Optional Units
Unit 5
Title: Action research
T/503/5380
Level: 5
Credit value: 15
Guided learning hours 50
Learning outcomes
The learner will:
Assessment criteria
The learner can:
1.Understand the purpose and nature
of action research
1.1 Explain the purpose of action research
1.2 Analyse key features of the action research process
1.3 Analyse the implications of a model of action research
2.Be able to initiate action research 2.1 Justify own choice of an area of practice for action research
2.2 Plan a clear intervention strategy
2.3 Justify the choice and timescales of an intervention strategy
2.4
Explain how ethical and political considerations and issues of
confidentiality will be observed in practice
2.5 Implement a clear intervention strategy
3.Understand ways of carrying out
action research
3.1 Evaluate methods for action research
3.2
Evaluate methods of collecting qualitative and quantitative
data
3.3 Review ways in which collected data may be analysed
4.Be able to carry out action research
4.1
Draw on selected literature relating to an area of practice for
action research
4.2 Justify own choice of methods selected for action research
4.3 Collect data relating to an area of practice for action research
4.4 Analyse data collected from action research
4.5 Present data collected from action research
4.6 Draw conclusions based on findings from action research
5.Be able to present the outcomes of
action research
5.1 Report own findings and conclusions from action research
5.2
Justify own recommendations for action to be taken based on
conclusions from action research
6.Be able to evaluate own practice in
relation to action research
6.1
Analyse the effectiveness of own practice in relation to action
research
6.2
Identify own strengths and areas for improvement in relation
to action research
6.3 Plan opportunities to improve own skills in action research
Assessment requirements: None
Unit 6
Unit title Delivering employability skills
M/505/1089
Level 4
Credit value 6
Guided learning hours 20
Learning outcomes
The learner will:
Assessment criteria
The learner can:
1. Understand the difference between
employability skills and employment skills
1.1 Explain the differences between employability skills and
employment skills.
1.2 Explain the benefits to learners of having employability skills.
2. Understand the personal qualities and
skills needed for the delivery of
employability skills
2.1 Analyse personal qualities and skills required for the delivery of
employability skills.
2.2 Analyse the influence of personal presentation on the success of
the delivery of employability skills.
3. Be able to use techniques, strategies,
and practices that reflect the workplace
in the delivery of employability skills.
3.1 Review techniques for the delivery of employability skills.
3.2 Review.
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Curriculum: Concept, Models , Curriculum design and developmentMd. Nazrul Islam
the Concept of Curriculum
what is Curriculum Development?
the Purpose of Curriculum Development
Basic Elements of Curriculum
Curriculum strategies
Key aspects of the curriculum
Curriculum Development Process
Curriculum Evaluation and Review
Curriculum Format at Course and program Levels
Standard 4: Curriculum (BAC)
Curriculum Model
Characteristics of Exemplary Curriculum
Page 92BSBWOR501Manage personal work priorities andp.docxkarlhennesey
Page | 92
BSBWOR501
Manage personal work priorities
and
professional development
Learner Guide
BSBWOR501
Manage personal work priorities and professional development
Table of Contents
Table of Contents3
Unit of Competency6
Performance Criteria7
Foundation Skills8
Assessment Requirements9
Housekeeping Items10
Objectives10
1. Establish personal work goals11
1.1 - Serve as a positive role model in the workplace through personal work planning11
The Transformational Leader12
Trait theories15
Contingency theories15
Great Man theories16
Participative theories16
Behavioural theories17
Situational theories17
Follower Development19
Learning Task One21
Activity 1A22
1.2 - Ensure personal work goals, plans and activities reflect the organisation's plans, and own responsibilities and accountabilities23
SMARTER goals23
Learning Task Two29
Activity 1B30
1.3 - Measure and maintain personal performance in varying work conditions, work contexts and when contingencies occur31
Learning Task Three33
Activity 1C34
2. Set and meet own work priorities35
2.1 - Take initiative to prioritise and facilitate competing demands to achieve personal, team and organisational goals and objectives36
The Priority Matrix36
Learning Task Four37
Action Plans41
Activity 2A42
2.2 Use technology efficiently and effectively to manage work priorities and commitments43
Learning Task Five47
Activity 2B48
2.3 Maintain appropriate work-life balance and ensure stress is effectively managed and health is attended to49
Learning Task Six51
Activity 2C52
3. Develop and maintain professional competence53
3.1 - Assess personal knowledge and skills against competency standards to determine development needs, priorities and plans54
Learning Task Seven56
Activity 3A57
3.2 Seek feedback from employees, clients and colleagues and use this feedback to identify and develop ways to improve competence58
Learning Task Eight60
Activity 3B62
3.3 Identify, evaluate, select and use development opportunities suitable to personal learning style(s) to develop competence63
Action learning64
Coaching67
Exchange/rotation67
Induction68
Mentoring69
Structured training programs71
Learning Task Nine71
Activity 3C73
3.4 Participate in networks to enhance personal knowledge, skills and work relationships74
How to network75
Where can I network?76
Learning Task Ten78
Activity 3D79
3.5 Identify and develop new skills to achieve and maintain a competitive edge80
Learning Task Eleven82
Activity 3E83
Skills and Knowledge Activity84
Major Activity – An opportunity to revise the unit85
Appendices86
Action Plan for87
Action Plan for89
Action Plan for90
Action Items for91
Action Plan Tracking for92
References93
Unit of Competency
Application
This unit describes the skills and knowledge required to create systems and process to organise information and prioritise tasks.
