Management Systems Theory, Applications, and Design - Homepages

More documents

Recommendations

Info

converting data into information for decision making. This leads us to the fifth management system analysis step—listing measurements to obtain the data from what is managed. We must design measures to capture the data we need in an efficient and timely manner. Cycling through the management system analysis steps helps you build effective management tools for converting data into information. Risk managers have much to gain from management system analysis if they can use the process to mitigate crises. Management system synthesis gives us the functions for using management tools. Nine functions, working clockwise around the MSM, characterize management system synthesis (Figure 2.2.3.12.3.). These nine functions make up a structured management process. I group the nine functions into three groups: planning functions, executing functions, and comparing functions. Planning functions address what you want to do; executing functions address what you did; and comparing functions address whether you did what you wanted to do. The planning functions are: setting expectations, surveying your work, and determining indicators and reference points. Risk assessment and vulnerability analysis work heavily into the planning functions. For setting expectations, we try to identify what could happen and what the consequences would be. Both risk assessment and vulnerability analysis are very strong in setting expectations. For surveying our work, we flowchart potential risks and use cause-and-effect charts for conse- 1314 quences. Defining indicators gives us early warning and detection of incidents. The executing functions include collecting and logging data, converting data to information, and organizing and presenting information. A tabletop exercise is an example of an executing function. When you look at cause and effect, what you do during that incident is part of the cause-and-effect linkage. You can reduce the effect of the cause by taking the right action. You can increase or make worse the effect of the cause by taking the wrong action. The comparing functions include reviewing status and progress, exercising personal effectiveness, and verifying performance. In my context, comparing functions encompass learning, improving, and updating risk assessment and vulnerability analysis. What is the engineer’s approach to risk management? I say it’s Deming’s Plan-Do-Study- Act (PDSA) cycle. Plan includes the management system synthesis planning functions; Do includes the executing functions; Study includes the comparing functions; and Act makes the sequence an iterative cycle—the basis of continuous performance improvement. In risk management, vulnerability analyses and risk assessments make up the Plan. Hypothesizing what will happen as a result of the risks is the Do. Risk managers using tabletop exercises combine Do and Study to generate information to improve their risk management processes. Improving the processes for dealing with the risk is Act. Then the cycle starts over: What is the vulnerability and risk now that we’ve taken action to improve our processes?
Reference Input Results Information Perception WHO MANAGES Information Portrayal Controller Decisions Actions WHAT IS USED TO MANAGE Sensors 1315 WHAT IS MANAGED Data Measurement Plant Disturbance Input Figure 2.2.3.12.1. A control loop is analogous to the Management System Model. Output
Page 1:
Management Systems Theory, Applicat
Page 4 and 5:
1.1.11.6. Relate Engineering to the
Page 6 and 7:
1.1.23. Other Useful Organizational
Page 8 and 9:
1.4.2.2. Organizational Systems ...
Page 10 and 11:
1.5.1.5. DSS vis-a-vis EDP, MIS, AO
Page 12 and 13:
1.5.8.7.4.2.4. Time-Series Comparis
Page 14 and 15:
1.6.2.2.5. How Much Consensus is En
Page 16 and 17:
2.1.9.1. Choose Your Objectives-Tho
Page 18 and 19:
3. USING MANAGEMENT TOOLS 3.0. Usin
Page 20 and 21:
3.2.1.9. Discovering Strengths to S
Page 22 and 23:
3.2.10. The Perspective of Quality
Page 24 and 25:
3.4.3.1.8.1. The Scoping Agreement
Page 26 and 27:
3.4.3.3.7. Review Progress Routinel
Page 29 and 30:
PREFACE In this document, I use the
Page 31 and 32:
people doing? Are we seeing a proce
Page 33:
• Managers need rich information
Page 36 and 37:
BACKGROUND/INTRODUCTION 1.1.1. ART
Page 38 and 39:
BACKGROUND/INTRODUCTION 1.1.2. ART,
Page 40 and 41:
BACKGROUND/INTRODUCTION 1.1.3. BEND
Page 42 and 43:
esonate for us indefinitely. Mentio
Page 44 and 45:
BACKGROUND/INTRODUCTION 1.1.4. TIME
Page 46:
example, consider the question, “
Page 50 and 51:
BACKGROUND/INTRODUCTION/THE OUTPUT:
Page 52:
Knowledge 1.0 BACKGROUND Periods 1
Page 57 and 58:
1. BACKGROUND 1.1. INTRODUCTION 1.1
Page 59 and 60:
Liquid can be tasted and smelled. C
Page 61 and 62:
the bay? If you answer “boats,”
Page 64 and 65:
BACKGROUND/INTRODUCTION/SOLVING THE
Page 66:
would start with the total system u
Page 69 and 70:
symptom, the problem will reoccur.
