Oppl, Stefan.
Designing Digital Work : Concepts and Methods for Human-Centered Digitization. - 1st ed. - 1 online resource (448 pages)
Designing Digital Work -- Preface and Acknowledgments -- Contents -- List of Figures -- List of Tables -- 1: Introduction -- 1.1 Conceptual Foundations-An Overview -- 1.2 Knowledge Lifecycle -- 1.3 Articulation Work -- 1.4 Model-Centered Learning -- 1.5 Collaborative Multi-perspective Modeling -- 1.6 Natural Versus Techno-Centric Modeling -- 1.7 Taking an Integrated Socio-technical System Perspective -- References -- 2: Elicitation Requirements -- 2.1 Setting the Stage-Awareness on Roles and Their Management -- 2.2 Situation Awareness -- 2.3 Conceptual Understanding of Complex Systems -- 2.4 Creating a Reflective Practice for Situations-to-Be -- 2.5 Focusing While Utilizing Multiple Perspectives -- 2.6 Articulating Intangible Assets -- 2.7 Engage in Alignment for Collective Intelligence -- 2.8 Synthesis -- References -- 3: Value-Oriented Articulation -- 3.1 Shaping Role Identities Through Contextual Behavior Articulation -- 3.1.1 Start Simple, Using Natural Language -- 3.1.2 Roles As Semantic and Pragmatic Entities -- 3.1.3 Acting in a Specific Role-Pragmatic Modeling -- 3.1.3.1 The World As Network of Roles -- 3.1.3.2 Articulation by Stepwise Behavior Abstractions -- 3.1.4 Conclusive Summary -- 3.2 Sorting Out: Cards As Carrier of Functions and Interaction -- 3.2.1 Articulation Concepts -- 3.2.2 Articulation Process -- 3.2.3 Mapping to Subject-Oriented Models -- 3.3 On the Go: Capturing Functions and Interactions While Working -- 3.4 Capturing Tangibles and Intangible Exchange Relationships -- 3.4.1 Organizations As Transactional Networks of Roles -- 3.4.2 Tangible and Intangible Transactions -- 3.5 Cross-Cutting Issues -- References -- 4: Alignment of Multiple Perspectives: Establishing Common Ground for Triggering Organizational Change -- 4.1 Alignment Concept and Principles. 4.2 Towards Direct Stakeholder Support-Minimizing Semantic Distance -- 4.3 Alignment Scheme -- 4.4 Alignment Approaches -- 4.4.1 Example: Ex-ante Communication Alignment -- 4.4.2 Example: Ongoing Communication Alignment -- 4.5 Alignment Practice: Ex-post Communication Alignment with CoMPArE/WP -- 4.5.1 Component 1-Setting the Stage -- 4.5.2 Component 2-Articulation and Alignment -- 4.5.2.1 Step 1: Individual Articulation -- 4.5.2.2 Step 2: Collaborative Consolidation -- 4.5.3 Component 3-Refinement via Virtual Enactment -- 4.5.4 Transition from Modeling to Enactment -- 4.6 Conclusion -- References -- 5: Acting on Work Designs: Providing Support for Validation and Implementation of Envisioned Changes -- 5.1 Creating Executable Models Through Scaffolding Articulation and Alignment -- 5.1.1 Scaffolding -- 5.1.2 Scaffolds for Stakeholder-Centric Work Modeling -- 5.1.2.1 Scaffolding the Articulation of Models -- 5.1.2.2 Scaffolding Argumentative Collaboration for Alignment -- 5.1.3 A Framework for Scaffolding Model Articulation and Alignment -- 5.1.4 Scaffolding Articulation and Alignment in CoMPArE/WP -- 5.1.5 Example -- 5.2 Participatory Enactment Support Instrument -- 5.2.1 Background: Process Walk-Throughs and Enacted Prototypes -- 5.2.2 Implications of Enacting Dynamically Changeable Prototypes -- 5.2.3 Tool Support -- 5.2.3.1 Conceptual Considerations -- 5.2.3.2 Architecture -- 5.2.3.3 VirtualEnactment Core -- 5.2.3.4 Visualization Engine -- 5.2.3.5 Elaboration Engine -- 5.2.3.6 Simulated Enactment Engine -- 5.2.3.7 Scaffolding Prompting Engine -- 5.2.4 Conclusive Summary -- 5.3 S-BPM-Driven Execution of Actor-Centric Work Processes -- 5.3.1 S-BPM Activity Bundles in the Business Processing Environment -- 5.3.2 S-BPM Activity Bundles in the Knowledge Processing Environment -- 5.3.3 Tool Support -- 5.4 Synthesis. References -- 6: Enabling Emergent Workplace Design -- 6.1 Articulation Work and Mental Models -- 6.2 Mental Models Theory and Articulation Work for Organizational Learning -- 6.3 Towards an Integrated Framework -- 6.3.1 Relevant Concepts -- 6.3.2 Implementation of Work Processes -- 6.3.3 Responsibilities and Skills -- 6.3.4 Towards Instantiation -- 6.3.5 Behavioral Interfaces for Interaction Coordination -- 6.3.6 Behavioral Constraints for Individual Actions -- 6.3.7 Varying Degrees of Freedom in Individual Activity -- 6.4 Articulation Engineered for Organizational Learning -- 6.4.1 Featuring OL Processes -- 6.4.2 Support for Repository Access -- 6.4.3 Process Knowledge Elicitation and Knowledge Claim Development -- 6.4.3.1 In-situ Process Collection, Adaptation, and Refinement -- 6.4.3.2 Process Knowledge Collection, Reflection, and Alignment -- 6.4.4 Process Visualization for Elicitation and Reflection -- 6.4.5 Process Validation and Simulation for Reflection and Alignment -- 6.5 Conclusion -- References -- 7: Putting the Framework to Operation: Enabling Organizational Development Through Learning -- 7.1 Sample Actor-Centric Tool Support for Articulation and Elicitation -- 7.1.1 Comprehand Cards -- 7.1.2 Comprehand Table -- 7.1.3 Collaborative Model Articulation and Exploration -- 7.2 Sample Actor-Centric Tool Support for Representation -- 7.2.1 Representing Role Knowledge and Descriptive Meta-knowledge -- 7.2.2 Representing Conceptual Meta-knowledge -- 7.2.3 Enabling the Assessment of Cognitive Meta-knowledge -- 7.3 Sample Actor-Centric Tool Support for Intelligent Content Manipulation -- 7.4 Sample Actor-Centric Tool Support for Processing Work Models -- 7.5 Towards Seamless Tool Support-A Showcase -- 7.5.1 Articulation and Elicitation -- 7.5.2 Representation -- 7.5.3 Manipulation -- 7.5.4 Processing. 7.6 Conclusions -- References -- 8: Case Studies -- 8.1 Categorical Knowledge Building Support-A Planning Case -- 8.1.1 Sample Case -- 8.1.2 Insights -- 8.2 CoMPArE/WP Facilitating Project-Based Business Operation -- 8.2.1 Sample Case -- 8.2.1.1 Component 1: Setting the Stage -- 8.2.1.2 Component 2.1: Individual Articulation -- 8.2.1.3 Component 2.2: Collaborative Consolidation -- 8.2.1.4 Component 3: Virtual Enactment -- 8.2.2 Observed Effects -- 8.2.3 Insights -- 8.3 Articulating and Aligning Digital Learning Support Features -- 8.3.1 Articulation Support of Intentional Education -- 8.3.1.1 'Open' or Non-directed Elicitation and Reflection -- 8.3.1.2 Setting Up Didactic Requirements -- 8.3.2 Developing Digital Learning Support Baselines (Course and Content Models) -- 8.3.3 Semantic Navigation -- 8.3.4 Alignment in User-/Usage-Oriented Design Spaces -- 8.3.5 Insights from the Case -- 8.4 Subject-Oriented Organizational Management -- 8.4.1 Organizational Management -- 8.4.2 Subjects As Carrier of Work Behavior -- 8.4.3 Essential Principles -- 8.4.3.1 Identifying Meaningful Entities -- 8.4.3.2 Conveying Meaning to Others -- 8.4.3.3 Aligning People -- 8.4.4 Structuring Articulation -- 8.4.4.1 Cascading Perspectives -- 8.4.5 Sample Applications -- 8.4.6 Insights from the Case -- References -- 9: Epilogue -- References -- Ontological Glossary -- Index.
9783030122591
Electronic books.