It applies to individuals working in managerial positions who have excellent organisational skills. The work ethic of individuals in this role has a sign ...
We are a premier academic writing agency with industry partners in UK, Australia and Middle East and over 15 years of experience. We are looking to establish long-term relationships with industry partners and would love to discuss this opportunity further with you.
Thanks & Regards
visit our website.
www.onlineassignmenthelp.com.au
www.freeassignmenthelp.com
www.btechndassignment.cheapassignmenthelp.co.uk
www.cheapassignmenthelp.com
cheapassignmenthelp.co.uk - Top Assignment Help | Buy Online Assignment Writing Help Services UK|Assignment Help UK
Curriculum: Concept, Models , Curriculum design and developmentMd. Nazrul Islam
the Concept of Curriculum
what is Curriculum Development?
the Purpose of Curriculum Development
Basic Elements of Curriculum
Curriculum strategies
Key aspects of the curriculum
Curriculum Development Process
Curriculum Evaluation and Review
Curriculum Format at Course and program Levels
Standard 4: Curriculum (BAC)
Curriculum Model
Characteristics of Exemplary Curriculum
Page 92BSBWOR501Manage personal work priorities andp.docxkarlhennesey
Page | 92
BSBWOR501
Manage personal work priorities
and
professional development
Learner Guide
BSBWOR501
Manage personal work priorities and professional development
Table of Contents
Table of Contents3
Unit of Competency6
Performance Criteria7
Foundation Skills8
Assessment Requirements9
Housekeeping Items10
Objectives10
1. Establish personal work goals11
1.1 - Serve as a positive role model in the workplace through personal work planning11
The Transformational Leader12
Trait theories15
Contingency theories15
Great Man theories16
Participative theories16
Behavioural theories17
Situational theories17
Follower Development19
Learning Task One21
Activity 1A22
1.2 - Ensure personal work goals, plans and activities reflect the organisation's plans, and own responsibilities and accountabilities23
SMARTER goals23
Learning Task Two29
Activity 1B30
1.3 - Measure and maintain personal performance in varying work conditions, work contexts and when contingencies occur31
Learning Task Three33
Activity 1C34
2. Set and meet own work priorities35
2.1 - Take initiative to prioritise and facilitate competing demands to achieve personal, team and organisational goals and objectives36
The Priority Matrix36
Learning Task Four37
Action Plans41
Activity 2A42
2.2 Use technology efficiently and effectively to manage work priorities and commitments43
Learning Task Five47
Activity 2B48
2.3 Maintain appropriate work-life balance and ensure stress is effectively managed and health is attended to49
Learning Task Six51
Activity 2C52
3. Develop and maintain professional competence53
3.1 - Assess personal knowledge and skills against competency standards to determine development needs, priorities and plans54
Learning Task Seven56
Activity 3A57
3.2 Seek feedback from employees, clients and colleagues and use this feedback to identify and develop ways to improve competence58
Learning Task Eight60
Activity 3B62
3.3 Identify, evaluate, select and use development opportunities suitable to personal learning style(s) to develop competence63
Action learning64
Coaching67
Exchange/rotation67
Induction68
Mentoring69
Structured training programs71
Learning Task Nine71
Activity 3C73
3.4 Participate in networks to enhance personal knowledge, skills and work relationships74
How to network75
Where can I network?76
Learning Task Ten78
Activity 3D79
3.5 Identify and develop new skills to achieve and maintain a competitive edge80
Learning Task Eleven82
Activity 3E83
Skills and Knowledge Activity84
Major Activity – An opportunity to revise the unit85
Appendices86
Action Plan for87
Action Plan for89
Action Plan for90
Action Items for91
Action Plan Tracking for92
References93
Unit of Competency
Application
This unit describes the skills and knowledge required to create systems and process to organise information and prioritise tasks.
