jueves, 17 de julio de 2014

Business Intelligence as PM Decision Support

Project portfolio management software is one of the hot new trends in project execution. In recent years, the tools have become much more powerful, they have integrated powerful new functionality and--with SaaS models--they have become much more accessible. The promise of PPM has been out there for more than a decade, but finally it’s becoming reality. I can’t help but wonder what the next big thing is for these tools, or at least for the data that they contain. This month’s theme of business intelligence really got me thinking that there could be some exciting things possible if we combine a PPM database with a BI tool.

That’s what I want to address in this article, looking at ways that we can create a decision-support function for project managers through these two approaches--and how that might improve the quality of project execution.
A simple exampleSuppose that we have just completed the project schedule for a business-critical initiative. We know that the timelines are tight, and it’s important that we hit the deadline. Clearly we are going to manage this project based on doing everything that we can to protect the critical path, but where are our potential problem areas? Not every task on the critical path is a potential time bomb, and not every potential time bomb is on the critical path. We need a way to flag those tasks that are the most likely to be difficult for us, but is that simply a case of the PM’s judgment or is there something else that we can leverage to provide some decision support?
Our PPM tool has a huge amount of information in it about historic tasks and how we performed relative to how we were expected to perform. From a PPM perspective, that information is used to identify the performance on an individual project and calculate the implications on that initiative. But ultimately, it is simply data in a database--and if we can use that data in a different way, why wouldn’t we? PPM tools tend to capture a lot of data elements about tasks--the type of work, the department, the resources, etc., and the tools will allow for additional data tags to be added so we can also capture information on anything that we consider relevant (perhaps a 1-5 scale of complexity, information on the technologies involved--literally anything that we feel may add value to our view of the project).
We can capture similar data at the resource level--experience levels, certifications, training, etc. that may help us to differentiate one person from the next, and of course because we assign resources to tasks we can tie resource characteristics to task characteristics.
These additional fields will add a small amount of complexity when we are building our plans, and if we use a numeric scale then we need to define the values (or have them automatically calculated based on other criteria), but the additional work is not excessive. More importantly, we need to be consistent in capturing this data across all projects so that we have as many data points as possible when it comes to applying BI processes. We may also want to consider different templates for our tasks--technical tasks capture different data values than business-related tasks, for example.
Leveraging the dataOnce we have key task-level information captured, then we can start looking at what that information can tell us--and that’s where the BI element kicks in. We need to be careful here, because business intelligence is not a magic bullet--we can’t just throw a bunch of data at it and have it tell us what we need to do. Rather, we have to use the BI tool to ask the right questions of the data and then we have to interpret the results.
Let’s go back to our original example of a just-completed plan. Depending on the PPM solution that we are using, we may be able to do an analysis of the highest-risk tasks within the current project based solely on that data--perhaps the combination of high-risk tasks and low-experience resources that are on (or within) a week of the critical path. That’s helpful, but it’s not a particularly meaningful analysis; a good project manager likely knew that those were the high risk tasks anyway.
However, if we can compare our current project with what actually happened on previous projects, then we can start to see some tremendous value add. We can use the BI tool to help identify similar tasks in the past and compare planned duration with actual duration to see whether that identifies some potential problems that we might not otherwise have come up with. Perhaps a task that is further away from the critical path, or that appears to be low risk based on the data elements that we have captured--but where history suggests we have problems.
This isn’t an exact science; there may be any number of reasons why a comparable task had problems on previous initiatives that are unique to those projects. But a business intelligence-based analysis can at least identify areas where the PM should spend a little more time than they might otherwise have done. The PM will then need to use his or her judgment to determine whether there is a reason for concern, or at least be prepared to take action earlier if the task shows signs of getting delayed.
Business intelligence information can also help a project manager identify the best course of action to take in the event that problems occur. Suppose that our example project is falling behind--delays are occurring on the critical path and it doesn’t look like things will recover on their own. Ordinarily, the project manager will look at alternatives, consult with team members and decide on how best to proceed--moving tasks around, adding resources, overlapping tasks that should be dependencies, etc. That analysis is still required in an environment with BI, but the PM will have access to the answers to a number of key questions:
  • On past projects, what type of tasks responded best to additional resources?
  • Of the resources that we have access to, is there one who has had a bigger impact in recovering tasks when they are assigned as an additional resource?
  • Do we generally see more success from overlapping dependent tasks or adding resources?
  • How big a recovery can we expect to get on a single task?
  • Is there generally a better outcome from adding resources to separate work streams, or should we focus the extra resources in one particular area?
None of this information is a replacement for the ability of the PM to make good decisions, but the information can provide a strong support function for those decisions--helping the PM to choose the right options and reducing the risks associated with recovery-type actions. Of course BI can also support any other project decision that the PM needs to make, not just these recovery-type situations--impact of change requests, work estimation, forecasts and projections, etc.
ConclusionsPPM tools are becoming more and more powerful, and they are capable of presenting project data in a number of different ways. However, while they have the ability to store historic information, they are geared around the management of current initiatives--that is what they do well. By taking the data that those applications contain and making it available to a BI tool, we can create a whole new perspective on our projects that can help us to make the right decisions and provide accurate analysis.
In some ways, this creates more work for the PM because it provides additional information that requires interpretation. But any PM will accept the tradeoff of a little more work for a lot more confidence in their decisions. This approach will also take some time to implement as organizations will need to build up the data history, and of course there will be a small amount of additional work in entering and maintaining that data. However, none of that is an unreasonable amount of work--and the benefits can be significant.