Page 72 and 73:
BACKGROUND/INTRODUCTION 1.1.8. THE
Page 75 and 76:
Page 77 and 78:
for using the tools and guides as a
Page 80 and 81:
BACKGROUND/INTRODUCTION/MANAGEMENT
Page 82 and 83:
BACKGROUND/INTRODUCTION/MANAGEMENT
Page 84:
Builder feedback ENGINEERING PROCES
Page 89 and 90:
Page 91 and 92:
the tools well. In Figure 1.1.11.1.
Page 93 and 94:
vironment for conditions calling fo
Page 95 and 96:
Decision Information 67 Action Figu
Page 97 and 98:
future data constituting the operat
Page 99 and 100:
mined and shaped by the tasks to be
Page 101 and 102:
lishing Co., 1979) Mane means with
Page 103 and 104:
the left block are aimed at the phy
Page 105 and 106:
3. Each possible subset of componen
Page 107:
1 3 Input Output 2 Figure 1.1.11.5.
Page 110 and 111:
BACKGROUND/INTRODUCTION/THE NEW (OL
Page 112 and 113:
cally different among a nuclear rea
Page 114 and 115:
Page 116 and 117:
Page 118 and 119:
is because they understand the laws
Page 120 and 121:
Page 122 and 123:
the system, holistic, and generalis
Page 124 and 125:
mentals of the engineering process,
Page 126:
to the total application system, we
Page 129 and 130:
that they understood best in school
Page 131 and 132:
YOU NEVER FINISH THE ENGINEERING PR
Page 133 and 134:
steps of the engineering process pa
Page 135 and 136:
107
Page 137 and 138:
109
Page 139 and 140:
eral sequences of activities design
Page 141 and 142:
113
Page 143 and 144:
Page 145 and 146:
cepts modules is the difference bet
Page 147 and 148:
of executive to assure that the tas
Page 149 and 150:
Assigns duties to Problem • Decis
Page 151 and 152:
123
Page 153 and 154:
confusing by including one or more
Page 155 and 156:
127
Page 157 and 158:
must work toward the aim of the lar
Page 159 and 160:
dent, but interconnected, within th
Page 161 and 162:
THE INTEGRATED MANAGEMENT SYSTEM HA
Page 163 and 164:
135
Page 165 and 166:
influence they had on each other an
Page 167 and 168:
The ‘leaving unfinished’ techni
Page 169 and 170:
pendence, sincerity and individuali
Page 171 and 172:
Figure 1.1.15.2. Rodin’s Illusion
Page 173 and 174:
Page 175 and 176:
Synthesis is defined as: “the com
Page 177 and 178:
includes you, the lawn mower, and t
Page 179 and 180:
151
Page 181 and 182:
properties. Since organizations hav
Page 183 and 184:
155
Page 185 and 186:
change market position, product pos
Page 187 and 188:
ferred to the viewer, information i
Page 189 and 190:
feedback (recycle), and outputs (pr
Page 191 and 192:
Raw material storage Recycle of unr
Page 193 and 194:
165
Page 195 and 196:
and its aim. The generalist perspec
Page 197 and 198:
169
Page 199 and 200:
confusing our means and our ends. I
Page 201 and 202:
173
Page 203 and 204:
tor or a wrench. A tool can be appl
Page 205 and 206:
177
Page 207 and 208:
uting its own set of facts, and yet
Page 209 and 210:
and is expressed in terms of good,
Page 211 and 212:
183
Page 213 and 214:
point is my mother’s preference.