It applies to individuals working in managerial positions who have excellent organisational skills. The work ethic of individuals in this role has a sign ...
Curriculum Development in Higher Education: Crafting Educational Excellence f...Acadecraft Pvt. Ltd.
The process of "Curriculum Development in Higher Education: Crafting Educational Excellence for the Future" involves creating a framework that guides the design, implementation, and evaluation of educational programs at the tertiary level. This intricate process aims to cultivate an environment that nurtures intellectual growth, critical thinking, and prepares students for the challenges and opportunities they will encounter in their future endeavors.
https://www.acadecraft.com/higher-education/curriculum-development-services/
Training program design is the process of developing new training and development courses or lessons for employees. Designing training programs can spot skill gaps that need to be filled in order to improve employee performance.
TASK 2
Plan RPL Assessment
(Using case study 1 - BSBWOR203)
Task 2:
Plan assessment activities and processes for Recognition of Prior Learning (RPL)
For this task you will use the case study attached to:
· Develop a competency based assessment plan for RPL
· Modify or develop at least one assessment instrument to support the assessment plan. The instrument must reflect at least one assessment method that forms part of the assessment plan
· Evaluate your development processes.
Note: Although this case study is commenced in the workshopfor the purpose of discussion and planning, you mustcomplete this individually outside of the supervised learning environment.
Case Study 1
Plan and RPL assessment for:BSBWOR203 Work effectively with others
and develop one assessment instrument— a portfolio checklist for RPL.
Instructions
Read the case study on the next page and complete the steps below.
Step 1 - Determine the assessment approach and context
Step 2 - Contextualise the unit of competency and its assessment requirements
Step 3 - Prepare a Competency Map
Step 4 - Prepare the RPL assessment plan for BSBWOR203
Step 5 - Develop an RPL portfolio checklist to support your RPL plan
Step 6 - Ask another participant to review your RPL portfolio checklist and identify improvements.
Step 7 - Review and reflect—complete the brief questionnaire
Step 8 - Finalise the RPL assessment plan and instrument (checklist)
Case Study 1
About you and your RTO
You are a trainer and assessor for ABC Training House, an RTO. ABC Training House’s clients are members of the public who:
-May or may not be engaged in paid work (although most clients are working either full or part time)
-Have diverse industry expertise and experience.
A recent experience
You have assessed this unit BSBWOR203 Work effectively with others and realised that the evidence candidates are producing is not robust to meet the unit requirements. The RPL documentation needs to be revised and updated.
You approach ABC Training House’s Compliance Manager, Cameron Compliance and request if you could produce a RPL assessment plan and instrument that candidates and assessors could use. Cameron thinks it’s a terrific idea and hires you to plan the new RPL assessment.
Your brief
Using the templates provided, produce the following for the unit BSBWOR203 Work effectively with others.
Step 1 - Determine the assessment approach and context
Step 2 - Contextualise the unit of competency and its assessment requirements
Step 3 - Prepare a Competency Map
Step 4 - Prepare the RPL assessment plan for BSBWOR203
Step 5 - Develop an RPL portfolio checklist to support your RPL plan
Step 6 - Ask another participant to review your RPL portfolio checklist and identify improvements.
Step 7 - Review and reflect—complete the brief questionnaire
Step 8 - Finalise the RPL assessment plan and instrument (checklist)
Step 1 - Determine assessment approach and context
Instructions
To do this, answer the questions below.
