From
our own experiences of teaching process modelling to postgraduate
students, and modelling information flow and/or processes
as part of information audits (see Buchanan & Gibb, 2008), we
have observed it to be particularly challenging for first time modellers,
who find it difficult to elicit information from staff, decompose
processes, and represent less well-defined or tangible activity or
resources.
From
our own experiences of teaching process modelling to postgraduate
students, and modelling information flow and/or processes
as part of information audits (see Buchanan & Gibb, 2008), we
have observed it to be particularly challenging for first time modellers,
who find it difficult to elicit information from staff, decompose
processes, and represent less well-defined or tangible activity or
resources.
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