Page 215 and 216:
187
Page 217 and 218:
Feed Materials Feed Materials Figur
Page 219 and 220:
cause of these misconceptions, info
Page 221 and 222:
193
Page 223 and 224:
195
Page 225 and 226:
197
Page 227 and 228:
Page 229 and 230:
screen. You get balance among the c
Page 231 and 232:
WE GET BALANCE BY CONSIDERING THE I
Page 233 and 234:
the brain as the difficulty. The th
Page 235 and 236:
Decision Subsystem Action Subsystem
Page 237 and 238:
ture of the learning cycle and proc
Page 239 and 240:
211
Page 241 and 242:
tings supports this result. One of
Page 243 and 244:
Drucker, Mintzberg, and others. We
Page 245 and 246:
217
Page 247 and 248:
ing and using management tools, you
Page 249 and 250:
promise of bringing balance to the
Page 251 and 252:
Now we can see why the MSM is such
Page 253 and 254:
225
Page 255 and 256:
ack and forth with Acme, you’ll i
Page 257 and 258:
229
Page 259 and 260:
Page 261 and 262:
hardware, software, and other more-
Page 263 and 264:
FOLLOW THROUGH 27 12 Evaluation Per
Page 265 and 266:
13. Development and installation pl
Page 267 and 268:
239
Page 269 and 270:
241
Page 271 and 272:
life cycle is to define the activit
Page 273 and 274:
udget, on schedule, and up to quali
Page 275 and 276:
247
Page 277 and 278:
zations. .... Aging means there is
Page 279 and 280:
251
Page 281 and 282:
253
Page 283 and 284:
Page 285 and 286:
257
Page 287 and 288:
Harold the who manages and the deci
Page 289 and 290:
261
Page 291 and 292:
set of functions for analysis by sh
Page 293 and 294:
265
Page 295 and 296:
managed well enough to work through
Page 297 and 298:
synthesis functions must work toget
Page 299 and 300:
271
Page 301 and 302:
or using management tools, part of
Page 303 and 304:
clockwise direction. Here’s anoth
Page 305 and 306:
(the ‘What is managed’ componen
Page 307 and 308:
279
Page 309 and 310:
tance to change. (To continue the m
Page 311 and 312:
283
Page 313 and 314:
human characteristics like abilitie
Page 315 and 316:
287
Page 317 and 318:
289
Page 319 and 320:
291
Page 321 and 322:
Page 323 and 324:
cess functions draw on skills to bu
Page 325 and 326:
oth growing and aging. Before Digit
Page 327 and 328:
measure something for continuous pe
Page 329 and 330:
the engineer’s perspective of the
Page 331 and 332:
point is so fundamental that it can
Page 333 and 334:
305
Page 335 and 336:
307
Page 337 and 338:
the context of their internal and e
Page 339 and 340:
Start 2.2 Analyze Situation 2.1 Con
Page 341 and 342:
managers, and staff specialists ach
Page 343 and 344:
315
Page 345 and 346:
not motivate members to high perfor
Page 347 and 348:
The Organization Strategy - Structu
Page 349 and 350:
defined are: Planning Systems: Inte
Page 351 and 352:
323
Page 353 and 354:
Sink’s seven fronts and a model f
Page 355 and 356:
327
Page 357 and 358:
329
Page 359 and 360:
Page 361 and 362:
INTERVENTIONS ORGANIZATIONS Figure
Page 363 and 364:
335
Page 365 and 366:
shows not only that the critics cri
Page 367 and 368:
nal, V. 28, No. 2, pp. 69-79.) The
Page 369 and 370:
341
Page 371 and 372:
quality attributes. A quality attri
Page 373 and 374:
345
Page 375 and 376:
jectives to determine the specific
Page 377 and 378:
349
Page 379 and 380:
operational expense. “Throughput
Page 381 and 382:
353
Page 383 and 384:
355
Page 385 and 386:
357
Page 387 and 388:
359
Page 389 and 390:
Page 391 and 392:
363
Page 393 and 394:
The Effective Integrator Practices
Page 395 and 396:
take a more physical example, each
Page 397 and 398:
ner to fully utilize the skills of
Page 399 and 400:
holistic thinking discussion. She w
Page 401 and 402:
373
Page 403 and 404:
stituents drive different cars, don
Page 405 and 406:
377
Page 407 and 408:
process of our management activitie
Page 409 and 410:
381
Page 411 and 412:
383
Page 413 and 414:
A generalist builds bridges between
Page 415 and 416:
number of fields that they seem to
Page 417 and 418:
389
Page 419 and 420:
sis. But James Riggs uses Pareto in
Page 421 and 422:
393
Page 423 and 424:
395
Page 425 and 426:
397
Page 427 and 428:
Page 429 and 430:
such movements (good piano techniqu
Page 431 and 432:
403
Page 433 and 434:
you what will happen if you do some
Page 435 and 436:
407
Page 437 and 438:
the other intervention. I show seve
Page 439 and 440:
411
Page 441 and 442:
413
Page 443 and 444:
415
Page 445 and 446:
417
Page 447 and 448:
419
Page 449 and 450:
421
Page 451 and 452:
Page 453 and 454:
425
Page 455 and 456:
427
Page 457 and 458:
1. BACKGROUND 1.2. ANECDOTES 429
Page 459 and 460:
431
Page 461 and 462:
433
Page 463 and 464:
1.3. ABC MODEL 435
Page 465 and 466:
plan, control, organize, direct, an
Page 467 and 468:
LEVEL OF ENDEAVOR STRATEGIC TACTICA
Page 469 and 470:
with issues you didn’t expect—s
Page 471 and 472:
ABC Audit is one way to give physic
Page 473 and 474:
y calendars and appointment books.