TASK 2Plan RPL Assessment(Using case study.docxdeanmtaylor1545
TASK 2
Plan RPL Assessment
(Using case study 1 - BSBWOR203)
Task 2:
Plan assessment activities and processes for Recognition of Prior Learning (RPL)
For this task you will use the case study attached to:
· Develop a competency based assessment plan for RPL
· Modify or develop at least one assessment instrument to support the assessment plan. The instrument must reflect at least one assessment method that forms part of the assessment plan
· Evaluate your development processes.
Note: Although this case study is commenced in the workshopfor the purpose of discussion and planning, you mustcomplete this individually outside of the supervised learning environment.
Case Study 1
Plan and RPL assessment for:BSBWOR203 Work effectively with others
and develop one assessment instrument— a portfolio checklist for RPL.
Instructions
Read the case study on the next page and complete the steps below.
Step 1 - Determine the assessment approach and context
Step 2 - Contextualise the unit of competency and its assessment requirements
Step 3 - Prepare a Competency Map
Step 4 - Prepare the RPL assessment plan for BSBWOR203
Step 5 - Develop an RPL portfolio checklist to support your RPL plan
Step 6 - Ask another participant to review your RPL portfolio checklist and identify improvements.
Step 7 - Review and reflect—complete the brief questionnaire
Step 8 - Finalise the RPL assessment plan and instrument (checklist)
Case Study 1
About you and your RTO
You are a trainer and assessor for ABC Training House, an RTO. ABC Training House’s clients are members of the public who:
-May or may not be engaged in paid work (although most clients are working either full or part time)
-Have diverse industry expertise and experience.
A recent experience
You have assessed this unit BSBWOR203 Work effectively with others and realised that the evidence candidates are producing is not robust to meet the unit requirements. The RPL documentation needs to be revised and updated.
You approach ABC Training House’s Compliance Manager, Cameron Compliance and request if you could produce a RPL assessment plan and instrument that candidates and assessors could use. Cameron thinks it’s a terrific idea and hires you to plan the new RPL assessment.
Your brief
Using the templates provided, produce the following for the unit BSBWOR203 Work effectively with others.
Step 1 - Determine the assessment approach and context
Step 2 - Contextualise the unit of competency and its assessment requirements
Step 3 - Prepare a Competency Map
Step 4 - Prepare the RPL assessment plan for BSBWOR203
Step 5 - Develop an RPL portfolio checklist to support your RPL plan
Step 6 - Ask another participant to review your RPL portfolio checklist and identify improvements.
Step 7 - Review and reflect—complete the brief questionnaire
Step 8 - Finalise the RPL assessment plan and instrument (checklist)
Step 1 - Determine assessment approach and context
Instructions
To do this, answer the questions below.
Student Learning Objectives, Mississippi Department of Education, Research in Action, Educator Effectiveness, Assessment Literacy, Assessment, Teacher Effectiveness, Policy
Training evaluation is the systematic process of collecting information and using that information to improve your training. Evaluation provides feedback to help you identify if your training achieved your intended outcomes, and helps you make decisions about future training.
write a 5-page, single-spaced (minimum) paper in which you examine a.docxjohnbbruce72945
write a 5-page, single-spaced (minimum) paper in which you examine a form of a tangible gender communication (
an artifact
) i.e.
TV episode, newspaper article, movie, song/music video, photograph, magazine, exhibit, advertisement, social media group or exchange, interview etc.
It is your responsibility to choose an artifact that is content rich for analysis.
.
Write a 5-page paper using APA format (Not including title or re.docxjohnbbruce72945
Write a 5-page paper using APA format (Not including title or reference pages) with at least four references. Two references must be peer-reviewed sources.
Summarize each of the seven approaches in the conflict resolution spectrum.
1. Resolution Triage Assessment
2. Early Resolution Meetings
3. Facilitated Roundtable Conversations
4. Mediation
5. Conflict Coaching
6. Early Neutral Evaluation
7. Team Conferencing
What are the benefits and risks of each approach?
.
More Related Content
Similar to Optional Units Unit 5 Title Action research T5.docx
Curriculum Development in Higher Education: Crafting Educational Excellence f...Acadecraft Pvt. Ltd.
The process of "Curriculum Development in Higher Education: Crafting Educational Excellence for the Future" involves creating a framework that guides the design, implementation, and evaluation of educational programs at the tertiary level. This intricate process aims to cultivate an environment that nurtures intellectual growth, critical thinking, and prepares students for the challenges and opportunities they will encounter in their future endeavors.
https://www.acadecraft.com/higher-education/curriculum-development-services/
Training program design is the process of developing new training and development courses or lessons for employees. Designing training programs can spot skill gaps that need to be filled in order to improve employee performance.
