master of science asset management control information...

Master of Science

Asset Management Control

Information Document

SpecifySystem

Functionality

JustifyPhase-out

NEED

AcquireSystem Functionality

Achieve Cost Effectiveness

AMC ‘a through-life effort’

2006

The ‘Logistics Process Cycle’ is all about..…People, Teams and Systems

The knowledge and project network for enhancing Asset Management Control

IInnttrroodduuccttiioonn Asset Management Control (AMC) is defined as a Life Cycle Management (LCM) approach to manage all the processes (specify, design, produce, maintain and dispose) needed to achieve a capital asset (e.g. a ship, an offshore platform, an aircraft, etc.) capable to meet the operational need in the most effective way. The increasing complexity, cost and size of capital assets, in combination with a shorter economic life time of high-tech system components has stimulated the need for management tools able to analyze the system effectiveness and life cycle costs. The maritime environment has been chosen as the primary field of action. The maritime environment is an aggressive environment. Maritime systems and their equipment often operate in adverse conditions, suffer considerable wear and tear and have a high depreciation rate. Especially under these conditions cost-effectiveness is hard to attain. A reliable and well-organized AMC system is essential to ensure reliable operations. The concept is initiated within the Royal Netherlands Navy (RNLN) on the hypothesis that the material logistics, needed to keep the naval fleet up and running, could be made more effective and efficient. This asked for understanding that in complex technical systems the multitude of different installations involved demands an advanced management system for tracking and tracing changes in order to effect Asset Management Control and so manage all the necessary processes thereby achieving a capital asset capable to meet the operational need in the most cost-effective way. AMC is based on proven methods and techniques, which are applied in all kind of different industries. This means AMC will be also useable in many other sectors where capital assets play an important role, e.g. aviation, railways, chemical industry, medical care, etcetera. Results so far The RNLN is using AMC during the exploitation phase for several ships classes. It brought awareness of real cost versus achieved system effectiveness related to the operational need with regard to specific mission profiles. The results prove that the optimal cost-effectiveness is not reached yet! It is expected that logistic savings of more than 30% are attainable. The increasing complexity, cost and size of capital assets (such as ships, planes and power plants) in combination with a shorter economic lifetime, calls for more deliveries, support and coordination. This field of interest acts as stimulant to the continuing development of methods that should contribute to the improvement of the overall asset management. The need of the developed AMC Master Course The “ AMC Learning Centre” is willing to provide in a dedicated Asset Management Control training, the output of highly professionally operating, scientifically trained “Asset Managers” on master of science level, capable to provide cost-effectiveness over the entire lifetime of an asset, based upon fruitful research activities/skills, and actual theoretical knowledge. The aim of the training course should be focused on system support engineering and management control to achieve cost effectiveness, in view of the entire lifetime of an asset. According to the literature study system knowledge is recognized as one of the most important preconditions for obtaining a cost effective asset. It should provide in understanding the system design, functionality, behaviour, etcetera. The field survey indicates a lack of system knowledge in practice.

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Module Structure Module Overview Team Based Learning (TBL) is the answer on the question how the course material will be provided. The general introduction of the Team Based Learning (TBL) program starts with the introduction of the AMC main objectives related to the following aspects: insight, vision, policy, objectives, budget, resources, organization, procedures, processes, performance indicators and analysis indicators. This approach has been chosen as teaching and learning strategy because it stimulates students to adopt a proactive attitude. Teaching Concept The figure below shows the teaching order of the postgraduate diploma phase. It starts with the introduction and ends with the last part ‘get grip’. After completing this successfully you will be allowed to start with your Dissertation phase.

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Module Outlines This section gives a brief impression about the module content. M-00 Introduction The introduction module aims to explain the ‘what’s’ and ‘how’s’ of this Master Course. The Master Course design is based on the latest developed AMC approach. The concept is initiated within the Royal Netherlands Navy (RNLN) on the hypothesis that the material logistics, needed to keep the naval fleet up and running, could be made more effective and efficient. This led to the general problem indication that in complex technical systems the multitude of different installations involved demands an advanced management system for tracking and tracing changes in order to effect Asset Management Control (AMC) and so manage all the necessary processes thereby achieving a capital asset capable to meet the operational need in the most cost-effective way. It is recognized that tackling this problem requires a professional and scientific approach. Therefore the central question of this Master Course is formulated as:

