Iskanje po katalogu digitalne knjižnice

Opis: Orodjarstvo je panoga, vključena v skoraj vsak proizvodni proces v industriji, in sicer od zamisli prek planiranja do izdelave izdelka. V času, ko sta hitrost in kakovost nadvse pomembni, se tudi orodjarne, slovenske, evropske in ostale, srečujejo s problematiko, kako svoj izdelek narediti čim hitreje in čimbolj kakovostno ter kako hitro je le-ta lahko pri svojem kupcu. V diplomski nalogi predstavljamo, kako v orodjarstvu s pomočjo računalniških (programskih orodij) Microsoft Project in Microsoft Excel planirati kapacitete tako, da je najboljše izdelan izdelek čim hitreje pri svojem kupcu. Obe programski opremi bodisi Microsoft Project bodisi Microsoft Excel sta odlični za planiranje, a sta le delček orodij, ki jih uporablja konkurenca. Seveda pa zgolj računalniški programi niso dovolj za učinkovito planiranje. Vsi procesi skupaj morajo delovati kot celota. Zato je bistvenega pomena, da se optimizacija prične že pri sami pripravi projekta, na samem začetku, kjer se lahko reši že ogromno težav, za katere bi v prihodnje porabili ogromno sredstev in pa časa. Predvsem smo opazili, da je še ogromno stvari, na katerih lahko gradimo našo prihodnost, ne samo pri planiranju, uporabi novejših računalniško podprtih sistemov in pa navsezadnje tudi nekaj samoiniciative, s katero lahko že vsak zaposlen v podjetju pripomore, da bo delo potekalo po predvidenem planu oziroma še boljše. Izpeljava projekta do končnega cilja – predati orodje naročniku oziroma kupcu.
Ključne besede: orodjarstvo, orodja, Microsoft Project in Microsoft Excel, planiranje
Objavljeno: 10.08.2021; Ogledov: 126; Prenosov: 14
Celotno besedilo (1,34 MB)

Opis: Project-based learning (PBL) is a teaching method through which students gain knowledge and skills while working on a project for an extended period of time. They investigate and respond to an authentic, engaging, and complex problem. The popularity of PBL is constantly rising. However, PBL is hard to understand and therefore harder to implement in schools. In the master's thesis we wanted to understand how Slovenian chemistry teachers understand PBL, and how do they implement it in their teaching of chemistry or chemistry related subjects. We created a questionnaire on Google forms and distributed it to chemistry teachers of all Slovenian lower secondary schools and general upper secondary schools. We gathered 130 answers, out of which 95 were teachers who teach in lower secondary schools and 35 who teach in general upper secondary schools. According to the results, teachers barely understand PBL. A majority of teachers are convinced that they use PBL, when the results show that in practice they do not. Project-based learning is often confused for problem-based learning, which is the main confusion for the teachers. Our respondents believe that, because of extensive curriculum and lack of time, it is not possible to fully implement PBL in Slovenian schools.
Ključne besede: project-based learning, teachers, chemistry, understanding
Objavljeno: 29.10.2020; Ogledov: 279; Prenosov: 14
Celotno besedilo (1,28 MB)

