scholarly journals Missouri S&T Engineering Management Capstone Senior Design: Lessons Learned and Challenges to Come

2020 ◽  
Author(s):  
Stephen Raper
Keyword(s):  
Engineering Management ◽  
Lessons Learned ◽  
Senior Design ◽  
To Come

Understanding readiness metrics for the humanitarian operations through literature review

2020 ◽  
Vol 10 (3) ◽  
pp. 321-345
Author(s):  
Aruna Apte
Keyword(s):  
United States ◽  
Literature Review ◽  
Relevant Literature ◽  
The United States ◽  
Lessons Learned ◽  
Content Type ◽  
Humanitarian Operations ◽  
Humanitarian Organizations ◽  
Emergency Responder ◽  
To Come

PurposeThe purpose of this research is to understand whether an organization knows if it is ready to respond to a disaster and whether it has the capabilities to deliver relief. Our initial motivation was to identify unique resources possessed by the United States Navy (USN) and United States Marine Corps (USMC) due to their unique and critical capabilities for humanitarian operations. The recent frequency of disasters around the world suggests these events will continue to create demand for relief capabilities. For this reason we need to understand readiness metrics not just for USN and USMC but for humanitarian organizations (Hos) in general.Design/methodology/approachWe survey relevant literature for understanding how HOs define and develop readiness metrics and associated factors. We studied documents including peer-reviewed scholarly articles, government documents, white papers, research papers and Department of Defense (DoD) briefings. We study literature that is significantly written for DoD, one, the vast experience of USN and USMC and two, the lessons learned have been documented. The literature offers substantial information on what readiness means and why it is important. This documented information is critical because it is known to the researchers in humanitarian operations that data is hard to come by.FindingsThe framework for readiness proposed at the end of this article is context the emergency responder probably uses in an informal fashion. The validation of readiness framework, we find exists in the supporting literature we review.Originality/valueThe understanding of readiness metrics for humanitarian operations for the organizations we study may offer insight into other HOs. The insights we gain may not be pivotal or counterintuitive to the conclusions based on commonsense. However, they are supported by the literature review. We formalize the concept based on conclusions of a set of diverse set of researchers and practitioners such as academic scholars, DoD personnel and government officials involved in humanitarian missions, USAID representatives that are repeatedly tasked for being ready, military and government officers from host and foreign countries and many more.

Capturing knowledge from lessons learned at the work package level in project engineering teams

2017 ◽  
Vol 21 (4) ◽  
pp. 765-778 ◽  
Author(s):  
Andrew Stewart Herbst
Keyword(s):  
Engineering Management ◽  
Lessons Learned ◽  
Work Package ◽  
Calendar Time ◽  
Content Type ◽  
Team Members ◽  
Engineering Teams ◽  
Operations And Maintenance ◽  
Standard Practices ◽  
Project Engineering

Purpose The purpose of this paper is to describe the knowledge management (KM) loop process in a work package (WP)-based project engineering management method. The purpose of the KM loop is the routine capture of learnings to improve work practices in both the project and the firm. Design/methodology/approach A conceptual model for a project KM loop is developed by researching various KM theories found in the literature and incorporating the most applicable concepts and bridging any gaps in an attempt to overcome the reported impediments to learning in projects. A specific WP-based project engineering method (the STBQ method) is chosen as the framework for illustrating the workings and advantages of the KM loop. The author’s experiential judgement is used in applying selected academic concepts to create a KM process particularly useful for consulting engineering firms engaged in the detailed design phase of heavy industrial projects notwithstanding the fact that it may be beneficial in other project environments. Findings Completion of a WP can be used as a natural point in time for the collection of lessons learned (LL). At post-WP debriefing meetings, intuitive learnings can be contributed by individuals and interpreted in the context of the recently completed WP. When seen to be applicable, the project engineer integrates this newly gained experiential knowledge into the project’s job instructions for immediate implementation on other WPs remaining in the project scope. Through the project manager, these new or revised job instructions are proposed as candidates for new or revised standard practices to the senior managers of the engineering firm who can institutionalize them by approval for use in other in-progress or future projects. Research limitations/implications The KM loop described here is specifically intended to be used with the STBQ method where the 100 per cent rule is applied and where each WP sub-team is tasked with the delivery of their WP safely, on-time, on-budget and with no quality deficiencies as the criteria for success of their WP. A research limitation is that capturing learnings throughout the project does not solve the problem of capturing post-project learnings from design errors surfacing during construction, in commissioning, or after start-up during on-going operations and maintenance. Nonetheless, innovative ideas and improvements can be found during the detailed engineering phase and the KM loop captures these for intra-project and inter-project use. Practical implications The extra effort of decomposing requirements into WPs not only helps control project costs, schedule, quality and safety but also provides an effective way to capture knowledge from project learnings for intra-project and inter-project use. Social implications The lessons-learned sessions held at the completion of each WP provides an opportunity to provide motivation and morale boosting to the WP sub-team members. Originality/value This paper contributes what is believed to be the first WP-based KM loop in project engineering management using a specific application of the 4I framework of organizational learning. In addition, when applied in the STBQ method or any other method that uses interim WPs for both planning and reporting, the LL sessions can be pre-scheduled and budgeted separately from the subject WP. This helps to overcome the problem widely reported in projects that not enough calendar time or person-hours can be spared to attend the LL sessions.