TASK 2
Plan RPL Assessment
(Using case study 1 - BSBWOR203)
Task 2:
Plan assessment activities and processes for Recognition of Prior Learning (RPL)
For this task you will use the case study attached to:
· Develop a competency based assessment plan for RPL
· Modify or develop at least one assessment instrument to support the assessment plan. The instrument must reflect at least one assessment method that forms part of the assessment plan
· Evaluate your development processes.
Note: Although this case study is commenced in the workshopfor the purpose of discussion and planning, you mustcomplete this individually outside of the supervised learning environment.
Case Study 1
Plan and RPL assessment for:BSBWOR203 Work effectively with others
and develop one assessment instrument— a portfolio checklist for RPL.
Instructions
Read the case study on the next page and complete the steps below.
Step 1 - Determine the assessment approach and context
Step 2 - Contextualise the unit of competency and its assessment requirements
Step 3 - Prepare a Competency Map
Step 4 - Prepare the RPL assessment plan for BSBWOR203
Step 5 - Develop an RPL portfolio checklist to support your RPL plan
Step 6 - Ask another participant to review your RPL portfolio checklist and identify improvements.
Step 7 - Review and reflect—complete the brief questionnaire
Step 8 - Finalise the RPL assessment plan and instrument (checklist)
Case Study 1
About you and your RTO
You are a trainer and assessor for ABC Training House, an RTO. ABC Training House’s clients are members of the public who:
-May or may not be engaged in paid work (although most clients are working either full or part time)
-Have diverse industry expertise and experience.
A recent experience
You have assessed this unit BSBWOR203 Work effectively with others and realised that the evidence candidates are producing is not robust to meet the unit requirements. The RPL documentation needs to be revised and updated.
You approach ABC Training House’s Compliance Manager, Cameron Compliance and request if you could produce a RPL assessment plan and instrument that candidates and assessors could use. Cameron thinks it’s a terrific idea and hires you to plan the new RPL assessment.
Your brief
Using the templates provided, produce the following for the unit BSBWOR203 Work effectively with others.
Step 1 - Determine the assessment approach and context
Step 2 - Contextualise the unit of competency and its assessment requirements
Step 3 - Prepare a Competency Map
Step 4 - Prepare the RPL assessment plan for BSBWOR203
Step 5 - Develop an RPL portfolio checklist to support your RPL plan
Step 6 - Ask another participant to review your RPL portfolio checklist and identify improvements.
Step 7 - Review and reflect—complete the brief questionnaire
Step 8 - Finalise the RPL assessment plan and instrument (checklist)
Step 1 - Determine assessment approach and context
Instructions
To do this, answer the questions below.
TASK 2Plan RPL Assessment(Using case study.docxdeanmtaylor1545
TASK 2
Plan RPL Assessment
(Using case study 1 - BSBWOR203)
Task 2:
Plan assessment activities and processes for Recognition of Prior Learning (RPL)
For this task you will use the case study attached to:
· Develop a competency based assessment plan for RPL
· Modify or develop at least one assessment instrument to support the assessment plan. The instrument must reflect at least one assessment method that forms part of the assessment plan
· Evaluate your development processes.
Note: Although this case study is commenced in the workshopfor the purpose of discussion and planning, you mustcomplete this individually outside of the supervised learning environment.
Case Study 1
Plan and RPL assessment for:BSBWOR203 Work effectively with others
and develop one assessment instrument— a portfolio checklist for RPL.
Instructions
Read the case study on the next page and complete the steps below.
Step 1 - Determine the assessment approach and context
Step 2 - Contextualise the unit of competency and its assessment requirements
Step 3 - Prepare a Competency Map
Step 4 - Prepare the RPL assessment plan for BSBWOR203
Step 5 - Develop an RPL portfolio checklist to support your RPL plan
Step 6 - Ask another participant to review your RPL portfolio checklist and identify improvements.
Step 7 - Review and reflect—complete the brief questionnaire
Step 8 - Finalise the RPL assessment plan and instrument (checklist)
Case Study 1
About you and your RTO
You are a trainer and assessor for ABC Training House, an RTO. ABC Training House’s clients are members of the public who:
-May or may not be engaged in paid work (although most clients are working either full or part time)
-Have diverse industry expertise and experience.