Opis: Background and purpose: The purpose is to investigate whether regular and temporary staff differ in their perceptions of preconditions for learning and if there are some qualitative aspects that can be considered particularly significant in these differences. Design/Methodology/Approach: The approach consists of a case study based on both quantitative and qualitative data collected via an online questionnaire and individual interviews. Results: The paper question the understanding of the organization as a singular and more or less cohesive unit. On an organizational level, the project owner who hires staff does not care for competence transfer between regulars and temps, or between different groups of staff. At the individual level, temps are more focused on their specific task compared to regulars. Regulars’ seems to safeguarding a community or an organizational perspective, while temps are looking for their own good. Conclusions: There is a risk that one social unit differs, in attention payed to preconditions for learning, from another, when an organization use temporary staff. Therefore, the scientific value of this paper is that using temps may result in or be a consequence of a fragmented organization. The findings show no competence transfer in projects with both temps and regulars, and the project owner takes no active responsibility for human resource planning in terms of competence transfer between different groups of staff. The implications underline that long-term efficiency and rationality in an organization does not always have priority over organizational affiliation even with the hiring of expertise. When this happens, it may lead to a fragmented personnel group that is divided in thinkers/organizers and, performers/doers. When this happens, important practical skills fall outside of the organization, which in a metaphorical sense means that the hand is separated from the brain. Therefore, organizations with temporary staff need to plan for how to enable competence transfer between temporary and regular staff.
Ključne besede: competence transfer, inter-organization, project organization, temporary work
Objavljeno: 10.10.2018; Ogledov: 456; Prenosov: 251
Celotno besedilo (408,38 KB)
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Opis: Background and Purpose: In every organization, project management raises many different decision-making problems, a large proportion of which can be efficiently solved using specific decision-making support systems. Yet such kinds of problems are always a challenge since there is no time-efficient or computationally efficient algorithm to solve them as a result of their complexity. In this study, we consider the problem of optimal financial investment. In our solution, we take into account the following organizational resource and project characteristics: profits, costs and risks. Design/Methodology/Approach: The decision-making problem is reduced to a multi-criteria 0-1 knapsack problem. This implies that we need to find a non-dominated set of alternative solutions, which are a trade-off between maximizing incomes and minimizing risks. At the same time, alternatives must satisfy constraints. This leads to a constrained two-criterion optimization problem in the Boolean space. To cope with the peculiarities and high complexity of the problem, evolution-based algorithms with an island meta-heuristic are applied as an alternative to conventional techniques. Results: The problem in hand was reduced to a two-criterion unconstrained extreme problem and solved with different evolution-based multi-objective optimization heuristics. Next, we applied a proposed meta-heuristic combining the particular algorithms and causing their interaction in a cooperative and collaborative way. The obtained results showed that the island heuristic outperformed the original ones based on the values of a specific metric, thus showing the representativeness of Pareto front approximations. Having more representative approximations, decision-makers have more alternative project portfolios corresponding to different risk and profit estimations. Since these criteria are conflicting, when choosing an alternative with an estimated high profit, decision-makers follow a strategy with an estimated high risk and vice versa. Conclusion: In the present paper, the project portfolio decision-making problem was reduced to a 0-1 knapsack constrained multi-objective optimization problem. The algorithm investigation confirms that the use of the island meta-heuristic significantly improves the performance of genetic algorithms, thereby providing an efficient tool for Financial Responsibility Centres Management.
Ključne besede: 0-1 multi-objective constrained knapsack problem, project management portfolio problem, multi-objective evolution-based optimization algorithms, collaborative and cooperative meta-heuristics
Objavljeno: 04.05.2018; Ogledov: 805; Prenosov: 220
Celotno besedilo (993,98 KB)
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Opis: We describe an example of partnership between a university and some major IT companies - IBM and Microsoft - to teach a course on information systems technology. The course is taught in the fifth (final) year of the university undergraduate program when students have already mastered the basic theoretical knowledge of information system development. For this reason, the course content was restructured to pay more attention to practical experience and the learning opportunities available within the environment of professional industry. During the course, students get acquainted with IBM and Microsoft products and the tools that support the development of online information systems. Special attention is devoted to group project work, which is not just intended for the improvement of technical skills, but also for the aqusition of transferrable skills such as teamwork, management/leadership, planning and organizing, presentation and documentation, searching for information, etc. We describe our experience from teaching the course in the academic years 2005/06 and 2006/07. A description of the course content is given and the results of a survey among the students are presented. Students responded favourably to the new approach and found the course very useful and interesting.
Ključne besede: computer engineering education, university-industry co-operation, group project work, information systems technology
Objavljeno: 22.01.2018; Ogledov: 527; Prenosov: 288
Celotno besedilo (622,88 KB)
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