scholarly journals Hard lessons learned: delivering usability in IT projects

2016 ◽  
Author(s):  
Krzysztof Redlarski ◽  
Paweł Weichbroth
Keyword(s):  
Lessons Learned ◽  
It Projects

Common Problems and Lessons Learned from Managing Large-Scale US Government IS/IT Projects

2011 ◽  
Vol 2 (3) ◽  
pp. 94-111 ◽  
Author(s):  
Peerasit Patanakul ◽  
Saif Syed Omar
Keyword(s):  
Sustainable Development ◽  
Large Scale ◽  
Project Managers ◽  
Lessons Learned ◽  
Organizational Level ◽  
Future Research ◽  
It Projects ◽  
Us Government ◽  
Large Scope ◽  
Common Problems

To promote sustainable development, many government agencies initiated large-scale government projects. However, managing such government projects to their success is often a challenge to many project managers. Many projects fail because of their large scope and high degree of complexity. The failure of these government projects has significant impact on sustainable development, both at the organizational level and the public at large. To enhance the success of government projects, this study investigates the management of selected government IS/IT projects in the US; identifies common problems; discusses some lessons learned; and provides propositions for future research. The results of this study will provide significant contributions to the literature and implications to practitioners.

Common Problems and Lessons Learned from Managing Large-Scale US Government IS/IT Projects

2013 ◽  
pp. 234-252
Author(s):  
Peerasit Patanakul ◽  
Saif Syed Omar
Keyword(s):  
Sustainable Development ◽  
Large Scale ◽  
Project Managers ◽  
Lessons Learned ◽  
Organizational Level ◽  
Future Research ◽  
It Projects ◽  
Us Government ◽  
Large Scope ◽  
Common Problems

To promote sustainable development, many government agencies initiated large-scale government projects. However, managing such government projects to their success is often a challenge to many project managers. Many projects fail because of their large scope and high degree of complexity. The failure of these government projects has significant impact on sustainable development, both at the organizational level and the public at large. To enhance the success of government projects, this study investigates the management of selected government IS/IT projects in the US; identifies common problems; discusses some lessons learned; and provides propositions for future research. The results of this study will provide significant contributions to the literature and implications to practitioners.

Vulnerability and the Aware IS Practitioner

2000 ◽  
pp. 102-117 ◽  
Author(s):  
Simon Bell
Keyword(s):  
Developing Economies ◽  
Lessons Learned ◽  
It Projects ◽  
Current Case ◽  
Analysis And Design ◽  
Related Information ◽  
Action Researcher ◽  
The Difference ◽  
The One

Information technology (IT) projects regularly fail. IT projects fail rapidly, spectacularly and with monotonous regularity. IT and related information systems (IS) projects seem more prone than other technology-based interventions to prove to be enormously risky ventures for companies and government agencies to invest in. If this phenomenon is pronounced in so-called industrialised economies - the issues and problems around failure multiply when such projects are undertaken in transitional and developing economies. In all this failure the role of the IS practitioner appears invidious. On the one hand there are rapidly developing technologies and opportunities for change while on the other there are organisations often unable to express what change they desire or to articulate the difference between what they would like and what they feel able to cope with. It is little wonder that the IS practitioner—given the responsibility to manage the change process by analysis and design and other mediating strategies, can end up as the victim of technology failure, organisational inability to make up its mind and half-developed applications. In all this muddle the role of the action researcher (AR)—deeply involved with the processes and relationships within the research context is oddly empowered to deal with change while appearing even more vulnerable than his or her more managerialist or technologist colleagues. This chapter, by means of a reflective discourse representing my own learning, attempts to develop the theme of the vulnerability and power of the action research IS practitioner. Using current case study material drawn from working in transitional economies, the chapter indicates lessons learned in the value of the AR approach to analysis and design and the real benefits and powers which can arise from vulnerability such as autonomy and viability.