Page 475 and 476:
447
Page 477 and 478:
or emergency environments externall
Page 479 and 480:
to concentrate on extending and imp
Page 481 and 482:
453
Page 483 and 484:
ABC AUDIT FORM For each day you tra
Page 485 and 486:
457
Page 487 and 488:
1. BACKGROUND 1.4. THEORY 459
Page 489 and 490:
461
Page 491 and 492:
1. BACKGROUND 1.4. THEORY 1.4.2. A
Page 493 and 494:
465
Page 495 and 496:
467
Page 497 and 498:
469
Page 499 and 500:
471
Page 501 and 502:
your management process. You don’
Page 503 and 504:
475
Page 505 and 506:
Page 507 and 508:
classification scheme today is the
Page 509 and 510:
481
Page 511 and 512:
with the difference between the man
Page 513 and 514:
mains through the relationships and
Page 515 and 516:
487
Page 517 and 518:
managed component. As I carefully d
Page 519 and 520:
491
Page 521 and 522:
493
Page 523 and 524:
Page 525 and 526:
the right data by concentrating on
Page 527 and 528:
Representing Your Conclusions in Gr
Page 529 and 530:
PRIORITIES WILL CHANGE IN A CONSTAN
Page 531 and 532:
Lou Middleman tells me that Ernest
Page 533 and 534:
short, a manager who doesn’t like
Page 535 and 536:
Figure 1.4.2.8.4. “We’ll probab
Page 537 and 538:
evenly distributed within the overa
Page 539 and 540:
511
Page 541 and 542:
ment tools have to be responsive to
Page 543 and 544:
eact, where you act as a result of
Page 545 and 546:
517
Page 547 and 548:
onment, including the product or se
Page 549 and 550:
521
Page 551 and 552:
523
Page 553 and 554:
525
Page 555 and 556:
527
Page 557 and 558:
529
Page 559 and 560:
1. BACKGROUND 1.4. THEORY 1.4.4. FO
Page 561 and 562:
533
Page 563 and 564:
organization as an information proc
Page 565 and 566:
ment information systems aren’t v
Page 567 and 568:
1. BACKGROUND 1.4. THEORY 1.4.5. FR
Page 569 and 570:
zation and/or its components as a c
Page 571 and 572:
543
Page 573 and 574:
Page 575 and 576:
Scherkenbach) because your manageme
Page 577 and 578:
549
Page 579 and 580:
tions.” Finally, we move the proj
Page 581 and 582:
fications? The same manager who had
Page 583 and 584:
555
Page 585 and 586:
557
Page 587 and 588:
Page 589 and 590:
you’re figuring out what kind of
Page 591 and 592:
preserve more of their time for str
Page 593 and 594:
organization, we realize people eve
Page 595 and 596:
567
Page 597 and 598:
take advantage of. In doing strateg
Page 599 and 600:
FUNCTIONAL STRATEGIC TACTICAL OPERA
Page 601 and 602:
Page 603 and 604:
een the application of a structured
Page 605 and 606:
577
Page 607 and 608:
“Automation has a way of shifting
Page 609 and 610:
clairvoyants, we must first develop
Page 611 and 612:
Page 613 and 614:
proved performance. In bottle-makin
Page 615 and 616:
587
Page 617 and 618:
589
Page 619 and 620:
decision maker, the management tool
Page 621 and 622:
593
Page 623 and 624:
ognize that you’re the who manage
Page 625 and 626:
597
Page 627 and 628:
599
Page 629 and 630:
601
Page 631 and 632:
1. BACKGROUND 1.5. TOOLS AND SKILLS
Page 633 and 634:
other designers start at the inform
Page 635 and 636:
e reinvested in the 20%. We find mo
Page 637 and 638:
Page 639 and 640:
611
Page 641 and 642:
613
Page 643 and 644:
Harold Kerzner specifies the hierar
Page 645 and 646:
617
Page 647 and 648:
unusual occurrence. The logic chart
Page 649 and 650:
He has to dial his phone and the ne
Page 651 and 652:
THE RIGHT GUIDE LEADS THE RIGHT END
Page 653 and 654:
625
Page 655 and 656:
ehavior, beliefs, and values. A low
Page 657 and 658:
the concepts never have been applie
Page 659 and 660:
631
Page 661 and 662:
this function faster and more consi
Page 663 and 664:
Consider, for example, a system whe
Page 665 and 666:
637
Page 667 and 668:
I helped design and develop a miles
Page 669 and 670:
The who manages component changes m
Page 671 and 672:
systems not expert systems. A respo
Page 673 and 674:
Figure 1.5.1.7.3. You can choose fr
Page 675 and 676:
647
Page 677 and 678:
649
Page 679 and 680:
651
Page 681 and 682:
653
Page 683 and 684:
Page 685 and 686:
synthesis; and writing, reading, sp
Page 687 and 688:
management process. I therefore inc
Page 689 and 690:
661
Page 691 and 692:
manages) who’ll be using the info
Page 693 and 694:
Page 695 and 696:
Miser and Quade approach system ana
Page 697 and 698:
will the management tool be housed?