HD58.8
Designing Digital Work : Concepts and Methods for Human-Centered Digitization. - 1st ed. - 1 online resource (448 pages)
Designing Digital Work -- Preface and Acknowledgments -- Contents -- List of Figures -- List of Tables -- 1: Introduction -- 1.1 Conceptual Foundations-An Overview -- 1.2 Knowledge Lifecycle -- 1.3 Articulation Work -- 1.4 Model-Centered Learning -- 1.5 Collaborative Multi-perspective Modeling -- 1.6 Natural Versus Techno-Centric Modeling -- 1.7 Taking an Integrated Socio-technical System Perspective -- References -- 2: Elicitation Requirements -- 2.1 Setting the Stage-Awareness on Roles and Their Management -- 2.2 Situation Awareness -- 2.3 Conceptual Understanding of Complex Systems -- 2.4 Creating a Reflective Practice for Situations-to-Be -- 2.5 Focusing While Utilizing Multiple Perspectives -- 2.6 Articulating Intangible Assets -- 2.7 Engage in Alignment for Collective Intelligence -- 2.8 Synthesis -- References -- 3: Value-Oriented Articulation -- 3.1 Shaping Role Identities Through Contextual Behavior Articulation -- 3.1.1 Start Simple, Using Natural Language -- 3.1.2 Roles As Semantic and Pragmatic Entities -- 3.1.3 Acting in a Specific Role-Pragmatic Modeling -- 3.1.3.1 The World As Network of Roles -- 3.1.3.2 Articulation by Stepwise Behavior Abstractions -- 3.1.4 Conclusive Summary -- 3.2 Sorting Out: Cards As Carrier of Functions and Interaction -- 3.2.1 Articulation Concepts -- 3.2.2 Articulation Process -- 3.2.3 Mapping to Subject-Oriented Models -- 3.3 On the Go: Capturing Functions and Interactions While Working -- 3.4 Capturing Tangibles and Intangible Exchange Relationships -- 3.4.1 Organizations As Transactional Networks of Roles -- 3.4.2 Tangible and Intangible Transactions -- 3.5 Cross-Cutting Issues -- References -- 4: Alignment of Multiple Perspectives: Establishing Common Ground for Triggering Organizational Change -- 4.1 Alignment Concept and Principles. 4.2 Towards Direct Stakeholder Support-Minimizing Semantic Distance -- 4.3 Alignment Scheme -- 4.4 Alignment Approaches -- 4.4.1 Example: Ex-ante Communication Alignment -- 4.4.2 Example: Ongoing Communication Alignment -- 4.5 Alignment Practice: Ex-post Communication Alignment with CoMPArE/WP -- 4.5.1 Component 1-Setting the Stage -- 4.5.2 Component 2-Articulation and Alignment -- 4.5.2.1 Step 1: Individual Articulation -- 4.5.2.2 Step 2: Collaborative Consolidation -- 4.5.3 Component 3-Refinement via Virtual Enactment -- 4.5.4 Transition from Modeling to Enactment -- 4.6 Conclusion -- References -- 5: Acting on Work Designs: Providing Support for Validation and Implementation of Envisioned Changes -- 5.1 Creating Executable Models Through Scaffolding Articulation and Alignment -- 5.1.1 Scaffolding -- 5.1.2 Scaffolds for Stakeholder-Centric Work Modeling -- 5.1.2.1 Scaffolding the Articulation of Models -- 5.1.2.2 Scaffolding Argumentative Collaboration for Alignment -- 5.1.3 A Framework for Scaffolding Model Articulation and Alignment -- 5.1.4 Scaffolding Articulation and Alignment in CoMPArE/WP -- 5.1.5 Example -- 5.2 Participatory Enactment Support Instrument -- 5.2.1 Background: Process Walk-Throughs and Enacted Prototypes -- 5.2.2 Implications of Enacting Dynamically Changeable Prototypes -- 5.2.3 Tool Support -- 5.2.3.1 Conceptual Considerations -- 5.2.3.2 Architecture -- 5.2.3.3 VirtualEnactment Core -- 5.2.3.4 Visualization Engine -- 5.2.3.5 Elaboration Engine -- 5.2.3.6 Simulated Enactment Engine -- 5.2.3.7 Scaffolding Prompting Engine -- 