Process Oriented Learning and Training

A Model-based Approach in Learn PAd

Robert Woitsch

, Nesat Efendioglu

and Damiano Falcioni

BOC Asset Management, Operngasse 20b, 1040 Vienna, Austria

University of Camerino, Via del Bastione 1, Camerino, Italy

Keywords: Meta Modelling, Modelling Method Development, Process-Oriented Learning.

Abstract: Process Oriented Training and Learning can be applied in two different approaches: (a) processes describing

the methodology of training and learning as well as (b) processes describing the organizational context that

need to be learned. This paper introduces the results of the EU project Learn PAd that developed prototypes

of modelling tools enabling business processes for learning and training. Flexibility of business processes

have been introduced with case management and knowledge artefacts had been integrated to provide a

complete modelling environment. The created meta-model is introduced as well as the mechanisms and the

algorithms implemented. The architecture of the modeling tool is also introduced.

1 INTRODUCTION

This paper revisits the contents of (Woitsch &

Efendioglu, 2015). This paper elaborates the

modelling language and mechanism & algorithms of

the Learn PAd Modelling Method in detail.

Moreover this paper discusses possible deployment

scenarios about process oriented learning and

technical deployment scenarios regarding to realized

prototype.

In (Woitsch & Efendioglu, 2015) process

oriented learning is introduced whereas (1) the

business process defines the curriculum, (2) the

knowledge product defines the required knowledge

and (3) the knowledge sources identify the available

knowledge. The end users are using the knowledge

by learning, whereas the responsible decision

makers and experts are managing the knowledge by

appropriate learning goals and dashboards.

These use cases are realized in the EU project

Learn PAd (Learn PAd EU Project, 2015) at two

governmental use cases, first at a University and

second in a municipality.

The technological infrastructure is introduced

and some guidelines for the change towards process-

oriented learning are highlighted.

This paper focus on process oriented learning

and training, by discussing application scenarios,

required modelling method, required tool support for

collaborative learning, knowledge maturity score

cards and possible case based deployment scenarios

as well as technical deployment of realized

prototype. Public results are introduced as form of

proof of concept evaluation from the adoxx.org

community (ADOxx.org, 2015).

In section 2 we present the identified scenarios

that the Learn PAd Modelling Method have to

support. In section 3 we introduce the Modelling

Method with its core languages and the mechanisms

(features) defined. In section 4 the deployed

architecture is presented and the results are

described in section 5.

2 APPLICATION SCENARIOS

In this section we shortly revisit the five application

scenarios identified (Woitsch, Business Oriented

White Paper in Learn PAd, 2015) and elaborated in

(Woitsch & Efendioglu, 2015).

2.1 Individual Training

Individual training will support novices. The

assessment of trainings enables much better insights

into training demands.

The education of new employees is time

consuming, as new employee typically lacks the

organizational context. Hence, many questions or

Woitsch, R., Efendioglu, N. and Falcioni, D.

Process Oriented Learning and Training - A Model-based Approach in Learn PAd.

DOI: 10.5220/0005838607250733

In Proceedings of the 4th International Conference on Model-Driven Engineering and Software Development (MODELSWARD 2016), pages 725-733

ISBN: 978-989-758-168-7

725

knowledge gaps are the result of fundamentally

missing baseline knowledge of the organization.

Individual training is supported by the definition

of different learning goals for different skill profiles,

so that a learner can continuously improve their own

skills through executing the business process.

Learn PAd merges the training and working

environments, so that changes to business processes

affect both the working environment for the daily

tasks and the corresponding training environment.

2.2 Organizational Evolution

This process-oriented approach can also be applied

to the development of the whole workforce within

an organization.

In order to organizationally evolve the business

process, learning goals need to define which part of

the business process is to be changed, and – by

involving skill profiles of team members – analyse

how certain skill profiles are to be educated.

In addition to changes in the sequence of a

particular process, knowledge of existing business

processes can also change. Here the situation is

different to individual training as users are very

familiar with the process and usually claim that they

know exactly what to do. The challenge is therefore

to increase sensibility to minor, but important,

changes.

