presents how different digital tools are used in teaching environments. Teaching environments are divided into four groups: lecture rooms, computer laboratories, manufacturing laboratories and industrial environments. The three groups are characteristic in the case of universities’ infrastructure whilst the fourth one is used for the aims of internships of students or researchers. Nowadays lecture rooms are mainly used for lectures and presentations which require the direct communication and interaction between teachers and students. However, such teaching method could also be replaced by the use of remote teaching (e.g. by the use of e-learning platforms or internet communicators). Unfortunately, remote teaching leads to limited interaction between people. Nonverbal communication is hence limited. Computer laboratories (CLs) usually gather students who solve different problems by the use of software. Most of the CLs enable teachers to display instructions by using projectors. Physical gathering in one room enables verbal and nonverbal communication between teachers and students. Manufacturing laboratories are usually used as the demonstrators of real industrial environments. They are also perfect places for performing of experiments and building the proficiency in using of infrastructure. The role of manufacturing labs can be divided as: • places which demonstrate the real industrial environments, • research sites where new ideas can be developed, improved and tested. Industrial environment has a crucial role in teaching. It enables an enriched student experience by providing real industrial challenges and problems

Report from GI-Dagstuhl Seminar 16394: Software Performance Engineering in the DevOps World

This report documents the program and the outcomes of GI-Dagstuhl Seminar 16394 "Software Performance Engineering in the DevOps World". The seminar addressed the problem of performance-aware DevOps. Both, DevOps and performance engineering have been growing trends over the past one to two years, in no small part due to the rise in importance of identifying performance anomalies in the operations (Ops) of cloud and big data systems and feeding these back to the development (Dev). However, so far, the research community has treated software engineering, performance engineering, and cloud computing mostly as individual research areas. We aimed to identify cross-community collaboration, and to set the path for long-lasting collaborations towards performance-aware DevOps. The main goal of the seminar was to bring together young researchers (PhD students in a later stage of their PhD, as well as PostDocs or Junior Professors) in the areas of (i) software engineering, (ii) performance engineering, and (iii) cloud computing and big data to present their current research projects, to exchange experience and expertise, to discuss research challenges, and to develop ideas for future collaborations

Knowledge Management: A Primer

Knowledge Management is an expanding field of study. In this paper we clarify and explain some of the terms and concepts that underlie this field. In particular we discuss knowledge and its related philosophies; how the sociotechnical aspects of organizations can assist in knowledge management and how communities of practice can thus be supported; how knowledge can be valued in an organization; and the idea of intellectual capital. We conclude that knowledge management is not an easy \u27fix\u27 to an organisation\u27s problems. Implemented well it can increase productivity, improve worker collaboration, and shorten product development times. Implemented badly it may incur significant costs without delivering these benefits

Iterative Development of Professional Knowledge Intensive Business Processes

Knowledge related aspects of businesses processes are often ignored or referred to as a black box in process improvement projects. As a result they remain untouched and it is left to the knowledge workers to establish routines and workflows that deliver results needed to fulfill the business processes needs. This often results in lowered efficiency, redundancy of knowledge related activities, lack of systematic knowledge sharing and maintaining and insufficient support for knowledge workers. In this paper we introduce goals and practices as well as criteria to monitor the degree of achievement for such processes. We connect these to a maturity model for knowledge intensive business processes, which is used to assess and improve quality of knowledge intensive processes. It can be used during process improvement projects as well as for a self assessment

Integrating organizational, social, and individual perspectives in Web 2.0-based workplace e-learning

From the issue entitled 'Special Issue: Emerging Social and Legal Aspect'E-learning is emerging as a popular approach of education in the workplace by virtue of its flexibility to access, just-in-time delivery, and cost-effectiveness. To improve social interaction and knowledge sharing in e-learning, Web 2.0 is increasingly utilized and integrated with e-learning applications. However, existing social learning systems fail to align learning with organizational goals and individual needs in a systemic way. The dominance of technology-oriented approaches makes elearning applications less goal-effective and poor in quality and design. To solve the problem, we address the requirement of integrating organizational, social, and individual perspectives in the development of Web 2.0 elearning systems. To fulfill the requirement, a key performance indicator (KPI)-oriented approach is presented in this study. By integrating a KPI model with Web 2.0 technologies, our approach is able to: 1) set up organizational goals and link the goals with expertise required for individuals; 2) build a knowledge network by linking learning resources to a set of competences to be developed and a group of people who learn and contribute to the knowledge network through knowledge creation, sharing, and peer evaluation; and 3) improve social networking and knowledge sharing by identifying each individual's work context, expertise, learning need, performance, and contribution. The mechanism of the approach is explored and elaborated with conceptual frameworks and implementation technologies. A prototype system for Web 2.0 e-learning has been developed to demonstrate the effectiveness of the approach. © Springer Science + Business Media, LLC 2009.postprin

How to design for persistence and retention in MOOCs?

Design of educational interventions is typically carried out following a design cycle involving phases of investigation, conceptualization, prototyping, implementation, execution and evaluation. This cycle can be applied at different levels of granularity e.g. learning activity, module, course or programme. In this paper we consider an aspect of learner behavior that can be critical to the success of many MOOCs i.e. their persistence to study, and the related theme of learner retention. We reflect on the impact that consideration of these can have on design decisions at different stages in the design cycle with the aim of en-hancing MOOC design in relation to learner persistence and retention, with particular attention to the European context

Full Issue: Journal on Empowering Teaching Excellence, Volume 1, Issue 1

For our inaugural issue, we reviewed the feedback from our 2016 ETE faculty conference—an event for USU faculty hosted every August on the USU main campus. We identified several of the presenters who received high marks in post-session surveys and invited them to submit a proceedings paper for their presentation. Many responded, and their papers now comprise the majority of this issue. Because most of the articles began as stand-up presentations for a conference, several adopt a first-person narrative style in which the authors share examples of things they have tried in their teaching that have worked. In the process they reveal key components of their teaching philosophy, often backed with research and literature and always backed with personal experience and student feedback. The disciplines represented range from math and science to business, humanities, social science, and aviation. Articles focus primarily on the application of good teaching principles and on measuring results to make improvements

Engineering methods and tools for cyber–physical automation systems

Much has been published about potential benefits of the adoption of cyber–physical systems (CPSs) in manufacturing industry. However, less has been said about how such automation systems might be effectively configured and supported through their lifecycles and how application modeling, visualization, and reuse of such systems might be best achieved. It is vitally important to be able to incorporate support for engineering best practice while at the same time exploiting the potential that CPS has to offer in an automation systems setting. This paper considers the industrial context for the engineering of CPS. It reviews engineering approaches that have been proposed or adopted to date including Industry 4.0 and provides examples of engineering methods and tools that are currently available. The paper then focuses on the CPS engineering toolset being developed by the Automation Systems Group (ASG) in the Warwick Manufacturing Group (WMG), University of Warwick, Coventry, U.K. and explains via an industrial case study how such a component-based engineering toolset can support an integrated approach to the virtual and physical engineering of automation systems through their lifecycle via a method that enables multiple vendors' equipment to be effectively integrated and provides support for the specification, validation, and use of such systems across the supply chain, e.g., between end users and system integrators