Page 699 and 700:
671
Page 701 and 702:
provide his or her own information?
Page 703 and 704:
actual miniature models of the buil
Page 705 and 706:
STUDENT CLASS- REQUEST CLASS SCHEDU
Page 707 and 708:
alternatives. Identify the resource
Page 709 and 710:
681
Page 711 and 712:
683
Page 713 and 714:
Systems Analysts Will Help, If You
Page 715 and 716:
687
Page 717 and 718:
689
Page 719 and 720:
Page 721 and 722:
693
Page 723 and 724:
Compare these problem solving steps
Page 725 and 726:
people are in the system because th
Page 727 and 728:
Page 729 and 730:
course, you don’t. You don’t ha
Page 731 and 732:
6. Why (motivation, purpose, outcom
Page 733 and 734:
SIX “RULES THAT ONE CAN RELY ON W
Page 735 and 736:
707
Page 737 and 738:
709
Page 739 and 740:
711
Page 741 and 742:
1.5. TOOLS AND SKILLS CATEGORIES 1.
Page 743 and 744:
or herself. Then, the team leader,
Page 745 and 746:
3. What single conclusion do you wa
Page 747 and 748:
719
Page 749 and 750:
LIST OF EXERCISES AND STEPS Exercis
Page 751 and 752:
get stuck, read in Figure 1.5.8.5.4
Page 753 and 754:
TWO JOURNALISM CONCEPTS WILL HELP D
Page 755 and 756:
Step II (b) - Put your ideas into y
Page 757 and 758:
729
Page 759 and 760:
5) ________________________________
Page 761 and 762:
733
Page 763 and 764:
5) ________________________________
Page 765 and 766:
737
Page 767 and 768:
additional information, the highlig
Page 769 and 770:
___________________________________
Page 771 and 772:
743
Page 773 and 774:
745
Page 775 and 776:
Page 777 and 778:
eports 12 years formal training in
Page 779 and 780:
751
Page 781 and 782:
ure 1.5.8.5.10.2. He discusses the
Page 783 and 784:
Interpretation has to do with match
Page 785 and 786:
757
Page 787 and 788:
The fourth action is to Relate. Dev
Page 789 and 790:
speaker intended to send, then you
Page 791 and 792:
Publications, Inc, 1988, pp.30-31.)
Page 793 and 794:
about his or her own interests. The
Page 795 and 796:
19. Listen for pitch, rate, timbre,
Page 797 and 798:
Retain REFLECT Reflect Restate Reca
Page 799 and 800:
Monitor: Stop, Paul. You again didn
Page 801 and 802:
Page 803 and 804:
775
Page 805 and 806:
Page 807 and 808:
through the document from topic to
Page 809 and 810:
THE OVERALL STOP PROCEDURE HAS FIVE
Page 811 and 812:
HOW TO WRITE TOPIC HEADINGS 1) Sinc
Page 813 and 814:
785
Page 815 and 816:
sure to modify what you’ve writte
Page 817 and 818:
evaluated against those criteria. Y
Page 819 and 820:
791
Page 821 and 822:
Page 823 and 824:
795
Page 825 and 826:
mats. The written formats are visua
Page 827 and 828:
tegic-level endeavors. When managin
Page 829 and 830:
can contain meter location and othe
Page 831 and 832:
Page 833 and 834:
What do I mean by data becoming inf
Page 835 and 836:
807
Page 837 and 838:
Page 839 and 840:
ics arise from two basic criteria.