'How to achieve Cost Effective Management Control of Capital Assets?' Within the AMC approach four main objectives are defined: 1. specify system functionality; 2. acquire system functionality; 3. achieve cost-effectiveness; 4. justify phase-out. Ten key issues are established to meet these objectives, focusing on the areas of management, engineering, education, information and communication throughout the life cycle of an asset. An integrated Life Cycle Management (LCM) approach is developed to meet these objectives. The design, referred to as 'LCM-systems', aims to support the management control of the logistic processes throughout the life cycle of an asset with respect to the system functionality. Block 1 TEAM MANAGEMENT Module 1 up to 6 Module 1 Professional Approach A Professional Approach asked for Personal Mastery and Learning Personality. This approach is based on the expertise of the individual and has two essential components. First, one must define what one is trying to achieve (a goal). Secondly, one must have an accurate perception of how close one is to the goal. [Ref AMC base-book p.337]. The issues where it is all about…. A key factor is the influence of the actor's training effort on the development of the organization. When this is not visible the attempts to change things can count on resistance and opposition. The incentive to learn and train should come from questions, which appeal to the individual actor, such as: can we do it better, smarter, faster, easier, cheaper or more safely? Senge worked this out in personal mastery (the 'fifth discipline'). In his vision all five disciplines are essential but personal mastery has a special foundational role because of the importance this discipline gives to intrinsic motivation. Senge defined and illustrated personal mastery by relating the story of Antonio Stradivarius and his quest for an exceptional musical tone that could be produced by a violin. Stradivarius spent his entire life in the pursuit of that sound. He made constant refinements to the violins he crafted and produced instruments that are considered outstanding to this day. No one will ever know if Stradivarius was fully satisfied with the last violin he made. Very probably Stradivarius was not satisfied because of his devotion to continually trying to improve on the sound. This way of thinking has a lot in common with the AMC vision developed, here too there should be a continuous effort

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towards improving the cost-effectiveness of the asset to be managed and controlled. [Stavenuiter, p.338] The student has to be aware of his self-regard, emotional self-awareness, assertiveness, independence and self-actualization. Growing in your personal master-ship delivers a greater personal independence and responsibility. You will be able in a better way to accept irrational behaviour of the environment in general and people that belong to the own team(s) in special. You will be less judging in relation to members of the team and the organizational Environment – reciprocal dependency - which leads to better relations, more capabilities to inspire and motivate team workers and both elements will lead to better working outputs and definitely to better results of the business-unit. The art of consciousness development in relation to practice the concept of ‘Learning Organization’ in your own team(s) is an important aspect of Asset Management Control. During these modules several aspects of management will be trained: pro-active, courage to take risks, shared vision. Put First Things First. Think Win-Win. Seek first to understand, then to be understood. Synergetic. Sharpen the Saw. This module will deepen the awareness of every ones personal style to develop a professional approach. Professional Approach: Is the leading fact to implement changes in the process of Asset Management Control Is the attitude that motivates colleagues to change their non-effective behaviour. Helps to transform the defensive attitudes of workers and motivate to excellent performances. It creates personal mastery, openness and transparency. Module 2 Team Building A new organization paradigm is self-management, coaching and teamwork. The mixture of leadership steering and self-organizing has to be elaborated. Teams are self-organizing units: production cells, clusters, autonomous groups, complete task groups, autonomous task groups, project teams etcetera. Teams need focus. Where are we? And to which direction and speed is our organizational development heading for? Depending on your organizational maturity the leaders are combining efficiency, innovation, motivation and customer success in increasing the effectiveness of the teams. You start with R.E. Quinn’s model about the effectiveness of an organization to discover the meaning of the teams. The MBTI profiles collectively added show the competences of your team in relation to your tasks and focus. Module 3 Organizing Asset Management Control presupposes a process of organizing and changing. A consistent vision at organizing money, goods, methods and working people is a condition of success. This module will go into the essentials of organizing and changing from different visions of consciousness. Levels of problem solving, enlarging frameworks and ungrasping methods will be explored. Furthermore these perspectives will be connected with situations in the own organizations.