miércoles, 16 de julio de 2014

Oracle Launches x86 Sun Servers Designed for Database In-Memory Option | Data Center Knowledge


http://www.datacenterknowledge.com/archives/2014/06/17/oracle-launches-x86-sun-servers-designed-database-memory-option/

#BigData  

Appsworld - Discover de future of multi-plataform apps

Good news

Appsworld
Discover de future of multi-plataform apps


Developer Conference & Exhibition: Now in its 5th year, Apps World has grown to be the leading global multi-platform event in the app industry. Following on from the 2013 show which saw Steve Wozniak keynote the agenda, this year’s ExCeL event is set to be the biggest yet with over 350 exhibitors and over 12,000+ attendees across the app ecosystem including developers, mobile marketers, mobile operators, device manufacturers, platform owners and industry professionals registered for two days of high level insight and discussion. The exhibition floor will be buzzing with some of the most innovative new start-ups showcasing alongside industry giants, live hackathons, interactive workshop sessions, parties and the return of the Appsters Awards. Don't miss your chance to be a part of it - secure your pass today! #Developers  

http://www.apps-world.net/europe/

martes, 15 de julio de 2014

How MOOCs Will Transform Billions of Lives. Or Not.

How MOOCs Will Transform Billions of Lives. Or Not.

The History, Evolution and Emergence of Agile PM Frameworks (Part 2)


ITIL/Service Management


Critical Patch Updates, Security Alerts and Third Party Bulletin


Redefining the PMO


10 Best Teaching Practices I've Observed

This article is intended to share best teaching practices that great teachers display in the classroom. The author conducted over 150 classroom observations during a five year period.

Lessons Learned Can Lead to Great Teaching
As a former Dean and VP of Academic Affairs I made it a habit to go into classrooms to observe faculty with the goal of improving both teaching and learning. I think I completed over 150 classroom observations over a 5-year period and I learned a lot about the teaching strategies that effective teachers use to motivate students.
Now that I’m a full-time professor I try to integrate many of these practices into my own teaching. I owe much of my teaching success to what I learned from my class observation visits. The intent is to share these practices with current and future college instructors to enhance the teaching and learning experience in our classrooms. Although I observed many more outstanding teaching practices, I've only included 10 in this article.

