Customer-engineer relationship management for converged ICT service companies

Thanks to the advent of converged communications services (often referred to as ‘triple play’), the next generation Service Engineer will need radically different skills, processes and tools from today’s counterpart. Why? in order to meet the challenges of installing and maintaining services based on multi-vendor software and hardware components in an IP-based network environment. The converged services environment is likely to be ‘smart’ and support flexible and dynamic interoperability between appliances and computing devices. These radical changes in the working environment will inevitably force managers to rethink the role of Service Engineers in relation to customer relationship management. This paper aims to identify requirements for an information system to support converged communications service engineers with regard to customer-engineer relationship management. Furthermore, an architecture for such a system is proposed and how it meets these requirements is discussed

A dashboard-based approach for efficient requirements change management

Requirements gathering and documentation are important first steps for a successful software engineering project. The documented requirements act as a guideline for design and development of software products. Requirements also represent customer expectations for the end product. Since these documented requirements serve important purposes for many stakeholders, managing requirement changes effectively plays a major role in the overall success of any project. Changes in requirements are very common in software engineering and can occur during any phase of software development lifecycle (SDLC). Though the impact of requirement changes differs depending on the SDLC phase in which it occurred, there is almost always a setback that happens in terms of the project timeline. This scenario is common in projects that follow both Agile/Scrum methodology and ones that follow the more traditional Waterfall model. In this report, I will first present two case studies of how requirement changes impacted the timelines of two projects (one following Agile/Scrum methodology and another following Waterfall methodology). In the second part of this report, I will propose and design a user-friendly dashboard, which could be used to speed up the delays caused by changing requirements.Electrical and Computer Engineerin

Training Competences in Industrial Risk Prevention with Lego® Serious Play®: A Case Study

This paper proposes the use of the Lego® Serious Play® (LSP) methodology as a facilitating tool for the introduction of competences for Industrial Risk Prevention by engineering students from the industrial branch (electrical, electronic, mechanical and technological engineering), presenting the results obtained in the Universities of Cadiz and Seville in the academic years 2017–2019. Current Spanish legislation does not reserve any special legal attribution, nor does it require specific competence in occupational risk prevention for the regulated profession of a technical industrial engineer (Order CIN 351:2009), and only does so in a generic way for that of an industrial engineer (Order CIN 311:2009). However, these universities consider the training in occupational health and safety for these future graduates as an essential objective in order to develop them for their careers in the industry. The approach is based on a series of challenges proposed (risk assessments, safety inspections, accident investigations and fire protection measures, among others), thanks to the use of “gamification” dynamics with Lego® Serious Play®. In order to carry the training out, a set of specific variables (industrial sector, legal and regulatory framework, business organization and production system), and transversal ones (leadership, teamwork, critical thinking and communication), are incorporated. Through group models, it is possible to identify dangerous situations, establish causes, share and discuss alternative proposals and analyze the economic, environmental and organizational impact of the technical solutions studied, as well as take the appropriate decisions, in a creative, stimulating, inclusive and innovative context. In this way, the theoretical knowledge which is acquired is applied to improve safety and health at work and foster the prevention of occupational risks, promoting the commitment, effort, motivation and proactive participation of the student teams.Spanish Ministry of Science, Innovation and Universities / European Social Fund: Ramón y Cajal contract (RYC-2017-22222

Training Competences in Industrial Risk Prevention with Lego (R) Serious Play (R): A Case Study

This paper proposes the use of the Lego (R) Serious Play (R) (LSP) methodology as a facilitating tool for the introduction of competences for Industrial Risk Prevention by engineering students from the industrial branch (electrical, electronic, mechanical and technological engineering), presenting the results obtained in the Universities of Cadiz and Seville in the academic years 2017-2019. Current Spanish legislation does not reserve any special legal attribution, nor does it require specific competence in occupational risk prevention for the regulated profession of a technical industrial engineer (Order CIN 351:2009), and only does so in a generic way for that of an industrial engineer (Order CIN 311:2009). However, these universities consider the training in occupational health and safety for these future graduates as an essential objective in order to develop them for their careers in the industry. The approach is based on a series of challenges proposed (risk assessments, safety inspections, accident investigations and fire protection measures, among others), thanks to the use of "gamification" dynamics with Lego (R) Serious Play (R). In order to carry the training out, a set of specific variables (industrial sector, legal and regulatory framework, business organization and production system), and transversal ones (leadership, teamwork, critical thinking and communication), are incorporated. Through group models, it is possible to identify dangerous situations, establish causes, share and discuss alternative proposals and analyze the economic, environmental and organizational impact of the technical solutions studied, as well as take the appropriate decisions, in a creative, stimulating, inclusive and innovative context. In this way, the theoretical knowledge which is acquired is applied to improve safety and health at work and foster the prevention of occupational risks, promoting the commitment, effort, motivation and proactive participation of the student teams

Engineering at San Jose State University, Spring 2015

https://scholarworks.sjsu.edu/engr_news/1013/thumbnail.jp