2.3 Business Process Support and

Reflection

The use of business processes and their explanatory

documents as learning objects forces the public

administration to critically reflect the current way of

working and enables the detection of error prone

parts.

Learning goals are defined in order to support the

performance and reflect on the current business

processes, which part needs to be improved.

An honest reflection on business process

performance is usually very difficult as employees

ideally need to critically reflect on their daily

business within a so-called “failure-culture” in the

organization – a culture that appreciates the

identification of failures instead of pseudo-blaming

some responsible actors.

Performance analysis needs a guiding structure.

Business processes are an ideal candidate for such a

structure as they enable a step-by-step analysis of

daily operations that must result in an efficient

sequence of activities that achieve organizational

goals.

2.4 Process Optimization and

Improvement

Process optimization and improvements are closely

linked to performance support and reflection, which

rely on the existing competencies of team members.

In order to support continuous improvement and

optimization of a business process, learning goals

can be used to identify the organizational learning

objectives and identify the corresponding measures.

In this scenario, the team members use the

learning platform as a communication and

collaboration portal. The intention is to use business

process based collaborative learning not only for the

initial identification of improvements, but also to use

those improved processes when performing the

aforementioned organizational learning scenario.

2.5 Citizens Transparency

This use case is not a traditional training scenario

but is an add-on use case with the aim of addressing

the citizen that interacts with the Public

Administration.

Learning goals are defined in order to increase

transparency for citizens, addressing the

misunderstandings reduction, incorrect submitted

documents or increase appreciation.

Under such special conditions, the collaborative

process-oriented training platform can be provided

to citizens who interact with the administration.

Of course, the process will not be represented in

detail, but on a higher abstraction to only point out

the relevant decisions for the citizens, as well as

only including high-level information.

3 THE LEARN PAd MODELLING

METHOD

The Generic Modelling Method Specification

Framework (GMMSF) introduced by Karagiannis

Figure 1: Generic Modelling Method Specification

Framework.

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and Kühn in (Karagiannis & Kühn, Metamodelling

Platforms, 2002), (Kühn, 2004) has been used to

develop the Learn PAd meta-modelling method.

As depicted in Figure 1 the building blocks of a

modelling method include: (1) the modelling

language introducing modelling concepts pre-

defined according their semantic, their syntax and

their graphical notation, (2) the modelling procedure

which defines the stepwise usage of the modelling

language and may not be always available and (3)

generic and domain specific mechanisms and

algorithms enabling the computer-based processing

of models.

3.1 Modelling Language

The modelling language has been developed

following the meta model based approach and is

described in detail in D3.2 (Learn PAd D3.2, 2015).

The core domain is the business process model

(using BPMN (OMG, OMG BPMN, 2015)) and the

flexible case management (using CMMN (OMG,

OMG CMMN, 2015)), which is linked to the

business processes. Both are performed by workers,

who are described in the organizational (structure)

model. In order to perform skill-management, there

is also a competence models, which details the

traditional work place description of the

organizational model.

Document and knowledge models provide the

organizational knowledge in order to perform and

execute the business processes and the cases.

In order to enable continues improvement, the

business motivation model describes goals,

intensions and rules, whereas the KPI (Key

Performance Indicator) model, collects and

aggregates measures and construct measurable

indicators to assess the evolution of the learning

organization.

Some other model types like the process map or

the knowledge system model are introduced. Those

model types do not carry own domain information

but mainly act as a navigation support to navigate

between the different aforementioned models.

BPMN 2.0 has been realized in Learn PAd

focusing on those aspects which are relevant for

human – learning – interaction, and leave out –

technical – aspects, which are not relevant.

Although all concepts are specified in the BPMN

2.0 standard, its realization including abstract classes

as well as references to other model types (– so

called model type weaving.

More information on the BPMN realization is

provide on the Learn PAd development space at

ADOxx.org (ADOxx.org DS, 2015), as well as in

D3.2 (Learn PAd D3.2, 2015).

The use of flexible case management, hence the

description and collection of different cases

introduces not only a flexibility into the business

processes but also enables collaboration in form of

discussions, recommendations and lessons learned in

exceptional cases.

