Module one introduction
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This document provides an overview of Module One of a program development course. The module will begin with a powerpoint presentation announcing the module and highlighting the current position in the course map. A to-do list will then outline the tasks to be completed for the module, including watching an introductory video, reading course content and articles, writing an introductory discussion post, and posting and responding to case statements.
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Chapter 7 Beyond Competence Developing.docx
Chapter 7:
Beyond Competence:
Developing Managers of Complex Projects,
Lynn Crawford and Ed Hoffman (in the book by Terry Cooke-Davies)
Dr Ziyad Abunada
Lecturer in Project Management,
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It may be more effective to presented this chapter in a form of discussion group. The aim is to address the difference between Experience and education and why they cannot be equated to each other. The constraints in moving skills and experience to next generations.
Students input is vital in understanding what d they expect and to what extent they think CQU should prepare them to the market.
1
Week 7 - Topic: Beyond Competence.
Mandatory Readings:
Aspects of Complexity: Managing Projects in a Complex World (2011)
Chapter 7 Beyond Competence: Developing Managers of Complex Projects by Lynn Crawford and Ed Hoffman
Tutorial:
1- Watch the video for 8 min:
https://hml.uthsc.edu/Play/449)
2-Creating Complexity Radar using Excel
https://goo.gl/7o5SDW
3rd Discussion Forum
2
2
Content and main points
Introduction
Professional Competence and Beyond
Developing Reflective Practitioners
Managing Experiential Learning in the Workplace
Industry/University Alliances, Corporate Universities, and Project Academies
Benchmarking Project Academies: Methodology and Results
Methodology
Demographics
Results
Experiential Learning
Roles and Responsibilities of Project Academies
Workforce development
Advocacy for practitioners’ professional development needs
Common vocabulary
Alignment with corporate strategy
Alignment with external stakeholders
Promotion of continuous learning across the organization
Promotion of institutional knowledge
Conclusion
3
Chapter 7 Beyond Competence: Developing Managers of Complex Projects by Lynn Crawford and Ed Hoffman
The objective of the chapter is to define a future for project management—as a profession and as an approach to effectively delivering corporate strategy—demands capability that goes beyond minimum standards for competence.
Crawford and Hoffman discuss a number of corporations that are taking direct responsibility for developing sufficient people with the right set of skills, experience, and behaviors to cope with the management of complex projects.
They then articulate the development of higher-order expertise, which is required to manage more complex projects, requires opportunities to gain relevant experience.
They finally lament that few organisations are investing in mentoring and support of meta-competencies.
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What is threshold competencies?
Are there any Minimum standards of KNOWLEDGE for workplace performance?
If so, are these standards applicable for all projects?
Authors in Page ’88’ argued the role of advanced technologies & changing social values on these standards
Can we learn from mistakes?
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Until 1970, organizations had taken much responsibility for developin.
1 Saint Leo University GBA 334 Applied Decision.docx
1
Saint Leo University
GBA 334
Applied Decision Methods for Business
Course Description:
This course explores the use of applied quantitative techniques to aid in business-oriented decision
making. Emphasis is on problem identification and formulation with application of solution techniques and
the interpretation of results. Included are probability theory; decision making under certainty, risk and
uncertainty; utility theory; forecasting; inventory control; PERT/CPM; queuing theory; and linear
programming.
Prerequisite:
MAT 201
Textbook:
Saint Leo University. (2013), Quantitative analysis (custom). Boston, MA: Pearson Learning
Solution
s.
eBook with print upgrade option – ISBN: 978-1-269-86314-8
You will access the eBook via a link in the Course Home menu, where you can purchase the print
upgrade option.
Software
The use of statistical software is a required component in this course. It is expected that you already have
a basic understanding of computers and Microsoft Excel. In-depth training is provided during the course
on the appropriate use of the following packages:
TreePlan-Student-179 Excel Add In
Excel QM, version 4
POM QM, version 4
Analysis Tool Pack for Microsoft Excel must be activated
To access the information needed to install the software, click the Software Installation Information link
located under Resources in the course menu.