Lessons Learned From Coaching Postsecondary Students With Traumatic Brain Injury

2020 ◽  
Vol 5 (1) ◽  
pp. 88-96
Author(s):  
Mary R. T. Kennedy
Keyword(s):  
College Students ◽  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Sense Of Self ◽  
Scientific Evidence ◽  
Sudden Onset ◽  
Lessons Learned ◽  
Speech Language Pathologists ◽  
The Brain ◽  
Exhaustive List

Purpose The purpose of this clinical focus article is to provide speech-language pathologists with a brief update of the evidence that provides possible explanations for our experiences while coaching college students with traumatic brain injury (TBI). Method The narrative text provides readers with lessons we learned as speech-language pathologists functioning as cognitive coaches to college students with TBI. This is not meant to be an exhaustive list, but rather to consider the recent scientific evidence that will help our understanding of how best to coach these college students. Conclusion Four lessons are described. Lesson 1 focuses on the value of self-reported responses to surveys, questionnaires, and interviews. Lesson 2 addresses the use of immediate/proximal goals as leverage for students to update their sense of self and how their abilities and disabilities may alter their more distal goals. Lesson 3 reminds us that teamwork is necessary to address the complex issues facing these students, which include their developmental stage, the sudden onset of trauma to the brain, and having to navigate going to college with a TBI. Lesson 4 focuses on the need for college students with TBI to learn how to self-advocate with instructors, family, and peers.

Experiences With and Lessons Learned From Developing, Implementing, and Evaluating a Support Program for Older Hearing Aid Users and Their Communication Partners in the Hearing Aid Dispensing Setting

2020 ◽  
Vol 29 (3S) ◽  
pp. 638-647 ◽  
Author(s):  
Janine F. J. Meijerink ◽  
Marieke Pronk ◽  
Sophia E. Kramer
Keyword(s):  
Large Scale ◽  
Hearing Aid ◽  
Critical Discussion ◽  
Lessons Learned ◽  
Research Note ◽  
Support Program ◽  
Large Sample Size ◽  
Long Term Effects ◽  
Communication Program ◽  
Communication Partners

Purpose The SUpport PRogram (SUPR) study was carried out in the context of a private academic partnership and is the first study to evaluate the long-term effects of a communication program (SUPR) for older hearing aid users and their communication partners on a large scale in a hearing aid dispensing setting. The purpose of this research note is to reflect on the lessons that we learned during the different development, implementation, and evaluation phases of the SUPR project. Procedure This research note describes the procedures that were followed during the different phases of the SUPR project and provides a critical discussion to describe the strengths and weaknesses of the approach taken. Conclusion This research note might provide researchers and intervention developers with useful insights as to how aural rehabilitation interventions, such as the SUPR, can be developed by incorporating the needs of the different stakeholders, evaluated by using a robust research design (including a large sample size and a longer term follow-up assessment), and implemented widely by collaborating with a private partner (hearing aid dispensing practice chain).

Lessons Learned: My Path from PhD to Postdoc to Tenure Track

2014 ◽  
Vol 4 (1) ◽  
pp. 1-17
Author(s):  
Cara Stepp
Keyword(s):  
Lessons Learned ◽  
Tenure Track

Maximizing Outcomes in Group Treatment of Aphasia: Lessons Learned From a Community-Based Center

2014 ◽  
Vol 24 (3) ◽  
pp. 100-105 ◽  
Author(s):  
Darlene Williamson
Keyword(s):  
Group Treatment ◽  
Treatment Protocol ◽  
Lessons Learned ◽  
Group Program ◽  
Community Based ◽  
Multiple Treatment ◽  
Use Of Technology ◽  
Communication Impairments ◽  
Treatment Settings

Given the potential of long term intervention to positively influence speech/language and psychosocial domains, a treatment protocol was developed at the Stroke Comeback Center which addresses communication impairments arising from chronic aphasia. This article presents the details of this program including the group purposes and principles, the use of technology in groups, and the applicability of a group program across multiple treatment settings.

Experience With Grant Writing: Where Do I Even Begin?

2010 ◽  
Vol 11 (1) ◽  
pp. 21-24
Author(s):  
Nicole M. Mancini
Keyword(s):  
Lessons Learned ◽  
Economic Situation ◽  
Grant Writing ◽  
Personal Journey ◽  
Know How ◽  
Daunting Task

Abstract At first, grant writing may look like a daunting task. You may ask yourself, “Is it really worth the time and effort?” With today's economic situation, teachers and therapists need ways to supplement their programs and grants provide such an opportunity. However, many of us do not know how to get started. After a few experiences and many lessons learned, I have come to enjoy researching and writing grants to supplement my students' learning. It is well worth the time and effort. This article provides information about a personal journey, lessons learned, and resources to get you started.

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