Due to the absence of appropriate standards that

describe the organizational structure, Learn PAd

used the meta model from the first and most

successful community business process management

tool ADONIS

Community Edition.

Organizational units describe the different

departments, sections or the enterprises, hence

define organizational boundaries. The roles describe

the ideal representation of competences, whereas the

performer describes the current workplace holder

and hence describes the actual competences.

The Document and Knowledge Model type

specification, that is interesting for learning and / or

knowledge management models, traditionally, is a

document pool, that lists all documents that are

needed – either as input, as a resulting output, as a

guidance or as a support document – when executing

a business process. This traditional view is highly

important in quality management scenarios or in

keeping the business process documentation clear

and simple.

In the context of learning, we enriched this

model type with elements from the PROMOTE

modelling language (Robert, Process-Oriented

Knowledge Management: A Service-Based

Approach, 2004). A language that was first

implemented in 2000 in a research project (Rainer,

Dimitris, & RobertWoitsch, 2001) and now founds

its way into teaching and industrial projects.

Knowledge resources are described in three

forms: (a) the document as an atomic knowledge

carrier with a unique identifier, (b) the knowledge

source that is – often a very large – container of

documents, which collects, manages and

encapsulates the big amount of documents like

databases, document management systems or file

directories, as well as (c) the knowledge resource,

which represents not only complicated but also

complex knowledge carries such as humans, or

communities.

The difference between knowledge source and

knowledge resource is that a knowledge source

provided predictable results, hence a formal correct

query into a database or file repository, will result in

Process Oriented Learning and Training - A Model-based Approach in Learn PAd

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a predicable list of documents. Knowledge resource

in contract, represent the complex knowledge

resources and hence do not provide predictable

results. The assessment of the opinion of an “expert

community”, the forming of a “committee” or the

“impressions of an exhibition” may be valuable

knowledge resources but in contract to a document

by far not predictable. Hence those artefacts can be

described in the knowledge resource.

When realizing a knowledge management or

learning environment, the pure knowledge carrier

like documents, sources or resources are often not

relevant, but the so-called knowledge products. The

knowledge product is a successful artefact that

enables the consumption of knowledge in the similar

way, like the consumption of any other non-physical

good (Klaus & Robert, 2005), (Woitsch & Hrgovcic,

Knowledge Product Modelling for Industry: The

PROMOTE Approach, 2012).

It is based on implicit and explicit knowledge,

hence can be distinguished in (a) information

products that realize the internalization, (b) the

service, that realizes the socialization and finally (c)

the application that realizes the combination of

external knowledge. For completeness reasons it is

stated that (d) the externalization is not considered

as it is a knowledge production and not a knowledge

consumption.

Hence, typically a business process consumes

knowledge products that are prepared for the use.

Information products are mainly provided as

documents, services as “responsible” colleagues and

applications as “IT-resources” to be used.

As we consider the knowledge product as the

essential carrier of knowledge and hence the

essential artefact for learning, which is important to

be observed, supported and measured, the

consortium decided to include the knowledge

product into the document and knowledge model

type although this seems not obvious from a

business process management point of view.

In that form, knowledge products can be

integrated into the business processes and into cases,

their responsibilities can be defined in the

organizational structure and their quality and

evolution can be measured with key performance

indicators.

The full specification of the modelling can be

downloaded in form of D3.2 form the Learn PAd

webpage. Additional material and specification on

aforementioned modelling language implementation

can be downloaded from the Learn PAd

development space of the ADOxx.org community.

3.2 Mechanisms and Algorithms

Mechanisms and algorithms implement the model

value by processing the models and by introducing

features for modelling. Here, some relevant features

are introduced.

3.2.1 People Oriented View

Business process models belong to the family of

concept models, hence they consist of a graphical

representation of concepts, which are often

unintuitive to agents from public administration or to

citizens. In order to ease the interpretation of

business processes, so-called people oriented view

has been introduced that enables the switch form a

business process in the traditional graphical notation

to a new graphical notation, where icons graphically

describe the nature of the activity. Hence, instead of

“blue boxes”, an iconic representation of the action

is provided, as shown in Figure 2.