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The art of attached and detached attitudes of workers and the relationship with change will be showed. Too, there will be attention to the principles of self-organizing in relation to different aspects of the Learning Organization. Organizing: Systems (Support) Engineering and Process Management knowledge and skills (see Stavenuiter ‘Cost Effective Management Control of Capital Assets’ 2002, page 81 et) are the references of the organizing scheme in this module and they are matched with the Learning Organization-model of Senge. Organizing, changing and learning are interrelated concepts of managing and reaching out production targets in a social context. Organizing is a: - leading way of reaching out different targets of the society and the organization (e.g.

‘Mental Models’ and ‘Shared Visions’); - human activity and reflects the competencies and domains (or a lack of those) of the

working people (e.g. ‘Shared Visions’ and ‘Personal Mastery); - systematic and creative process of reaching out shared goals (e.g.’ Systems Thinking’

and ‘Personal Mastery); - permanent process of changing on different levels (e.g. ‘Mental Models’ and ‘Team

Learning’). Module 4 Communication Being effective you have to excel in the area of Asset Management Control. Your basics to excel are your communication skills. Doing what you are saying. Leading transparent and mobilizing individuals, departments and an organization requires knowledge of the sense making of communication. Empathy for sender’s recognition, emotions, tasks, processes, procedures and results. We have the ambition to integrate these attributions to three loops: Self, team, organization and culture. You are committed to the basics of the learning organization, which are one of the drives of the Asset Management Control. As change agent, you are going to mobilize and energize people. Communication is one of the core competences of a learning organization. You are going to upgrade your skills in: - basic levels of communication: recognition, emotions, contents, procedures, process and

results; - listening, receiving and (collective) feedback exercises; - talk techniques: confronting, duality, mutual creativity; - different sort of talks: bad news, sales, conflicts, negotiation, and personnel evaluation. Module 5 Motivation For the implementation of AMC objectives you have to mobilize, to energize and to inspire your people. People determine the productivity of your organization. Motivation is fundamental for cooperation. Committed employers understand the importance of employees. Employees should be inspired to achieve their goals and to get the tools to do their jobs well. This is the inevitable personal drive and the collective ambition in Asset Management Control. How can you inspire and influence the attitude of your colleagues? How do you mobilize motivation and commitment? What is your role game and how do you deal with the organizational power? Is there a common language among the employees? The personal mastery is the intrinsic motivation. Extrinsic motivations are the (non) financial incentives, power, internal & external constraints, personality styles, team composition, organizational present and future focus, communication, interventions and the 7 S characteristics.

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In relation to the Asset Management Control there should be a continuous effort towards improving the cost effectiveness of the asset to be managed and controlled. Systematic problem solving will be one of the fundamental strategies on the basis of the study. Issues: Vision, Values, Purpose and Goals Although this discipline is called "building shared vision," this phrase is only a convenient label. A vision is only one component of an organization's guiding aspirations. The core of those guiding principles is the sense of shared purpose and destiny, including all of these components. Vision: ‘an image of our desired future’ A vision is a picture of the future you seek to create, described in the present tense, as if it were happening now. A statement of "our vision" shows where we want to go, and what we will be like when we get there. The word comes from the Latin videre, "to see." This link to seeing is significant; the more richly detailed and visual the image is, the more compelling it will be. Because of its tangible and immediate quality, a vision gives shape and direction to the organization's future. And it helps people set goals to take the organization closer. Values: ‘how we expect to travel where we want to go’ The word "value" comes from the French verb valoir, meaning: "to be worth." Gradually it evolved an association with valoir and worthiness. Values describe how we intend to operate, on a day-to-day basis, as we pursue our vision. As Bill O'Brien points out; Adolf Hitler's Germany was based on a very clear shared vision, but its values were monstrous. A set of governing values might include: how we want to behave with each other; how we expect to regard our customers, community, and vendors; and the lines, which we will and will not cross. Values are best expressed in terms of behaviour: If we act, as we should, what would an observer see us doing? How would we be thinking? When values are articulated but ignored, an important part of the shared vision effort is shut away. By contrast, when values are made a central part of the organization's shared vision effort, and put out in full view, they become like a figurehead on a ship: a guiding symbol of the behaviour that will help people move toward the vision. It becomes easier to speak honestly, or to reveal information, when people know that these are aspects of agreed-upon values. Purpose or Mission: ‘what the organization is here to do’. "Mission" comes from the Latin word mittere, meaning "to throw, let go, or send." Also derived from Latin, the word "purpose" (originally proponere) meant: "to declare." Whether you call it a mission or purpose, it represents the fundamental reason for the organization's existence. What are we here to do together? The "mission" is more popular in organizations today, but it has unfortunate military, religious, and short-term overtones: "Our mission is to take this hill [or die in the attempt]!" I prefer the word "purpose"; it suggests more of a reflective process. You will never get to the ultimate purpose of your organization, but you will achieve many visions along the way. Goals: ‘milestones we expect to reach before too long’ Every shared vision effort needs not just a broad vision, but specific, realizable goals. Goals represent what people commit themselves to do often within a few months. The word may have come from the Old English goelan, to hinder, and goals often address barriers and obstacles, which we must pass to reach our vision. (Bryan Smith) Module 6 Organizational Learning A handle for learning in an organization does neither depend on policy, nor on budget and organization charts, but it depends on oneself. Not even the realization of the desired results is a sign that one has learned anything.