The Instructor Provides a Road Map for the Student

The instructor provides an overview of what the class will cover through the class learning objectives. Learning objectives let students know the skills and knowledge that will be taught in a particular class. Think of them as a road map to follow. This is typically accomplished by the instructor distributing a clearly written syllabus to students. A well written course syllabus is a very effective learning tool, that helps students prepare for the class, locate the resources that are available to them, understand the goals of the class, and the philosophy of the instructor (Parkes and Harris, 2002).

The Instructional Activities Support the Learning Objectives

The instructor links instructional activities to course learning objectives. This practice helps make the lectures appear logical and well-organized. Even the handouts result in a teachable moment. Whether the instructor uses a film, invites a guest lecturer to speak, requires group presentations, or facilitates a class discussion, students can observe how each particular instructional activity supports a specific course learning objective. As a result they are more likely to retain such information, (Slattery and Carlson, 2005).

The Instructor Uses the Entire Classroom Space

The instructor circulates in the classroom to check all students' performances. This prevents students from internet surfing or talking in the back of the room. It helps keep students engaged and when combined with discussion questions, it helps to create an interactive learning environment as opposed to a passive one.
There is nothing that motivates students more than knowing that the instructor is actively participating in the lesson. Lack of interest or enthusiasm on part of the instructor can easily lead to lack of interest on the part of the students. Furthermore, by moving around, instructors make themselves more approachable, and less intimidating as they occupy the same physical spaces as their students, rather than always maintaining a distance by standing at the podium or the front of the class.

The Instructor Makes The Material Relevant

The instructor provides relevant examples, including real-world experiences and demonstrations to illustrate concepts and skills. S/he intentionally makes a connection between the content and the student's life. Critical pedagogue and noted scholar Gloria Ladson-Billings (1995), while analyzing classroom practices of successful teachers, notes that successful teachers utilize students' own cultural practices as a learning tool. One teacher used rap music to teach poetry and helped students understand literal and figurative meanings with the kind of music they were interested in. Great teachers always find a way to make the material relevant.

Instructor Helps Students Develop Superior Learning Skills

The instructor uses instructional strategies that encourage the development of critical thinking, problem solving, and performance skills. The teacher asks questions that require students to synthesize, analyze, and evaluate information. Great teachers question students about their ideas, and the reason why they think a certain way in order to make them evaluate their own beliefs and the extent to which their ideas are a product of thorough research about something or unfounded beliefs passed on by family and friends. Hynd (1999) suggests using multiple instead of single texts, to teach history for instance, in order to allow space for multiple narratives.

Students Learn to be Responsible for Their Own Learning

The instructor encourages students to be engaged in and responsible for their own learning. S/he challenges and motivates students to achieve at higher levels. The teacher communicates to all students their progress so they know where they stand grade-wise at any moment in the semester. When there is a guest speaker the instructor requires students to develop questions in advance. S/he has students go to the white board to demonstrate their knowledge in math and accounting classes.
Students who are actively engaged in the material they are studying tend to learn more. One way of promoting interest and to get timely feedback from students is to encourage them to keep a journal about the class (Park, 2003). Such a tool can provide useful feedback for the instructor and help the student to improve and understand their own learning issues pertaining to the subject matter.

The Teacher Re-Teaches When Necessary

The instructor sums up the learning objectives and answers any lingering questions students may have. The teacher re-teaches when necessary. The instructor makes him/herself approachable so that the students can get the most out of the classroom experience. There are subtle cues by which students can get more comfortable in the classroom, such as receiving encouragement upon asking a question, not being chastised for a question that is too 'simplistic', being encouraged to inquire when they don't understand and the willingness of the teacher to repeat themselves often and upon request from the student.