A recent experience
You have assessed this unit BSBWOR203 Work effectively with others and realised that the evidence candidates are producing is not robust to meet the unit requirements. The RPL documentation needs to be revised and updated.
You approach ABC Training House’s Compliance Manager, Cameron Compliance and request if you could produce a RPL assessment plan and instrument that candidates and assessors could use. Cameron thinks it’s a terrific idea and hires you to plan the new RPL assessment.
Your brief
Using the templates provided, produce the following for the unit BSBWOR203 Work effectively with others.
Step 1 - Determine the assessment approach and context
Step 2 - Contextualise the unit of competency and its assessment requirements
Step 3 - Prepare a Competency Map
Step 4 - Prepare the RPL assessment plan for BSBWOR203
Step 5 - Develop an RPL portfolio checklist to support your RPL plan
Step 6 - Ask another participant to review your RPL portfolio checklist and identify improvements.
Step 7 - Review and reflect—complete the brief questionnaire
Step 8 - Finalise the RPL assessment plan and instrument (checklist)
Step 1 - Determine assessment approach and context
Instructions
To do this, answer the questions below.
Student Learning Objectives, Mississippi Department of Education, Research in Action, Educator Effectiveness, Assessment Literacy, Assessment, Teacher Effectiveness, Policy
Training evaluation is the systematic process of collecting information and using that information to improve your training. Evaluation provides feedback to help you identify if your training achieved your intended outcomes, and helps you make decisions about future training.
write a 5-page, single-spaced (minimum) paper in which you examine a.docxjohnbbruce72945
write a 5-page, single-spaced (minimum) paper in which you examine a form of a tangible gender communication (
an artifact
) i.e.
TV episode, newspaper article, movie, song/music video, photograph, magazine, exhibit, advertisement, social media group or exchange, interview etc.
It is your responsibility to choose an artifact that is content rich for analysis.
.
Write a 5-page paper using APA format (Not including title or re.docxjohnbbruce72945
Write a 5-page paper using APA format (Not including title or reference pages) with at least four references. Two references must be peer-reviewed sources.
Summarize each of the seven approaches in the conflict resolution spectrum.
1. Resolution Triage Assessment
2. Early Resolution Meetings
3. Facilitated Roundtable Conversations
4. Mediation
5. Conflict Coaching
6. Early Neutral Evaluation
7. Team Conferencing
What are the benefits and risks of each approach?
.
Write a 5 paragraph essay about the gonorrhea disease.Include on.docxjohnbbruce72945
Write a 5 paragraph essay about the gonorrhea disease.
Include one paragraph for each of the following:
Property
Epidemiology
Clinical Disease
Diagnosis
Treatment,control,and prevention
Include 3 references
APA style
.
Write a 5 page research paper Double Blind Study on Patients .docxjohnbbruce72945
Write a 5 page research paper:
Double Blind Study
on
Patients with Thyroid Disorders
.
Include the names of the medications used in the research and the process with the placebo.
APA style
At least 5 references within 5 years.
Include a title and a reference page (Not included in the 5 pages)
.
Write a 5 page research paper about Bacterial Pneumonia. Include.docxjohnbbruce72945
Write a 5 page research paper about Bacterial Pneumonia. Include:
- What it is including pathophysiology
- Causes
- Treatments (Desired outcomes for a patient diagnosed with COPD). Pharmacological and non pharmacological treatments
- Risk factors
- Conclusion
APA style
.
write a 5 page paper using APA standards for citation of sources tha.docxjohnbbruce72945
write a 5 page paper using APA standards for citation of sources that focuses on the following:
Interview two different individuals regarding their positions in society. Analyze their responses regarding:
Identify each person’s class, race, and gender.
What role has class, race, and gender played in their lives? How do you see these stratifiers as playing a role, even if the interviewee is unaware of it?
Apply one of the sociological perspectives (structural-functional, social-conflict, or symbolic-interaction) to the individuals’ lives. Why did you choose this particular perspective? How does it explain each person’s life and life choices?
What are some the benefits and limitations to using interview as a research methodology?
Analyze each person’s components of culture (language, symbols, material objects, and behaviors) and relate them to his/her stratified position in society.