Kentucky's Family Resource Centers

1996 ◽  
Vol 17 (5) ◽  
pp. 293-302 ◽  
Author(s):  
JUDY E. DOKTOR ◽  
JOHN POERTNER
Keyword(s):  
Social Services ◽  
Lessons Learned ◽  
Children And Families ◽  
Family Resource Centers ◽  
Resource Center ◽  
Family Resource Center ◽  
The Family ◽  
Family Resource ◽  
To Come ◽  
Coordination And Collaboration

Similar developments in education and social services offer an opportunity for these two systems to come together to better meet the needs of all children and families. both systems are seeking to be inclusive, to decategorize, and to address growing problems and decreasing resources with coordination and collaboration. these movements have joined forces in what is called the “school-linked service movement,” of which the family resource center idea is representative. this article explores this idea by identifying lessons learned in the development of family resource centers in kentucky and discussing policy issues that are essential for both education and social services to address to assure continued development of this movement.

scholarly journals The Importance of Partnerships for Effective Protected Area Management

2021 ◽  
Author(s):  
Mirjam de Koning ◽  
Oliver Avramoski
Keyword(s):  
Protected Areas ◽  
Protected Area ◽  
Lessons Learned ◽  
Civil Society Organizations ◽  
Protected Area Management ◽  
Western Balkans ◽  
Clear Vision ◽  
Communications Skills ◽  
To Come ◽  
Area Management

Protected areas work in complex environments in which they have to liaise with governments, scientific and civil society organizations, volunteers, local stakeholders, visitors, and funders. This requires next to thematic expertise on conservation, among others legal, management, financial, administrative and communications skills and capacities. Especially the smaller protected areas struggle to efficiently operate in all these specialized fields and often lack enough in-house capacity and resources. This chapter highlights the lessons learned and evolvement of various forms of partnerships in different countries on different continents (collaborative arrangement in Laos and different formal and informal arrangements in the Western Balkans). Core to the success is to build sufficient capacity within the protected area management authorities so they understand the priorities and the resources needed to fund, manage and implement these priorities. Specialized skills and capacities needed for effective protected area management are limited in most countries and it is inefficient and too expensive to build this capacity in-house. Having a clear vision on what needs to be done and building a strong cooperation between partners through effective communication is the key to success to come to more effective protected area management either on a national, regional or transboundary level.

scholarly journals Our First Experience With International Senior Design Projects – Lessons Learned

2020 ◽  
Author(s):  
James Hanson ◽  
Robert Houghtalen ◽  
Jesse Houghtalen ◽  
Zachary Johnson ◽  
Matthew Lovell ◽  
...  
Keyword(s):  
Lessons Learned ◽  
Senior Design ◽  
Design Projects

scholarly journals Establishing a residency program for a chiropractic specialty in a public hospital system: Experiences from Denmark

2019 ◽  
Vol 34 (2) ◽  
pp. 164-171
Author(s):  
Søren F. D. O'Neill ◽  
Mikkel B. Konner ◽  
Rene Fejer ◽  
Susanne V. Vesterager
Keyword(s):  
Residency Program ◽  
Hospital Setting ◽  
Lessons Learned ◽  
Educational Goals ◽  
Hospital System ◽  
Specialized Hospital ◽  
Semistructured Interviews ◽  
Pilot Programs ◽  
To Come ◽  
Public Hospital System

Objective We describe the experiences and lessons learned from establishing a 5-year postgraduate hospital-based residency program for chiropractors in Denmark. The program was established with the aim of qualifying those chiropractors to undertake common and several specialized functions in relation to musculoskeletal disorders, at the highest professional level, within the particular conditions of a hospital setting. Methods We provide an overall description of this unique program, examples of specific educational goals, and the process used to develop the program. Results Three pilot programs were conducted between 2009 and 2016. The internship program and educational goals were revised extensively during this period. Between revisions and semistructured interviews with key medical officers following the pilot program, the program was well received and considered appropriate for further qualifying chiropractors for specialized, hospital-based practice. Conclusion The structure and content of the program will likely require further improvements in years to come, but currently forms the basis of the first regular 5-year, postgraduate in-hospital residency program for chiropractors in Denmark and perhaps elsewhere.

scholarly journals Analysis of Engineering Accreditation Process and Outcomes: Lessons Learned for Successful First Time Application