5.2.4 Conclusive Summary -- 5.3 S-BPM-Driven Execution of Actor-Centric Work Processes -- 5.3.1 S-BPM Activity Bundles in the Business Processing Environment -- 5.3.2 S-BPM Activity Bundles in the Knowledge Processing Environment -- 5.3.3 Tool Support -- 5.4 Synthesis. References -- 6: Enabling Emergent Workplace Design -- 6.1 Articulation Work and Mental Models -- 6.2 Mental Models Theory and Articulation Work for Organizational Learning -- 6.3 Towards an Integrated Framework -- 6.3.1 Relevant Concepts -- 6.3.2 Implementation of Work Processes -- 6.3.3 Responsibilities and Skills -- 6.3.4 Towards Instantiation -- 6.3.5 Behavioral Interfaces for Interaction Coordination -- 6.3.6 Behavioral Constraints for Individual Actions -- 6.3.7 Varying Degrees of Freedom in Individual Activity -- 6.4 Articulation Engineered for Organizational Learning -- 6.4.1 Featuring OL Processes -- 6.4.2 Support for Repository Access -- 6.4.3 Process Knowledge Elicitation and Knowledge Claim Development -- 6.4.3.1 In-situ Process Collection, Adaptation, and Refinement -- 6.4.3.2 Process Knowledge Collection, Reflection, and Alignment -- 6.4.4 Process Visualization for Elicitation and Reflection -- 6.4.5 Process Validation and Simulation for Reflection and Alignment -- 6.5 Conclusion -- References -- 7: Putting the Framework to Operation: Enabling Organizational Development Through Learning -- 7.1 Sample Actor-Centric Tool Support for Articulation and Elicitation -- 7.1.1 Comprehand Cards -- 7.1.2 Comprehand Table -- 7.1.3 Collaborative Model Articulation and Exploration -- 7.2 Sample Actor-Centric Tool Support for Representation -- 7.2.1 Representing Role Knowledge and Descriptive Meta-knowledge -- 7.2.2 Representing Conceptual Meta-knowledge -- 7.2.3 Enabling the Assessment of Cognitive Meta-knowledge -- 7.3 Sample Actor-Centric Tool Support for Intelligent Content Manipulation -- 7.4 Sample Actor-Centric Tool Support for Processing Work Models -- 7.5 Towards Seamless Tool Support-A Showcase -- 7.5.1 Articulation and Elicitation -- 7.5.2 Representation -- 7.5.3 Manipulation -- 7.5.4 Processing. 7.6 Conclusions -- References -- 8: Case Studies -- 8.1 Categorical Knowledge Building Support-A Planning Case -- 8.1.1 Sample Case -- 8.1.2 Insights -- 8.2 CoMPArE/WP Facilitating Project-Based Business Operation -- 8.2.1 Sample Case -- 8.2.1.1 Component 1: Setting the Stage -- 8.2.1.2 Component 2.1: Individual Articulation -- 8.2.1.3 Component 2.2: Collaborative Consolidation -- 8.2.1.4 Component 3: Virtual Enactment -- 8.2.2 Observed Effects -- 8.2.3 Insights -- 8.3 Articulating and Aligning Digital Learning Support Features -- 8.3.1 Articulation Support of Intentional Education -- 8.3.1.1 'Open' or Non-directed Elicitation and Reflection -- 8.3.1.2 Setting Up Didactic Requirements -- 8.3.2 Developing Digital Learning Support Baselines (Course and Content Models) -- 8.3.3 Semantic Navigation -- 8.3.4 Alignment in User-/Usage-Oriented Design Spaces -- 8.3.5 Insights from the Case -- 8.4 Subject-Oriented Organizational Management -- 8.4.1 Organizational Management -- 8.4.2 Subjects As Carrier of Work Behavior -- 8.4.3 Essential Principles -- 8.4.3.1 Identifying Meaningful Entities -- 8.4.3.2 Conveying Meaning to Others -- 8.4.3.3 Aligning People -- 8.4.4 Structuring Articulation -- 8.4.4.1 Cascading Perspectives -- 8.4.5 Sample Applications -- 8.4.6 Insights from the Case -- References -- 9: Epilogue -- References -- Ontological Glossary -- Index.
9783030122591
Electronic books.
HD58.8