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Metoda modelowania procesu oceny efektywności produkcji z wykorzystaniem standardu BPMN

100%
Koliński A., Śliwczyński B., Golińska-Dawson P.
e-mentor
|
2017
|
issue 2 (69)
70-81
EN
At the age of dynamically changing market conditions, the speed of information flow and decision-making is one of the key factors affecting the competitiveness of enterprises. The decision-making process can be effectively assisted by simulation tools that allow multi-criteria analysis of the potential benefits or risks of the planned activities. The stage immediately preceding the use of simulation tools is modeling process, without which there is no way to effectively monitor and control the realized activities. The research problem defined by the authors is the way to carry out an assessment of the production process efficiency, taking into account the multidimensional analysis of the interdependencies within the process as well as the relationships with other processes that affect the continuity of the material flow. The aim of this paper is to present the concept of an evaluation model for the production process efficiency, as a proposal to minimize the identified research gaps in the fragmented definition of efficiency issues. This article focuses on the problem of modeling the evaluation process of production efficiency in iGrafx Process 2011 for Six Sigma, using the BPMN. The choice of this standard was determined by the representativeness of the modeling of processes and operating systems as well as the universal character, which allows the use of applications for other standards and notations. The result of the research conducted by the authors is a model that is conceptually prepared for verification, both in business practice as well as in the simulation procedure.
2
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Ewaluacja jako komunikacja. Od animacji do alienacji

75%
Korporowicz L.
Kwartalnik Pedagogiczny
|
2015
|
vol. 60(4 (238))
39-55
PL
The evaluation process generates not only procedures of assessment, but also negotiation of evaluation questions, criteria, indicators and, first of all, purposes. All participants in the process have their specific roles, rights and elaborate design of evaluation. Such approach to evaluation studies makes this type of research deeply involved in personal and social interaction of the participants and animates developmental resources of particular communities. That is why evaluation as an “invitation to development” is an important component of organizational and educational culture of each school. At the same time the process could be used in a very instrumental way to control and even manipulate the procedures and its results as a strategy of bureaucratic management.
3
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Ewaluacja rozwojowa jako proces kształtowania u studentów postaw projakościowych

75%
Nowotniak J.
Pedagogika Szkoły Wyższej
|
2013
|
issue 2
43-62
EN
Contemporary institutions of higher education (HEI) need to face the challenge of responding to more and more dynamic pace of reality transformation. That process itself requires development of strategies, facilitating support and quality monitoring in education. Evaluation, which is being applied more often and more effectively nowadays, happens to be one of them, also changing its functionality and adjusting relevant procedures. Developmental evaluation is more about refl ective cognition of the value that a certain activity brings as a result of socialized process, than just a measurement of activity effectiveness. This paper is addressing capability of developmental evaluation to shape the quality-focused attitudes among HEI students.
4

Ewaluacja jako komunikacja. Od animacji do alienacji

75%
Korporowicz L.
Kwartalnik Pedagogiczny
|
2015
|
issue 4(238)
37-53
EN
The evaluation process generates not only procedures of assessment, but also negotiation of evaluation questions, criteria, indicators and, first of all, purposes. All participants in the process have their specific roles, rights and elaborate design of evaluation. Such approach to evaluation studies makes this type of research deeply involved in personal and social interaction of the participants and animates developmental resources of particular communities. That is why evaluation as an “invitation to development” is an important component of organizational and educational culture of each school. At the same time the process could be used in a very instrumental way to control and even manipulate the procedures and its results as a strategy of bureaucratic management.
5
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Ewaluacja rozwojowa jako wyzwanie współczesnego systemu edukacji

63%
Jaskuła S.
Zarządzanie Publiczne
|
2012
|
issue 3(19)
89–98
EN
Contemporary system of education becomes more and more dynamic, meets the requirements of transforming reality and responds to demands of the new technics and strategies of development and management. Evaluation is one of such strategies that also changes its functions and undertakes challenges of contemporary system of education (There are four generations of evaluation). Evaluation as a strategy of applied research is something more than measurement of organizational efficiency, it is reflective cognition of social values by responsive character of the evaluation process. That is a model of developmental evaluation that facilitates discussion about how to evaluate the schools experience, transformations and challenges.
PL
Współczesny system edukacji, stając się coraz bardziej dynamicznym i odpowiadając na coraz szybsze tempo przemian rzeczywistości, wymaga równie dynamicznych narzędzi wspomagających jego rozwój. Takim instrumentem jest wykorzystywana coraz szerzej i efektywniej ewaluacja, która również zmienia swoje funkcje, dostosowując się do wyzwań współczesnego świata (generacje ewaluacji). Należy przy tym podkreślić, że ewaluacja to coś więcej niż pomiar skuteczności działań, to refleksyjne rozpoznanie wartości konkretnego działania, w wyniku procesu o charakterze uspołecznionym. Współczesna ewaluacja musi uwzględniać dynamikę ewaluowanych instytucji, zachować elastyczność, podejmując działania na rzecz interakcyjnego postrzegania zależności skutkowo-przyczynowych w procesie ewaluacyjnym. Jest to model ewaluacji rozwojowej, podejmowany w niektórych obszarach systemu oświaty, marginalizowany przez biurokratyczne wymogi sprawozdawczości europejskiej.
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