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System Dynamics as an Enabling Technology for Learning in Software Organisations

: Pfahl, D.; Ruhe, G.

urn:nbn:de:0011-n-68348 (245 KByte PDF)
MD5 Fingerprint: b85c715f4b5d7001577e6a727aefd50b
Created on: 09.10.2001

Kaiserslautern, 2001, VII, 19 pp. : Ill., Lit.
IESE-Report, 025.01/E
Reportnr.: 025.01/E
Report, Electronic Publication
Fraunhofer IESE ()
simulation-based learning; system dynamics; modeling; planning; control; software project management; software improvement management

Learning in software organisations takes place on both project and organisational level. By learning we mean the acquisition of knowledge, skills, and experiences for better and faster decision making at the various stages of the software development process. Simulation is successfully used in various environments where it is very costly, if not impossible, to conduct experiments in real world settings for the purpose of learning.
This paper addresses process simulation in software organisations and how it facilitates learning. The behaviour of very complex and dynamic systems is investigated with the help of System Dynamics models (SDM) and subsequent simulation runs. For the purpose of planning, control and improvement it is shown how SDMs help acquire better and more comprehensive knowledge as compared with the traditional static models typically used in an Experience Factory. The usefulness of the methodological concepts is demonstrated with results of a project conducted in one of the telecom business units of Siemens.

1 Motivation and Background S.1-2
2 System Dynamics in a Nutshell S.3-5
3 System Dynamics in the Context of the Experience Factory S.6
Table of Contents S.7-8
4 Added Value of SD-Based Learning S.9-12
- 4.1 SD-Based Learning: Understanding S.9
- 4.2 SD-Based Learning: Planning S.9-10
- 4.3 SD-Based Learning: Controlling S.10
- 4.4 SD-Based Learning: Improving S.10
- 4.5 Added Value S.11-12
5 Case Examples S.13-17
- 5.1 Project Planning S.13
- 5.2 Project Control and Re-Planning S.14-15
- 5.3 Process Improvement S.16-17
6 Summary and Conclusions S.18
7 References S.19