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A learning organization means to test personal and team experiences continually and to turn these into knowledge that is open to the entire organization and its direct surroundings (chain) and is also relevant to the purpose of its existence. In order to meet one’s ethical responsibilities one will have to execute one’s activities as learning activities, one will have to explore, discover and experiment with them oneself. You have to acknowledge the existence of uncertainty. The acknowledgement that particular uncertainties exist will become the basis from which one builds a learning system by welcoming failures. We have to learn to develop our abilities in order to achieve the results that we really want and to create surroundings in which everybody will be encouraged. By constantly improving our current level of knowledge, skills, behaviour and attitudes and by realizing how this affects our team, organization and ME. By being receptive to team based learning, by optimizing discussion techniques and acquired knowledge in a group, so that the joint level of knowledge of the group is higher than that of the sum of the individual participants. Learning to think in systems in a way of thinking about forces and relations that determine the behaviour of systems and a language to describe and to understand them. By means of this discipline we can change systems more effectively and we stay more in harmony with large-scale processes. Block 2 SYSTEM SUPPORT ENGINEERING Module 7 up to 10 This course cluster is specifically focused on the technical aspects of asset management in relation to the LO disciplines; shared vision, systems thinking and personal mastery. This course cluster will provide you with insight in the relationship between the technical aspects and parameters that determine the system- and cost effectiveness during the system life cycle. For that reason the term System Support Engineering (SSE) is introduced, with the term 'support' underlined, to indicate the 'life cycle' scope. Based on these starting points the course structure has been designed according to the figure below.

COST-EFFECTIVENESS

SYSTEMEFFECTIVENESS COSTS

SYSTEMANALYSIS

SYSTEMTEST &

EVALUATION

SYSTEM SUPPORT

LOGISTICSSUPPORTANALYSIS

The System Support Engineering training course structure.

Module 7 System Analysis The aim of this module is to provide you with a shared vision of the applicability of system analysis methods and techniques. This should lead to a general systems approach in which you can develop your personal mastery in this field of study. In line with the elements of the Logistics Process Cycle the systems analysis aspects are discussed according to the following methods and techniques: - Integrated Cost and Operational Effectiveness Approach;

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- Design to Cost; - Quality Function Deployment; - Life Cycle Analysis, composed of:

o producibility; o reconfigurability/flexibility; o vulnerability/survivability; o environmental feasibility; o principles of the use of 'Eco-indicators'; o disposability/re-use/recycling; o trade studies, composed of: o identifying alternatives; o determining selection criteria; o assigning metrics; o weighing values; o sensitivity analysis.