Page 841 and 842:
BASIC CHART FORMS PIE BAR COLUMN ST
Page 843 and 844:
Prepare 100% bar chart — one BAR
Page 845 and 846:
B All items compared on the same sc
Page 847 and 848:
No Prepare a STEP chart. Scale time
Page 849 and 850:
Continuous Are data discrete or con
Page 851 and 852:
Prepare a SCATTER diagram with a va
Page 853 and 854:
Start Data are numerical, copious,
Page 855 and 856:
wish to neglect—steps in the star
Page 857 and 858:
possible for a person to see all on
Page 859 and 860:
831
Page 861 and 862:
ferent than the best details for in
Page 863 and 864:
candidates for degree report—list
Page 865 and 866:
837
Page 867 and 868:
839
Page 869 and 870:
Page 871 and 872:
843
Page 873 and 874:
organization to find out who’s re
Page 875 and 876:
explanation. To explain it may requ
Page 877 and 878:
SIX DATA COLLECTION METHODS ARE COM
Page 879 and 880:
851
Page 881 and 882:
1. BACKGROUND 1.6. GROUP DECISION M
Page 883 and 884:
AUDIENCE WHO WHAT blue red blue red
Page 885 and 886:
we discussed earlier is valid here
Page 887 and 888:
859
Page 889 and 890:
through measurement and data. Organ
Page 891 and 892:
Problem Solving or Learning Experie
Page 893 and 894:
Page 895 and 896:
867
Page 897 and 898:
it is returned in its original cond
Page 899 and 900:
Fletcher, 1979). Walter Kohler, pro
Page 901 and 902:
across lines of authority. The stra
Page 903 and 904:
which individuals can share the dat
Page 905 and 906:
877
Page 907 and 908:
into their plans. Their executive s
Page 909 and 910:
881
Page 911 and 912:
precedence over the original, or wh
Page 913 and 914:
885
Page 915 and 916:
we’re sharing is data, informatio
Page 917 and 918:
gist, V11, N2, 1984: p. 362). Econo
Page 919 and 920:
Entities Stakeholder Stakeholder 89
Page 921 and 922:
organization’s product or service
Page 923 and 924:
895
Page 925 and 926:
1.6. GROUP DECISION MAKING 1.6.2. G
Page 927 and 928:
group, consider all stakeholders. A
Page 929 and 930:
1. Silent generation of ideas. 2. R
Page 931 and 932:
one a chance and to give people the
Page 933 and 934:
905
Page 935 and 936:
steps of the NGT. You’ll not only
Page 937 and 938:
Make sure the group knows that some
Page 939 and 940:
clearly form a top group—a group
Page 941 and 942:
worth. You’ll get about ten A ide
Page 943 and 944:
ACTION ITEMS FOR INCREASING SALES.
Page 945 and 946:
Scoping Form for Action Items ACTIO
Page 947 and 948:
919
Page 949 and 950:
1.6. GROUP DECISION MAKING 1.6.2. G
Page 951 and 952:
ISE Vision The vision for the ISE D
Page 953 and 954:
• Public service is another oblig
Page 955 and 956:
group) projects and in-class presen
Page 957 and 958:
929
Page 959 and 960:
931
Page 961 and 962:
933
Page 963 and 964:
935
Page 965 and 966:
937
Page 967 and 968:
939
Page 969 and 970:
HIGH RELEVANCE OF CONCEPT OR SKILL
Page 971 and 972:
943
Page 973 and 974:
945
Page 975 and 976:
947
Page 977 and 978:
949
Page 979 and 980:
way of thinking and they don’t co
Page 981 and 982:
Page 983 and 984:
955
Page 985 and 986:
among organizations is often the re
Page 987 and 988:
959
Page 989 and 990:
some conditions, action will be def
Page 991 and 992:
tions of authority figures set the
Page 993 and 994:
efit to be realized from the availa
Page 995 and 996:
method; the group that meets for an
Page 997 and 998:
969
Page 999 and 1000:
population. The convener of the TRG
Page 1001 and 1002:
achieved intra-group consensus) wit
Page 1003 and 1004:
975
Page 1005 and 1006:
sensus. One area where consensus is
Page 1007 and 1008:
ainwriting, idea writing, and force
Page 1009 and 1010:
tion between each piece of informat
Page 1011 and 1012:
983
Page 1013 and 1014:
985
Page 1015 and 1016:
Page 1017 and 1018:
affecting decision quality and stre
Page 1019 and 1020:
ences in personalities and backgrou
Page 1021 and 1022:
with someone else, they’re also l
Page 1023 and 1024:
995
Page 1025 and 1026:
Social conflict should be resolved
Page 1027 and 1028:
The products box in Figure 1.6.2.2.
Page 1029 and 1030:
Predispositions of Group members -
Page 1031 and 1032:
Page 1033 and 1034:
e made by one group member or all g
Page 1035 and 1036:
1007
Page 1037 and 1038:
information to their constituencies
Page 1039 and 1040:
PROCESS: PRELIMINARY AGENDA 8:00 -
Page 1041 and 1042:
1013
Page 1043 and 1044:
1015
Page 1045 and 1046:
Page 1047 and 1048:
1019
Page 1049 and 1050:
1021
Page 1051 and 1052:
5. If STGWG members seek individual
Page 1053 and 1054:
tem), they get wrapped up in compet
Page 1055 and 1056:
the purpose is met or becomes super
Page 1057 and 1058:
STGWG-type stakeholder group, we ha
Page 1059 and 1060:
Page 1061 and 1062:
As illustrated in Figure 1.6.4.1.c.