Learning Outcomes:
At the completion of the course you should be familiar with several decision methods of decision-making
in a business environment. You will find that almost every type of problem to which you will be exposed in
the business world has been explored and methods of solving them have been devised. You should be
able to apply these methods to the real-world situations in which you will one day find yourself. The skills
developed during this class include:
1. Explain the key attributes and differences between the normal, standard normal, and binomial
distribution of variables.
2. Identify and explain the underlying assumptions, key variables, theoretical basis, and solution
techniques for the following decision-making problems:
a. Decision Analysis
b. Probability Theory and Analysis
c. Regression Analysis
d. Forecasting Methods
e. Inventory Control Methods
f. Project Management (including PERT/CPM)
g. Network Models
h. Queuing Theory
i. Linear Programming Approaches and the Transportation and Assignment Special Cases
j. Statistical Process Control
2
3. Formulate and execute a solution to a variety of decision-making problems using computer
software.
4. Identify, explain, and interpret the key areas of computer output for the various decision-making
problems.
5. Apply one of the approaches covered in class to a real-world issue and present the findings.
6. VALUES OUTCOME: Demonstrate the core value of excellence by adequately preparing for
each class session, actively participating in cl ...
Recommended
Chapter 7 Beyond Competence Developing.docx
Chapter 7:
Beyond Competence:
Developing Managers of Complex Projects,
Lynn Crawford and Ed Hoffman (in the book by Terry Cooke-Davies)
Dr Ziyad Abunada
Lecturer in Project Management,
School of Engineering & Technology
Higher Education Division, CQUniversity
It may be more effective to presented this chapter in a form of discussion group. The aim is to address the difference between Experience and education and why they cannot be equated to each other. The constraints in moving skills and experience to next generations.
Students input is vital in understanding what d they expect and to what extent they think CQU should prepare them to the market.
1
Week 7 - Topic: Beyond Competence.
Mandatory Readings:
Aspects of Complexity: Managing Projects in a Complex World (2011)
Chapter 7 Beyond Competence: Developing Managers of Complex Projects by Lynn Crawford and Ed Hoffman
Tutorial:
1- Watch the video for 8 min:
https://hml.uthsc.edu/Play/449)
2-Creating Complexity Radar using Excel
https://goo.gl/7o5SDW
3rd Discussion Forum
2
2
Content and main points
Introduction
Professional Competence and Beyond
Developing Reflective Practitioners
Managing Experiential Learning in the Workplace
Industry/University Alliances, Corporate Universities, and Project Academies
Benchmarking Project Academies: Methodology and Results
Methodology
Demographics
Results
Experiential Learning
Roles and Responsibilities of Project Academies
Workforce development
Advocacy for practitioners’ professional development needs
Common vocabulary
Alignment with corporate strategy
Alignment with external stakeholders
Promotion of continuous learning across the organization
Promotion of institutional knowledge
Conclusion
3
Chapter 7 Beyond Competence: Developing Managers of Complex Projects by Lynn Crawford and Ed Hoffman
The objective of the chapter is to define a future for project management—as a profession and as an approach to effectively delivering corporate strategy—demands capability that goes beyond minimum standards for competence.
Crawford and Hoffman discuss a number of corporations that are taking direct responsibility for developing sufficient people with the right set of skills, experience, and behaviors to cope with the management of complex projects.
They then articulate the development of higher-order expertise, which is required to manage more complex projects, requires opportunities to gain relevant experience.
They finally lament that few organisations are investing in mentoring and support of meta-competencies.
4
What is threshold competencies?
Are there any Minimum standards of KNOWLEDGE for workplace performance?
If so, are these standards applicable for all projects?
Authors in Page ’88’ argued the role of advanced technologies & changing social values on these standards
Can we learn from mistakes?
5
The Old and the new approach in skill transfer
Until 1970, organizations had taken much responsibility for developin.
1 Saint Leo University GBA 334 Applied Decision.docx
1
Saint Leo University
GBA 334
Applied Decision Methods for Business
Course Description:
This course explores the use of applied quantitative techniques to aid in business-oriented decision
making. Emphasis is on problem identification and formulation with application of solution techniques and
the interpretation of results. Included are probability theory; decision making under certainty, risk and
uncertainty; utility theory; forecasting; inventory control; PERT/CPM; queuing theory; and linear
programming.