These methods and techniques will all be discussed during the course, with detailed literature references. These references form the basis of the SSE training course program. Blanchard’s Systems Engineering and Analysis approach [1998] has been selected as program guideline. Module 8 Logistics Support Analysis Logistics Support Analysis (LSA) is an extensive method aiming to cover all logistic aspects. It is considered to be an outstanding method for the definition and planning of all the necessary logistic processes. In accordance with the task analysis the following issues will get special attention during this course: - determining relevant data; - assigning metrics; - data acquisition methods; - data analysis methods; - logistics support planning; - contractor selection and validation; - contracting, type of contracts. Module 9 System Test & Evaluation This course module aims at providing the knowledge and skills required in determining the capability according to the cost-effectiveness structure in relation to the Logistics Process Cycle. The ultimate test is to verify that the system is capable of providing the required system functionality to meet the operational need. In this context the system test and evaluation activities start during the conceptual design phase and end when the system is phased out. Different test and evaluation methods are required for each life cycle phase. Based on the four types of tests, as defined by Blanchard [1998], the following have been defined for this course: - a conceptual design test; - a preliminary system design test; - a system prototype (first of class) test; - an operational (continuous evaluation) test. The aim of all four tests is to prove that the system is capable of being cost-effective. The test structure and test program are based on the system functionality specifications. To provide the knowledge and skills to set up and perform these tests, the following issues will be taught: - defining system functional material part breakdown structure; - defining installation block diagrams; - system/installation performance modelling;

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- capability assessment; - test design method; - capability testing & evaluating. Module 10 System Support Once a system (e.g. a ship or aircraft) has been equipped and delivered for operational use there is a continuous need for system support in order to achieve the required availability and reliability. This system support course module is primarily focused on the engineering activities/products, required to support the direct logistic processes such as: inspection, testing, replacements, repairs, etcetara. Based on the installation maintenance plans (adopted from the ILS approach) these activities should lead to optimization of the system cost-effectiveness during exploitation. The following methods and techniques are discussed to provide you with the required insight and the basic knowledge and skills: - Total Productive Maintenance [Nakajima, 1988]; - Condition Monitoring [Juran, 1999]; - Data Collection [Juran, 1999]; - Failure Analysis [Juran, 1999]; - Modification and Configuration Engineering [Blanchard, 1992]. Block 3 PROCESS MANAGEMENT Module 11 up to 17 When developing the process management cluster, the first step is an analysis of the objectives in relation to the complete Asset Management Control System as defined in the management-, logistics- and technical system. In line with this, the LCM-teams are considered as the primary target group in future. With regard to this, the objective is to create LCM-teams as self-steering teams of professionals according to the LO disciplines. Within this conceptual framework seven course modules have been designed. The first two are primarily focused on knowledge transfer, the next five are mainly focused on training skills. Module 11 Asset/Materiel Logistics Management This module is based on the basic management: planning, organizing, directing and controlling. These management activities have been particularly elaborated regarding the Logistics Process Life Cycles. Planning the necessary processes: the basics of the project network planning method are discussed. The relevant quality aspects are discussed according to the Total Quality Management (TQM) method. The relation to the organizational control activities is explained along the lines of Enterprise Resource Planning (ERP). Organizing the logistic processes: here the TQM method has been selected as well. In this context the IDEF0 method will be discussed as the most suitable process-modelling technique. Directing/managing the processes: the Balanced Score Card (BSC) and Activity Based Costing (ABC) principles have been selected for use. For the utilization phase especially, with its large amount of different processes over a long span of time, the applicability of Total Productive Maintenance (TPM) method is discussed. To control the logistic processes the Balanced Score Card and Activity Based Costing principles will be further elaborated upon.

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Module 12 Information Management This module will be focused on the developed AMC information and communication structure. In this context the aim of information management is to keep the LCM data set actual and reliable. From this point of view it is a supporting process for System Support Engineering and Material Logistics Management. In line with this approach the material logistics field of interest is divided in four specific areas: - define and design information; - production and/or acquisition information; - operations and maintenance information; - management information. To manage the information processes (get and hold a grip on it) the following four specific information management objectives are defined: - generating and gathering information; - structuring information; - documenting information; - transferring information. Methods and techniques for defining the required information data in cooperation with the primary actors (the logistic engineers and managers) are discussed. This approach is based on a selection of studied methods and techniques that can be customized to the organizations concerned. Structuring of information is defined as a process to structure the data sets (documents/records) and the data flows. For material logistics information, this process is based on methods and techniques adopted in the ILS/LSA approach and are further elaborated upon according to the PDM 2000 approach. The documentation of information is defined as the process in which outline/form information is represented. Methods and techniques will be discussed for developing or selecting information outlines/forms to provide easily accessible information for all actors involved in a cost-effective way. Transferring of information is primarily focused on methods of information distribution. Specific attention is given to Internet & web technology in combination with the database interface technologies described in the PDM 2000 approach, based on system portal interfaces.