Page 1063 and 1064:
DIMENSIONS Sub-Cube Progression Pri
Page 1065 and 1066:
When these sources of power are tap
Page 1067 and 1068:
1039
Page 1069 and 1070:
2.0. BUILDING MANAGEMENT TOOLS 2.1.
Page 1071 and 1072:
1043
Page 1073 and 1074:
amount of data, the frequency and s
Page 1075 and 1076:
1047
Page 1077 and 1078:
Page 1079 and 1080:
domain we’re building the MIS for
Page 1081 and 1082:
1053
Page 1083 and 1084:
defined here: 1) the system goals;
Page 1085 and 1086:
execution of the Progamming and Tes
Page 1087 and 1088:
1059
Page 1089 and 1090:
1061
Page 1091 and 1092:
ments of the management system are
Page 1093 and 1094:
Page 1095 and 1096:
pieces together, and to do so corre
Page 1097 and 1098:
PERSONNEL DEPT. PERSONNEL CHANGES P
Page 1099 and 1100:
We can further partition each subdo
Page 1101 and 1102:
2 Contract Worker Transactions Sort
Page 1103 and 1104:
Order CUSTOMER Mail-Payment CC-Stat
Page 1105 and 1106:
3 CUSTOMER LEVEL-2: ACCOUNTING CRED
Page 1107 and 1108:
In this case, you can see an interm
Page 1109 and 1110:
MAJOR CHARACTERISTICS OF MODELS Phy
Page 1111 and 1112:
BLUE COPY OF INVOICE INFO ABOUT CAN
Page 1113 and 1114:
Registration Form 2.1 VALIDATE REGI
Page 1115 and 1116:
1087
Page 1117 and 1118:
Page 1119 and 1120:
1091
Page 1121 and 1122:
with a process. A fifth problem occ
Page 1123 and 1124:
DAILY PART RECEIPTS PURCHASING OFFI
Page 1125 and 1126:
1 STUDENT STMT 2 ADD STUDENT TO CLA
Page 1127 and 1128:
format. But the file may have recor
Page 1129 and 1130:
EMPLOYEE-FILE = HEADER-RECORD +BODY
Page 1131 and 1132:
. . . Otherwise Write the account-n
Page 1133 and 1134:
one of its paths. The rest should b
Page 1135 and 1136:
too difficult to say with any assur
Page 1137 and 1138:
TRANS 1. EDIT & ROUTE INQUIRY PEOPL
Page 1139 and 1140:
information. Elizabeth passes salar
Page 1141 and 1142:
1113 Figure 2.1.6.6.c. Physical Inf
Page 1143 and 1144:
1. Generate task codes based on pro
Page 1145 and 1146:
1117
Page 1147 and 1148:
Page 1149 and 1150:
1121
Page 1151 and 1152:
1123
Page 1153 and 1154:
Page 1155 and 1156:
ased on where you get the data from
Page 1157 and 1158:
1129
Page 1159 and 1160:
store is simpler if it doesn’t ha
Page 1161 and 1162:
which they submit to the manager of
Page 1163 and 1164:
little complexity. 3. Ease of Imple
Page 1165 and 1166:
CONTRACT MANAGER FILE = {CONTRACT M
Page 1167 and 1168:
CONTRACT LOADING (Contract-Number +
Page 1169 and 1170:
DATA STRUCTURES IN FIRST NORMAL FOR
Page 1171 and 1172:
DATA STRUCTURES AFTER COMBINING COM
Page 1173 and 1174:
1145
Page 1175 and 1176:
Page 1177 and 1178:
1149
Page 1179 and 1180:
user to exercise much more control
Page 1181 and 1182:
CHOOSE YOUR MANAGEMENT ELEMENT FROM
Page 1183 and 1184:
sity to have her marital status cha
Page 1185 and 1186:
ENVIRONMENTAL STRUCTURE Figure 2.1.