Figure 2: Standard and People-like View of a business

process.

This is achieved, by a so-called semantic lifting

of each concept, hence the relation of a model object

with an ontological description. A list of explanatory

graphical icons is also annotated to the same

ontological description. Hence, when switching into

the people-like view, the images that are annotated

with the model object are included in the new

graphical description.

Current set of graphical description is based on

the artefact types in the BPMN 2.0 specification. As

the approach is open, other graphics can be included.

A detailed instruction of this feature is described

in the Learn PAd development space in ADOxx.org.

3.2.2 Semantic Lifting of Business Processes

Semantic lifting is a form of a loose coupled model

weaving, where concepts of a business process – e.g.

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tasks – are semantically lifted. This semantic lift is

implemented by annotating the BPMN objects with

an ontological concept (Hrgovcic, Karagiannis, &

Woitsch, 2013).

There are different forms of semantic lifting,

hence three cases that explain the different nature of

semantic lifting are explained.

First, the direct lifting within the model is a

simple copy / paste of the ontology URI into a

generic or specially adapted attribute of the business

process object. In this form, no changes in the

modelling languages are necessary, but the usability

is low and error prone is high.

The import ontological concept into the

modelling tool and the selection of the semantic

concepts within one modelling tool – e.g. via the

former introduced pointer concept the so-called

INTERREF – has the benefit that all concepts are

safely managed in one repository and in one tool. As

concept modelling and semantic have differences in

the tool handling, it is likely that the ontology is

maintained in the separate tool, which raises

redundancies, requires replications and raises

challenges in maintaining objects in the concept

model repository. Therefore, this approach is not

applicable if the ontology changes, but is required to

stay stable.

The third approach is the invocation of an

ontology management system out of the modelling

environment. Hence, each model object of a

business process, can access an interface of an

ontology management system and can select one of

the concepts, which are then stored in form of the

URI in a special annotation attribute.

Finally, it has to be mentioned that there are

many combinations of the introduced approaches,

where the second and third approaches are combined

to realize also complex scenarios and use the second

approach as a pre-selection of stable part and the

third approach for the identification of the concrete

concept.

A discussion on the different implementations in

more detail as well as the necessary development

tools can be downloaded from the Learn PAd

development space form ADOxx.org.

3.2.3 Business Processes in Collaboration

Portals

The graphical representations of business processes

is used to simplify the introduction of the business

process tasks and link the corresponding description

and attached document to the graphical

representation. Although this form of process

documentation is widely known and applied, the use

within collaboration portals raises new challenges.

The simple export of graphical representations

and model information is typically performed via

Web-enabled APIs. In the ADOxx case in form of

Web-Services that deliver the (a) table of content,

(b) model image, (c) model information and (d)

model image map to enable click-able interaction in

the Browser.

While user interface technology improves – e.g.

Ext JS – the interaction possibilities improve.

Former file based interaction, or static Web-API

approaches are now exchanged by the attempt to

continuously interact with a WIKI portal or realize

Widgets that run within different Web-user

interfaces.

Traditional Web-Service interaction and creation

of WIKI pages can be downloaded from the Learn

Pad development space from the ADOxx.org

community. The mentioned Widget interaction is

currently under development.

3.2.4 Business Process Verification

Business process design is an error prone process.

The domain expert acting as modeler of the BP can

easily introduce logical errors especially on complex

and high collaborative business processes, which can

results in failures at the execution time.

Verifying some quality properties over a

Business Process in a formal and rigorous way is the

safer way to avoid such kind of situations (Falcioni,

Polini, Polzonetti, & Re, 2012) (Corradini, Polini,

Polzonetti, & Re, 2010).

The Learn PAd platform integrate a Formal

Verification component in order to provide such

kind of functionality. This component interact with

the Learn PAd Modeling environment prototype

through the Learn PAd platform in order to verify

some properties like soundness or critical path

existence, and visualize the results on the model.

Figure 3: Deadlock Trace Highlight on Business Process.

