An Automated Workforce Clustering Method for Business Process Reengineering in Research and Development Organizations

Business process reengineering (BPR) involves the radical redesign of functional organizations into cross-functional teams to achieve dramatic improvements in productivity. Redesigning complex and dynamic processes in research and development (R&D) organizations with multi-layer projects is a difficult task. Previous researchers have proposed many intuitive approaches for BPR utilizing intuition and subjective judgment from “experts” at various stages of their implementation. However, the complexities inherent in large R&D organizations have restricted the effectiveness of their use in practice. The authors present an automated and structured analytic algorithm that eliminates the need for subjective human judgment. The proposed method facilitates the reorganization of R&D processes into cross-functional work units and projects. The efficacy of the algorithm is confirmed with a small problem and the applicability of the proposed method is demonstrated at the Air Force Research Laboratory

Creating Contexts for Collaborative Learning in a 3D Virtual World for Distance Education

The purpose of this chapter is to explore the contexts that teachers can create to promote collaborative learning in 3D virtual learning environments. The authors report on the findings of a case study using the 3D virtual world Second Life in a preservice teacher distance education program. Two types of contexts are identified: social interaction (social context) and instructor's scaffolding (pedagogical context). The anonymity represented by avatars in the 3D environment allowed learners to engage in social interaction and practice collaboration skills. Scaffolding involved several stages: scaffold the students' learning of the new technology, plan the course structure, implement the procedures during the lesson, and facilitate transitions between activities. The study also identifies the potential for a third context (emotional context), as the participants—both the instructor and the students—report a need to express emotions in many situations, but the environment does not seamlessly support this mode of communication