<p>U okviru predmetne disertacije izvršena je detaljna analiza razvijenih<br />modela za procenu i upravljanje troškovima životnog ciklusa proizvoda<br />i istaknut značaj upravljanja ovim troškovima u fazi razvoja proizvoda.<br />Životni ciklus proizvoda definisan je fazama razvoja, proizvodnje,<br />upotrebe i reciklaže, sa odgovarajućim aktivnostima, kao uzročnicima<br />troškova. Za ovako definisani životni ciklus razvijen je hibridni<br />model upravljanja troškovima životnog ciklusa u fazi razvoja<br />proizvoda. Procena troškova životnog ciklusa novog proizvoda u ovom<br />modelu vrši se primenom fazi neuronskih mreža, dok se upravljanje<br />troškovima vrši razvojem konstrukcije u fazi konceptualnog i<br />preliminarnog razvoja dizajna novog proizvoda i usvajanjem procesa<br />proizvodnje koja obezbeđuje ciljne troškove i konkurentnost proizvoda na<br />tržištu u pogledu troškova upotrebe i pogodnosti za reciklažu.</p> / <p>In the context of this thesis, a detailed analysis of the developed models for<br />assessing and managing the life cycle costs of products and highlighted the<br />importance of managing these costs in the product development phase.<br />The life cycle of a product is defined stages of development, production, use<br />and recycling, with appropriate activities as cost drivers. For such a defined<br />life cycle model developed hybrid life cycle cost management in the product<br />development phase. Assessment of life cycle costs of a new product in this<br />model is made with fuzzy neural network, while managing costs is performed<br />at the stage of construction, development of conceptual and preliminary<br />design development of new products and the adoption of production<br />processes that ensures the target costs and the competitiveness of products<br />in the market in terms of cost and use facilities for recycling.</p>

A prototype cost estimating tool was built using an iterative design approach to help training managers assess the impact of changes in the training environment on course life cycle costs. In the first of two evaluations, training managers evaluated the prototype tools during a demonstration for both functionality and face validity in their environment. They also evaluated the usefulness of different levels of graphics and detail in a guide designed to assist the user with the tool. Feedback from the first evaluation was used to revise the prototype tool, and the guide usefulness ratings were used to select the guide for use in the second evaluation. The impact of the guide on performance with the tool was analyzed in a second evaluation. The second evaluation analyzed the difference in performance of two groups. The first group only had the users manual to help them solve the problems. The second group had the users manual and a performance aid to help them. Subjects' performance was compared on the number of spreadsheets used, number of errors made, and the amount of time they took to complete the tasks. The two groups did not significantly differ on these measures. / Ph. D.