Process Oriented Learning and Training - A Model-based Approach in Learn PAd

729

The Figure 3 is an example of the resulting of

such interaction. In this case, deadlock presence is

checked on a Business Process model and the found

trace that lead to deadlock is shown on the model.

Deadlock verification is only one of the supported

properties that can be verified. For a complete list,

please refer to the Deliverable 4.1 of the Learn PAd

project.

The full support of this interaction scenario is

under development. More details are available on

the Learn Pad development space from the

ADOxx.org community.

4 PROCESS ORIENTED

LEARNING DEPLOYMENT

Process oriented Training and Learning has in

principle two main categories with different

technical realization:

Process Oriented Training and Learning, where

the process describes the training and learning

method.

Process Oriented Training and Learning, where

the process describes the organizational content.

The technical realization in the first case can be

realized by a process oriented training and learning

methodology like ECAAD, (Evidence Evidence

Centred Design Methodology) (Consortium, 2015),

(Misley, Steinberg, & Almond, 2015) whereas the

training and learning environment are Learn

Management Systems like Moodle or Blackboard

(Blackboard, 2015).

The technical realization of the second case can

be realized by using business process modelling

method like the extended BPMN 2.0 as developed in

Learn PAd but then faces the challenge to be

integrated into an existing legacy application.

Learn PAd dealt with the latter case and hence

had to challenge the installation of this

organizational learning-add on into existing legacy

infrastructure.

4.1 High Level Reference Architecture

Learn PAd indicated functional capabilities for

process oriented training and learning in

organization, based on the knowledge management

high level reference architecture.

Figure 4 indicates the major building blocks

from the reference architecture: 1) Knowledge,

Learning and Business Process Context that

considers the complex and heterogeneous operative

legacy systems of the end users organization, (2)

Collaborative Business Process and Knowledge

Based Learning that enables a process-oriented

learning from knowledge workers, (3) Business

Process and Knowledge Based Learning Modelling

enables the definition of learning processes that are

then realized in the aforementioned execution

environment, and finally (4) Business Process

Learning and Knowledge Assessment introduces

monitoring and dashboard functionality to identify

improvements opportunities.

Figure 4: Tools and Applications for Process-Oriented

Learning.

In the following the four building blocks are

described:

Knowledge, Learning and Business Process

Context: is a collection of relevant legacy

applications that are necessary to execute the

business process. In order to enable the seamless

implementation of process oriented learning within

an organization, the available IT infrastructure has to

be considered as it is, and the process oriented

learning framework has three choices to interact

with the existing applications.

First integration is a loose link from the learning

system to the legacy applications. This is most likely

the first choice, ideally if the legacy application is a

Web-application. Hence, this will be a Hyperlink to

the Web-interface of the legacy application

Second integration is via an implemented API.

This will be used if valuable learning or feedback

information is required from the concrete legacy

application. In the case where a social enterprise

tool, enterprise wikis or similar are already in place,

it may be worth implementing an interface. (e.g KPI

container)

Third integration are learning system

components that are added to the IT infrastructure,

hence the integration is given by the use of the

learning system.

Pragmatically, a Wiki environment that

describes how to access the legacy systems and

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730

providing the necessary links is the most appropriate

way to start with a process oriented learning system.

Collaborative Business Process and

Knowledge based Learning: is a collaborative

platform that is specially configured to support

business processes. Traditional business process

descriptions that are exported in collaborative Web-

platforms are enriched with learning functionalities,

such as stepping through a process, starting

simulations, commenting on documents and

knowledge as well as assessing learning progress.

Business processes can be trained by the user

either in a manual or automatic way. The manual

way is performed by stepping through a business

process, reading the documents and discussing with

colleagues whether the decision that would have

been taken is the correct one. Automatic training of

a business process is understood as simulation,

whereby the process is triggered and the trainees

have to commit their decisions into the system.

Collaborative Business Process and Knowledge

Based Learning workspace provides all functional

capabilities for a user-friendly entry point into the

process documentation, the manual stepper and the

automatic simulation. Business processes are

presented graphically, the corresponding documents,

the required skill level and the capability to provide

feedback and comments in form of an intuitive Wiki

are provided in the form of a collaborative

environment.