The Instructor Gives Every Student a Chance to Excel

The instructor treats all students in a fair and equitable manner. S/he tries to involve the whole class; doesn't just call on any particular group of students based on gender, race or ethnicity, and offers both shy and extroverted students opportunities to excel in the classroom. Maintaining an equitable, fluid and fair teaching relationship with all students is a key practice to discourage any unnecessary competition in the classroom (Ladson-Billings, 1995). This sometimes involves switching the teacher-student role.
A diverse classroom means different ways of learning, and in order to encourage everyone to be engaged in the classroom, great teachers are flexible in accepting different modes of participation. Not every student will be a good public speaker, but that doesn't mean that they might not have good ideas to share. For those who might be too shy to speak up in class, there can be alternative ways to express their opinions and still be part of the class discussion, such as through an online discussion forum.

Instructor Provides Timely Feedback to Help the Student Grow Academically

The instructor provides supporting feedback after an incorrect response by probing, repeating the question, giving a clue, or allowing more time. S/he asks higher order thinking questions and allows appropriate wait time after the question is posed. Great teachers set aside time for students who are still struggling with a concept to get the assistance they need to understand it. This practice allows the instructor to collect student feedback on a regular basis to determine what was learned and what might have been confusing.
Students need to be challenged academically and they should be expected to meet high standards, because unless the teacher expects a high quality of work from them, they may not produce a high quality of work. Part of that process requires the teacher to provide excellent feedback, and give very specific comments so that students can improve their work.

The Instructor Keeps Students Engaged and Interested

The instructor uses observable techniques to gain and maintain student interest and attention. The best technique I observed was instructors simply displaying plain-old enthusiasm for teaching. That's contagious and it keeps students interested. Other techniques worth noting include demonstrating good rapport, using students' names, maintaining good eye contact, and maintaining a good voice volume. These are things that any instructor can emulate.
Research suggests that student interest has a positive relationship with learning. When students are interested in the material they tend to understand it better. Shcraw et al. (2001) stresses the importance of well-organized texts to peak students interest. Getting feedback from students and incorporating their ideas into the material is another way great teachers promote and maintain student interest in the course material.

Conclusion

Good teaching practices help produce students who excel academically as well as who can engage critically with the world around them; and who are not merely able to reproduce what their text books tell them, but to develop a critical sociopolitical understanding of their world.
The above practices are aimed at providing a framework for achieving the most out of a classroom experience and for creating a safe environment that promotes opportunities for mutual understanding and learning across students of diverse backgrounds. I hope you found them helpful

References

Hynd, C. R. (1999). Teaching students to think critically using multiple texts in history. Journal of Adolescent and Adult Literacy, 42(6), 428-436.
Ladson-Billings, G. (1995). But that's just good teaching! The case for culturally relevant pedagogy. Theory into Practice, 34(3), 159-165. Retrieved from http://edt2.educ.msu.edu/DWong/Te150S10/CourseReader/LadsonBillingsButThatsJustGoodTeaching.pdf
Park, C. (2003). Engaging students in the learning process: the learning journal. Journal of
Geography in Higher Education, 27(2), 183-199. Retrieved from http://www.lancs.ac.uk/people/gyaccp/cjgh_27_2_05lores.pdf
Parks, J., & Harris, M. B. (2002). The purposes of a syllbus. College Teaching, 50(2), 55-61. Retrieved from http://jan.ucc.nau.edu/~coesyl-p/syllabus_cline_article_2.pdf
Schraw, G., Flowerday, T., & Lehman, S. (2001). Increasing situational interest in the classroom. Educational Psychology Review, 13(3), 211-224. Retrieved from https://www.msu.edu/~dwong/CEP991/CEP991Resources/Schraw-SituationalInterest.pdf
Slattery, J. M., & Carlson, J. F. (2005). Preparing an effective syllabus: current best practices. College Teaching, 53(4), 159-164. Retrieved from http://learn.quinnipiac.edu/quonline/cdd/development/Slattery_2005.pdf

HP launched Twintern

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IBM