2020 ◽  
Vol 19 (9) ◽  
pp. 281-300
Author(s):  
Tahar Ayadat ◽  
Andi Asiz
Keyword(s):  
Computer Aided Design ◽  
The United States ◽  
Accreditation Process ◽  
Lessons Learned ◽  
Engineering Programs ◽  
Engineering Program ◽  
Senior Design ◽  
Program Compliance ◽  
Aided Design ◽  
First Time

The aims of the paper are to share and analyze engineering accreditation experience starting from the preparation through the outcome, and to discuss lessons learned particularly for first-time applicants. Securing accreditation from a well-recognized international body, such as the Accreditation Board for Engineering and Technology (ABET) can indicate quality of an engineering program. To qualify for an accreditation up to six- to seven-year period, an engineering program must meet a set of accreditation standards or criteria. The article is not limited only for new engineering programs outside the United States who are willing to pursue engineering accreditation from ABET, but it is applicable for an existing accredited program who will undergo next accreditation cycle. The authors presented and analyzed detail accreditation experience for a new established Civil Engineering (CE) Program at Prince Mohammad bin Fahd University (PMU) in Saudi Arabia. Although the ABET website provides detail procedure for the accreditation steps, the detail cases experienced by the PMU CE program will enrich knowledge on how to prepare and handle successful international accreditation. The authors also discussed issues raised during the accreditation activities, including program compliance with the nine ABET criteria, and presented key lessons to prepare for a smooth accreditation process. The main significant result of the accreditation exercise about continuous improvement was summarized in term of the curriculum upgrade, including adding another semester for senior design course and offering new sustainability engineering course, and adding computer aided design course at the early semester.

Family-Based Project Approach to Multidisciplinary Senior Design

2008 ◽  
Author(s):  
Wayne Walter ◽  
Edward Hensel
Keyword(s):  
Undergraduate Students ◽  
Lessons Learned ◽  
Open Architecture ◽  
Current Status ◽  
Senior Design ◽  
Starting Point ◽  
Wide Range ◽  
The Family ◽  
Design Projects ◽  
Academic Year

During academic year 2006–07, a family of four closely related multi-disciplinary senior design projects was initiated. Each project team consisted of eight undergraduate students. The family of projects has continued during the academic year 2007–08, with three additional design projects comprised of 19 students. The intent of the family of design projects is two-fold. The first objective is to introduce students to the concept of designing a product within the context of a family of closely related products, similar to the approach that a corporation may use in its strategic approach to the marketplace. The second objective is to provide an open-source, open-architecture, modular, and scalable robotic vehicle platform usable by a wide range of researchers within the Kate Gleason College of Engineering looking for a vehicle to position cameras, sensors in networks, and for other data-gathering tasks. Students were given the challenge to design and manufacture a platform based on a single design, scalable across four payload orders of magnitude from 1kg to 1,000kg. The 10kg and 100kg variants were studied in AY2006–07, and the 1kg variant was introduced in AY2007–08. The largest, 1,000kg, planned for the future, will be about the size of a Honda Civic, so safety and fail-safe engineering is important. Each project in the family is expected to build on the technology used and lessons learned from prior and concurrent projects, much like the “next model year” in the auto industry, and information sharing requirements among concurrent engineering teams. Hardware, software, and design methods are reused whenever possible, and students are expected to develop their subsystem in the context of an evolutionary platform design. In this manner, the end-product from one design group becomes the starting point for another team. Responsibilities overlap so teams must work cooperatively, which mimics the industrial environment. Starting times on various projects may be staggered, and students must deal with documentation sharing issues, and preservation of design intent across multiple-project teams and academic terms. The paper will discuss the current status of the program, the lessons learned to-date, and future plans for the program.

Greece and the European Union

2017 ◽  
Author(s):  
Spyros Blavoukos
Keyword(s):  
Lessons Learned ◽  
Point Of View ◽  
Adjustment Process ◽  
The European Union ◽  
Future Evolution ◽  
Static Approach ◽  
Negative Publicity ◽  
Migration Crisis ◽  
To Come ◽  
The Eu

Based on negative publicity related to the financial turmoil and the migration crisis one could perhaps classify Greece as a problematic EU partner. This contribution argues that this static approach does not fully describe the complexity of EU-Greece relations. Looking at the historical evolution of this relationship from a more macroscopic point of view it identifies periods of convergence and divergence. It reinstates the limits of the European adjustment pressures in inducing modernization and accounts for the crises episodes by reference to some idiosyncratic features of the domestic sociopolitical contestation. The contribution discusses the valuable lessons learned by the handling of the crises both for Greece and the EU. It stresses that the Greek public disenchantment with the EU that is inexorably linked with the extreme societal burden of the adjustment process is not an isolated phenomenon. Like in many other EU countries, much of the criticism is directed toward the current scope and direction of European integration rather than on the merits and value of the integration venture per se. What is urgently required for the whole European demos is a new “grand bargain” that will provide the necessary vision for the years to come. This will condition the future evolution of the EU-Greece relationship.

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