Process Simulation for Learning is used by the

knowledge worker in order to learn how the process

has to be executed. Depending on different skill

levels the process is simulated in a form that the

knowledge worker performs each step with the

correlated content. Hence the process is not executed

directly but simulated with the aim to derive

findings from recorded clicks and links. Focus is the

end users interaction with the platform and with the

process so that the user learns to perform the process

in practice.

Business Process and Knowledge based

Learning Modelling: is used by trainers to design

business process models for public administration.

Typical conceptual and semantic modelling will be

applied to define relevant conceptual artefacts that

are processed for management and improvement.

Modelling covers typical capabilities like (1)

graphical visualization of models, (2) query and

analysis features of models, (3) simulations of

graphs as well as (4) transformation into different

input and output formats. Depending on the platform

and usage scenario the aforementioned generic

modelling feature are differently grouped or

detailed.

Figure 5: Learn PAd Prototype: Modelling Tool.

Collaboration and Feedback transforms the

previously made “Wiki-like” collaboration

functionality into the modelling tool. Hence track

changes, ratings or comments may be considered in

this group.

Business Process Learning & Knowledge

Assessment: is used by experts and trainers to

analyses the use of the business processes and assess

which part of the process is well supported and

trained and which needs adjustments. A dashboard

displays key performance indicators that enable the

assessment of the maturity, skills and training levels

of the process and its end users. It is seen as a

cockpit for the trainer that represents KPIs for

learning and knowledge maturity in a Scorecard like

presentation.

The aforementioned grouping of high-level

functional building blocks describes the major

components, which can be added into an existing

working infrastructure and the organization’s site.

4.2 Modelling Tool Deployment

This section introduces the business process and

knowledge based learning modelling tool, which can

be downloaded in form of the first prototypes at the

development space of ADOxx.org, or can be tested

in the online version at advisor.boc-group.eu.

There are two prototypes: (a) the standalone rich

client installation, which can be downloaded from

the development space at ADOxx.org, as well as (b)

the Web-based training and learning modeler on

advisor provide modelling features, shown in Figure

The deployment of the full fletched rich client is

in form of a local installation of the prototype.

Export can be performed using the transformation

features in order to generate special formats for

learning simulation engines or collaborative portals.

Process Oriented Learning and Training - A Model-based Approach in Learn PAd

731

A server side installation may be required, in case

the collaboration portal interacts with the modelling

tool not via file exchange using the transformation

features, but via the Web API. For such more

complicated scenarios, additional effort is required

to evolve the current prototype to an operational

execution environment.

The deployment of the Web-based training and

learning prototype in Learn PAd is a hosted

deployment in form of a Web-application to flexibly

instantiate modelling tools for different

organizations. Cloud technology is available, in case

such a service should be offered as SaaS.

In general, both modelling tools provide the

basic concept modelling features, which can be

extended on both prototypes.

Modelling features are distinguished in: (a)

model repository and access management, (b)

Visualization, model management and graphical

design, (c) Query, analysis and semantic inference of

models as well as (d) Transformation from the

model repository in requested output formats for

documentation, execution or interchange.

Beside those generic functional capabilities, the

feature details described in section 3 are

implemented in the standalone modelling prototype.

5 CONCLUSIONS

Process Oriented Training and Learning supports

two approaches, one where process models are used

to describe the teaching and one, where process

model are used to describe the organizational

context and content.

In Learn PAd the latter approach is applied for

civil servants in five application scenarios: (a)

individual training, (b) organizational evolution, (c)

support and reflection, (d) process optimization and

improvements as well as (e) citizens transparency.

The Modelling Method with its core languages

has been introduced and some special features has

been proposed, like the people oriented view, the

semantic lifting and the business process

verification. In the end the deployed architecture has

been presented focusing on the high level

architecture.

ACKNOWLEDGEMENTS

We thank the Learn PAd consortium for the fruitful

research cooperation within the project. Especially

we thank Prof. Dr. Knut Hinkelmann and his team

from Fachhochschule Nordwestschweiz, which

cooperated in the specification and development of

this prototype also outside the research project in a

separate cooperation on ADOxx.org.

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