HNLMS Rotterdam LPD/SEWACO system LPD/SEWACO

Exploitation PlanUtilization Plan

LCC Est.OperationsMaintenanceSuppliesDocumentationConfigurationTraining

InstallationsPerform. dataFailure data

Installations

The system (asset) portal home page.

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Module 13 LCM Need Assessment In this context the need assessment is related to the AMC approach in general and the need for relevant LCM information in particular. The need assessment method focuses specifically on the recognition and identification of information and communication needs. In the scope of AMC these aspects are considered essential to continue the LCM approach in a structured and controlled manner. The objective of this module is that you achieve an unambiguous understanding of performance and analysis indicators and their use. To prepare you for it and to define the starting points a simple questionnaire will be organized. You have to summarize your response so that it can be discussed during the sessions. The aim is to achieve a shared vision based on the actual situation in relation to the basic knowledge gained from the previous experiences. The workshop exercise is to relate the performance and analysis indicators to one another in a simplified information model, based on Juran's cost-effectiveness structure. Module 14 Life Cycle Cost Budgeting Life Cycle Cost Budgeting is considered to be one of the most important asset management activities. This is because it defines the financial baseline throughout the life cycle of an asset. Setting up a reliable LCC estimation requires a professional approach i.e. must be carried out by a team of specialists. The LCM-team should be capable of managing this activity. The objective of this workshop is to provide you with an Integrated Cost Estimation (ICE) to meet the maintenance plan excluding the deprecation costs.” Integrated” because the intended LCC estimation is considered to be an integrated activity of separate actors who estimate their products and services in relation to the various installations (functional packages). Moreover the estimations are differentiated over the life cycle of the asset. In one or more sessions the approach will be elaborated upon, finally resulting in a well-structured life cycle cost estimation. Module 15 Actor Performance Analysis As already stated, LCC estimation is recognized as one of the most important activities. However, it should be recognized that this is only a schedule or plan; it requires actors’ performance to make it realistic and management control to ensure the required results throughout the asset life cycle. This module introduces a practical approach to qualifying and quantifying the necessary actors’ performances and their client/performer relationships. The objective is that you get a logical and effective logistics process structure. The approach is based on the ICE spreadsheet data and the Logistic Process Model (LPM). The module starts with the set up of several Activity Diagrams, based on the ICE results. The Activity Diagrams will be worked out in group sessions and then the considerations and results will be discussed in plenary sessions. With the experiences it should then be possible to structure a complete Logistic Process Model that will be used as basis during the life cycle of an asset. Module 16 Contract Management Within LCM-systems the contract management principles have been adopted to structure the client/performer relations. Contract management focuses on the increased autonomy and competence of the actors. Delegating power and reducing central control should achieve this. When these principles are applied correctly it results in a more effective and efficient organization. Contract management is based on Service Level Agreements (SLA) between

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the client and performer actors. The SLA is a contract that is accepted by mutual actors involved (contract partners). It addresses the following issues: - identification of mutual contract partners; - products or services to be delivered in a measurable manner; - quality and service standard; - cost in relation to the deliveries and quality and service standards; - contract period; - account conditions; - signatures of both contract partners. The result of this module will be that you achieve a shared vision about the applicability of contract management and you get a set of recommendations to modify general SLA’s for all kinds of specific purposes. Module 17 Management Control This module intends to provide an understanding of the relationship between all units involved (systems, functions, installations, products, processes, actors and periods) and of the values of the defined performance indicators, such as: cost/system-effectiveness, active time, availability, reliability, capability and cost percentages. Based on a realistic LCM model, modelled on the AMICO application, several management control situations will be simulated. It is expected that the students, working on a case, will provide the necessary approaches and report their intended actions to AMICO. Plenary sessions will be organized to discuss the calculated effects on the model. In this context the team approach of the student participants is an important aspect. Block 4 RESEARCH METHODS Module 18, Management of Research The module is about providing a bridge between theoretical and practical issues. This module draws upon the academic contents of previous modules and the students' previous management experience to provide a firm methodological foundation for independent research. It is a key preparatory module for dissertation work, whilst possessing an academic coherence in its own right. Appreciation of philosophical and methodological issues allows the student to pursue an independent enquiry with a valid and reliable structure to analyze empirical data. This module is designed to help the students carry out the research necessary for the successful completion of the dissertation. It covers some of the basic principles and methods of management research. To achieve this, students will be introduced to a range of research styles that will be set in a philosophical and methodological framework. Students will develop a critical approach to management research and be able to set up and implement their own research designs. Aim The course aims at actively involving students in the research process with individual and group activities during teaching and learning sessions. The students will engage in both quantitative and qualitative research techniques and become aware of political and ethical issues in management research. Objectives After completing the module, the students will be able to: - prepare and undertake independent research; - set out the main issues of research methodology; - explore the relations between theory and method; - discuss the political and ethical dimensions of management research;