Prerequisite:
MAT 201
Textbook:
Saint Leo University. (2013), Quantitative analysis (custom). Boston, MA: Pearson Learning
Solution
s.
eBook with print upgrade option – ISBN: 978-1-269-86314-8
You will access the eBook via a link in the Course Home menu, where you can purchase the print
upgrade option.
Software
The use of statistical software is a required component in this course. It is expected that you already have
a basic understanding of computers and Microsoft Excel. In-depth training is provided during the course
on the appropriate use of the following packages:
TreePlan-Student-179 Excel Add In
Excel QM, version 4
POM QM, version 4
Analysis Tool Pack for Microsoft Excel must be activated
To access the information needed to install the software, click the Software Installation Information link
located under Resources in the course menu.
Learning Outcomes:
At the completion of the course you should be familiar with several decision methods of decision-making
in a business environment. You will find that almost every type of problem to which you will be exposed in
the business world has been explored and methods of solving them have been devised. You should be
able to apply these methods to the real-world situations in which you will one day find yourself. The skills
developed during this class include:
1. Explain the key attributes and differences between the normal, standard normal, and binomial
distribution of variables.
2. Identify and explain the underlying assumptions, key variables, theoretical basis, and solution
techniques for the following decision-making problems:
a. Decision Analysis
b. Probability Theory and Analysis
c. Regression Analysis
d. Forecasting Methods
e. Inventory Control Methods
f. Project Management (including PERT/CPM)
g. Network Models
h. Queuing Theory
i. Linear Programming Approaches and the Transportation and Assignment Special Cases
j. Statistical Process Control
2
3. Formulate and execute a solution to a variety of decision-making problems using computer
software.
4. Identify, explain, and interpret the key areas of computer output for the various decision-making
problems.
5. Apply one of the approaches covered in class to a real-world issue and present the findings.
6. VALUES OUTCOME: Demonstrate the core value of excellence by adequately preparing for
each class session, actively participating in cl ...
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H- bridges are available as integrate circuits.
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How the motor operates
The red line shows the current path if the top right and the bottom left switches are closed. This will send the motor spinning in one direction for example forward. If the opposite switches were to be closed then the motor would go into reverse.
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table for directionH BRIDGE INPUT PIN Direction1234FWD1001REV0110LEFT1000RIGHT0001
H-bridge driver IC L293D
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L293D
It is a dual H-bridge motor driver.
Can control two motors.
16 pins.
Out put current of 600 mA and peak output current 1.2 per channel.
Power supply can be as large as 36 volts.
for protection of circuit from back EMF output diodes are included within the L293D.
Circuit Connections
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The H bridge was chosen as a method of controlling the motors as it supplies efficient control over forwards and backwards on each motor.
The image shows a basic diagram of a h bridges when all the switches are open there is no current going through the H bridge and the motor does not move.
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the h-bridge is preferred for interfacing DC motor with the microcontroller for the control of direction of the rotation and speed of the motor. H-bridge the name is derived from the real shape of the circuit of the motor. The h-bridge has 4 switching elements which are shown.
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It is an electronic circuit which enable voltage to be applied across a load in either direction.
It allows a circuit full control over standard electronic DC motor. That is with an H- bridge , logic chip
H- bridges are available as integrate circuits.
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table for directionH BRIDGE INPUT PIN Direction1234FWD1001REV0110LEFT1000RIGHT0001
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Can control two motors.
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Out put current of 600 mA and peak output current 1.2 per channel.
Power supply can be as large as 36 volts.
for protection of circuit from back EMF output diodes are included within the L293D.
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The diagram below shows the L293D’s circuit connections.
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Module one introduction
- 3. Course Map Each module will begin with a simple power point presentation that I will use for module announcements and reminders. The module will contain an updated course map showing you where we are in the course highlighted in red. The next page will have a To Do List for the module that will give you a quick view of what you will need to complete for that module. 3 Introduction Case Statement Road Map Logic Model Data Collection Best Practices Rubric Program Improvement Communicating Results
- 4. Module One To Do List ◉ Watch the introduction video ◉ Read content on Blackboard Read two additional articles ◉ Write an introductory discussion post ◉ Write and post a case statement ◉ Respond to at least two other case statements 4
- 5. About Me 5
- 6. About You 6