Page 1187 and 1188:
1159
Page 1189 and 1190:
2.0. BUILDING MANAGEMENT TOOLS 2.1
Page 1191 and 1192:
1163
Page 1193 and 1194:
adaptation is the identification of
Page 1195 and 1196:
1167
Page 1197 and 1198:
Later, I define what I mean by GOOD
Page 1199 and 1200:
Information-Oriented Output Perform
Page 1201 and 1202:
mance measures. I’ve shown the va
Page 1203 and 1204:
the right things on time; this is e
Page 1205 and 1206:
YOUR INFORMATION PROCESSING ACTIVIT
Page 1207 and 1208:
1179
Page 1209 and 1210:
2.0. BUILDING MANAGEMENT TOOLS 2.1
Page 1211 and 1212:
1183
Page 1213 and 1214:
ing about things like talking with
Page 1215 and 1216:
The Impact of Evaluation To experie
Page 1217 and 1218:
Figure 2.1.10.3.b. To experience so
Page 1219 and 1220:
1191
Page 1221 and 1222:
we’re doing. These concepts apply
Page 1223 and 1224:
Performance > Expectation No Tolera
Page 1225 and 1226:
copy machines. I’m sure that if y
Page 1227 and 1228:
Value and cost of Information Most
Page 1229 and 1230:
3. fast response to unexpected situ
Page 1231 and 1232:
EXAMPLE OF MOE’s ACTIVITY DOMINAN
Page 1233 and 1234:
1205
Page 1235 and 1236:
Impressionistic/ Descriptive Data
Page 1237 and 1238:
Page 1239 and 1240:
1211
Page 1241 and 1242:
with the director on hardware and s
Page 1243 and 1244:
strategic plan or direction. Helpfu
Page 1245 and 1246:
SCOPING AGREEMENT Project Name: Mul
Page 1247 and 1248:
OPERATING PRINCIPLES and OBJECTIVES
Page 1249 and 1250:
1221
Page 1251 and 1252:
TASK LIST Project Name:____________
Page 1253 and 1254:
TASK LIST Project Name: MEL Design
Page 1255 and 1256:
1227
Page 1257 and 1258:
activity, task and subtask by numbe
Page 1259 and 1260:
WORK BREAKDOWN STRUCTURE 1.4.9. ___
Page 1261 and 1262:
WORK BREAKDOWN STRUCTURE Project Na
Page 1263 and 1264:
1235
Page 1265 and 1266:
under the original line to show the
Page 1267 and 1268:
GANTT CHART PROJECT MANAGER: Pamela
Page 1269 and 1270:
GANTT CHART PROJECT: MEL Design and
Page 1271 and 1272:
Project Name: Project Manager: MILE
Page 1273 and 1274:
MILESTONE LOG Project Name: MEL Des
Page 1275 and 1276:
1247
Page 1277 and 1278:
RESPONSIBILITY MATRIX PROJECT MANAG
Page 1279 and 1280:
RESPONSIBILITY MATRIX PROJECT NAME:
Page 1281 and 1282:
1253
Page 1283 and 1284:
PERSONPOWER LOADING CHART PROJECT M
Page 1285 and 1286:
PERSONPOWER LOADING CHART PROJECT:
Page 1287 and 1288:
1259
Page 1289 and 1290:
PERSONPOWER LOADING HISTOGRAM PROJE
Page 1291 and 1292: PERSONPOWER LOADING HISTOGRAM PROJE
Page 1293 and 1294: Project Name: Project Manager: EXPE
Page 1295 and 1296: Project Name: MEL Design and Implem
Page 1297 and 1298: 1269
Page 1299 and 1300: CUMULATIVE BUDGET PROJECT MANAGER:
Page 1301 and 1302: CUMULATIVE BUDGET Project: MEL Desi
Page 1303 and 1304: 2.0. BUILDING MANAGEMENT TOOLS 2.2.
Page 1305 and 1306: 1277
Page 1307 and 1308: 2.0. BUILDING MANAGEMENT TOOLS 2.2.
Page 1309 and 1310: 1281
Page 1311 and 1312: the right information and tools at
Page 1313 and 1314: amount of information; timeliness,
Page 1315 and 1316: emergency responsibility—incident
Page 1317 and 1318: So what tools can EOOs provide to s
Page 1319 and 1320: For the Critical Path Method exampl
Page 1321 and 1322: support for programmable decisions
Page 1323 and 1324: energy of the EMT. The integrator r
Page 1325 and 1326: and severity of consequences (e.g.,
Page 1327 and 1328: expect to receive communications. A
Page 1329 and 1330: ack systems to provide early warnin
Page 1331 and 1332: we’ll improve our guess of the re
Page 1333 and 1334: information richness, and communica
Page 1335 and 1336: head in one direction and find out
Page 1337 and 1338: Uncertainty don’t know WWA and WW
Page 1339 and 1340: Precipitator Purpose People Partici
Page 1341: management systems engineers that c
Page 1345: CW7 CW8 REVIEWING STATUS AND PROGRE
show all

Management Systems Theory, Applications, and Design - Homepages

Create successful ePaper yourself

Delete template?

Save as template?