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- choose appropriate research strategies; - identify the strengths and weaknesses of competing methodologies; - implement their own research design; - acquire and use the basic analytical tools of research; - demonstrate a reflective and self critical approach to independent research; - apply the various learning outcomes to their own research projects. Course Workload The workload comprises of 76 ECTS (the sum total of the workload per module and the graduation project). Module nr. G.S. G.S.hr S.S. hr T.S.hr ECTS 0. AMC Introduction 4 16 40 56 2 1. Professional Approach 4 16 40 56 2 2. Team-building 4 16 40 56 2 3. Organizing 4 16 40 56 2 17% TEAM 4. Communication 4 16 40 56 2 MANAGEMENT 5. Motivation 4 16 40 56 2 6. Organizational Learning 4 16 40 56 2 7. System Analysis 8 32 80 112 4 8. Logistics Support Analysis 10 40 100 140 5 21% SYSTEM SUPPORT 9. System Test & Evaluation 6 24 60 84 3 ENGINEERING 10.System Support 8 32 80 112 4 11. Asset Logistics Management 6 24 60 84 3 12. Information Management 6 24 60 84 3 13. LCM Need Assessment 6 24 60 84 3 27% PROCES 14. Life Cycle Cost Building 6 24 60 84 3 MANAGEMENT 15. Actor Performance Analysis 6 24 60 84 3 16. Contract Management 4 16 40 56 2 17. Management Control 6 24 60 84 3 18. Research Methods 8 32 80 112 4 5% RESEARCH METH. Dissertation 10 40 576 616 22 30% DISSERTATION Total 118 472 1656 2128 76 100% Notes: nr.G.S.: number Group Sessions G.S.hr.: Group Session hours

S.S.hr.: Self Study hours (1:2,5 ratio) T.S.hr.: Total Study hours Given the fact that students, with valuable qualifications and work experience, are doing the course, it is evident far more self-study activities can be expected to be done, in comparison with full time studying undergraduate/junior students.

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It is therefore the ratio of 1 contact hour followed by 2,5 self study hours, is realistically leading to the given amount of the full study load hours before the dissertation phase. Study Scheme It is possible to spread-out the course material over more than two years, as this complete education is not feasible for all students to be achieved within this period, in particular when work and study has to be combined. Although there is an ideal course order it is not necessary to follow this precisely, because all modules are designed to be self-supporting and can be followed even separately. The IMS guarantees a study period of at least four years after the start of a new AMC Master Course program. Support Modern ICT facilities such as Internet, Team Portals, Virtual Learning Desks etcetera, are used to inform and communicate on an efficient and effective way. Places Asset Management Control is normally provided in Den Helder, when suitable, different locations are possible. Normally lectures take place on Friday (15.00 - 21.00) and Saturday (10.00 – 16.00). Time schedule The starting dates are in March and October (with 12 or more enrolments). Admission The programme involves a procedure for the admission or selection of students. Students with a bachelor degree are admitted to the programme, as are those who can prove that their previous education or experience/expertise in the professional field is of the required level, shown by submitting for example certificates of earlier acquired qualifications. A selection procedure is involved; this is carried out with the help of explicit predetermined criteria, derived from the programme content, including exemption procedures. Applicants who do not meet the above criteria for admission at postgraduate diploma level are nevertheless invited to apply. The admission committee, will in that case recommend a special tailored training programme to address the deficiencies, these anyhow focussing on mathematics and statistics For more detailed information or enrolment please contact the AMC Centre Telephone +31 (0)223 614 984 or Email: [email protected] Web: www.amccentre.nl Or directly the institute of education: IMS Hogeschool Zeeland Telephone: +31 118 489334 Email: [email protected] Web: www.hz.nl

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