Interpretation and reporting of process capability results: focus on improvement

A global financial services company followed a software-mediated process assessment (SMPA) approach based on ISO/IEC 15504, ISO/IEC 20000 and the IT Infrastructure Library (ITIL®). Using an action research approach, the Incident Management, Problem Management, and Change Management processes were assessed at two points in time during an ITSM process improvement project. This paper analyzes the results of the process assessments, highlights issues with the interpretation of the results, and offers an alternative method to report process capability results to motivate process improvement. The study found that by using the proportion of SMPA recommendations as a proxy measure for process improvement, the processes did improve yielding fewer recommendations in cycle 2 when compared to cycle 1 of the action research

A large scale hearing loss screen reveals an extensive unexplored genetic landscape for auditory dysfunction.

The developmental and physiological complexity of the auditory system is likely reflected in the underlying set of genes involved in auditory function. In humans, over 150 non-syndromic loci have been identified, and there are more than 400 human genetic syndromes with a hearing loss component. Over 100 non-syndromic hearing loss genes have been identified in mouse and human, but we remain ignorant of the full extent of the genetic landscape involved in auditory dysfunction. As part of the International Mouse Phenotyping Consortium, we undertook a hearing loss screen in a cohort of 3006 mouse knockout strains. In total, we identify 67 candidate hearing loss genes. We detect known hearing loss genes, but the vast majority, 52, of the candidate genes were novel. Our analysis reveals a large and unexplored genetic landscape involved with auditory function.The full extent of the genetic basis for hearing impairment is unknown. Here, as part of the International Mouse Phenotyping Consortium, the authors perform a hearing loss screen in 3006 mouse knockout strains and identify 52 new candidate genes for genetic hearing loss

Nat Genet

The function of the majority of genes in the mouse and human genomes remains unknown. The mouse embryonic stem cell knockout resource provides a basis for the characterization of relationships between genes and phenotypes. The EUMODIC consortium developed and validated robust methodologies for the broad-based phenotyping of knockouts through a pipeline comprising 20 disease-oriented platforms. We developed new statistical methods for pipeline design and data analysis aimed at detecting reproducible phenotypes with high power. We acquired phenotype data from 449 mutant alleles, representing 320 unique genes, of which half had no previous functional annotation. We captured data from over 27,000 mice, finding that 83% of the mutant lines are phenodeviant, with 65% demonstrating pleiotropy. Surprisingly, we found significant differences in phenotype annotation according to zygosity. New phenotypes were uncovered for many genes with previously unknown function, providing a powerful basis for hypothesis generation and further investigation in diverse systems.Comment in : Genetic differential calculus. [Nat Genet. 2015] Comment in : Scaling up phenotyping studies. [Nat Biotechnol. 2015

Justifications, strategies, and critical success factors in successful ITIL implementations in U.S. and Australian companies: an exploratory study

A growing number of organizations are implementing the ITIL (IT Infrastructure Library) 'best practice' framework in an attempt to improve their IT service management processes. However, not all ITIL implementations are successful and some companies have been disappointed with the outcomes. This exploratory research reports on four case studies of 'successful' implementations of IT service management using the process-based ITIL V2 framework. Two companies are located in the U.S. and two in Australia. The cases demonstrate a mix of implementation justifications and strategies. Critical success factors (CSFs) suggested in the literature are compared against those attributed to these successful ITIL implementations. Some CSFs, including executive management support, interdepartmental communication and collaboration, use of consultants, training and careful software selection are confirmed. Three new CSFs are identified: creating an ITIL-friendly culture, process as a priority, and customer-focused metrics. Practitioner guidelines, to assist IT managers, who are contemplating adopting ITIL for process improvement and organisational transformation, are also provided together with some challenges encountered and their associated resolutions

Facilitation of social learning in teacher education: the ‘dimensions of social learning framework’

To understand the organization of social learning by groups in practice, this chapter elaborates on the use of a framework of dimensions and indicators to explore social learning within (prospective) teacher groups. The applied framework that we call the ‘Dimensions of Social Learning (DSL) Framework’ is built upon four dimensions including 11 indicators corresponding to these dimensions. The DSL Framework was prompted by a literature review that applied notions of social networks, communities of practice and learning teams as the main underlying perspectives and has been tested empirically in higher education. In this chapter, to validate the framework, we present the findings of a case study that applied the DSL Framework to explore the social dimensions of particular teacher learning groups and to reflect on the usefulness of the indicators in terms of compiling an image of the learning group’s social configuration. The case study suggests that the framework appears fruitful for assessing the social configuration of teacher learning groups. Moreover, the resulting image allows teachers to analyse whether their group’s configuration fits its learning goals, or whether adjustments are required. It is therefore possible to improve learning processes within teacher learning groups