.
Write a 5 page paper (deliverable length does not include the title .docxjohnbbruce72945
Write a 5 page paper (deliverable length does not include the title and reference pages)
Discuss hacking database servers
Describe how to use an Oracle worm
Describe the steps for performing SQL injection
Describe SQL injection techniques
Describe SQL injection in Oracle
Describe SQL injection in MySQL
.
Write a 4-page essay on the history, development, modern application.docxjohnbbruce72945
Write a 4-page essay on the history, development, modern applications and the importance of anthropology. Remember to follow the guidelines of an essay: introduction, development, and conclusions. Use at least three sources of information, quotes, and references. Use Apa Style and avoid plagiarism. Spanish language.
.
Write a 400- to 600-word paper in which you answer the followi.docxjohnbbruce72945
Write
a 400- to 600-word paper in which you answer the following:
What do you think the
news media's
responsibility is in providing accurate information to the public?
Based on the media you engage with, what should news media's response be to reporting on "chatter" heard on social media?
Do
non-news media
organizations that have a digital presence, such as a social media account, TV show, or blog, have any responsibility to present accurate and factual information through the content they share? Why or why not?
Include
2 examples to support your conclusions.
Cite
at least 2 sources to support your assignment.
Format
your assignment according to APA guidelines.
.
Write a 4000 research paper on Cybelaws covering following subtopics.docxjohnbbruce72945
Write a 4000 research paper on Cybelaws covering following subtopics:
1. briefly about different types of laws (Constitutional, Statutory, Ordinances, Regulations, Treaties & Case laws) & in detailed about Cyberlaw
2. who owns the internet
3.
Access to the Court system through the internet: citing the law and establishing jurisdiction.
4.
Contracts, commerce, and taxation on the internet
5.
Cybercrimes
6.
Tort Law in Cyberspace
7.
Trademarks, patents, and trade secrets in internet transactions
8.
Online Speech Regulation
9.
Privacy on the very public Internet
10.
The Internet, the Deepnet, and the Darknet
Conditions:
1. All of the above 10 sub-topics needs to be covered in the research paper.
2. Utilize the APA Publication Manual, Sixth Edition for explicit guidance and direction for citation.
3. Include a Title page, Contents table, Introduction, Body, Summary/Conclusion & References in the end.
.
Write a 4-6 page evidence-based patient-centered care report on .docxjohnbbruce72945
Write a 4-6 page evidence-based patient-centered care report on the patient scenario presented in the Evidence-Based Health Evaluation and Application media piece. Base your report on the information provided by the traumatic brain injury expert from the population health improvement initiative (PHII) described in the media activity and your own evidence-based research on this population health issue.
In this assessment, you will apply evidence-based practice in patient-centered care and population health improvement contexts. You will be challenged to think critically, evaluate what the evidence suggests is an appropriate approach for a personalized patient care plan, and determine which aspects of the approach could be applied to similar situations and patients.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Apply evidence-based practice to plan patient-centered care.
Evaluate the outcomes of a population health improvement initiative.
Develop a personalized patient care plan that incorporates lessons learned from a population health improvement initiative.
Competency 2: Apply evidence-based practice to design interventions to improve population health.
Propose a strategy for improving the outcomes of a population health improvement initiative, or for ensuring that all outcomes are being addressed, based on the best available evidence.
Competency 3: Evaluate outcomes of evidence-based interventions.
Propose an evaluation strategy for the outcomes of personalized patient care plan and determine what aspects of the approach could be applied to similar situations and patients.
Competency 4: Evaluate the value and relative weight of available evidence upon which to make a clinical decision.
Identify the level of evidence and describe the value and relevance it brings to personalized care for your patient.
Competency 5: Synthesize evidence-based practice and academic research to communicate effective solutions.
Write clearly and logically, with correct grammar and mechanics.
Integrate relevant and credible sources of evidence to support assertions, correctly formatting citations and references using APA style.
Scenario
The charge nurse in your clinic has contacted you to assume primary care for a patient and develop a plan for follow-up care. The plan should be personalized for him based on evidence-based research provided by a community expert as well as your own research on the condition. You will also be challenged to determine which aspects of the traumatic brain injury (TBI) approach could be applied to similar situations and patients.
Your Role
You are a nurse who has been requested to provide primary patient care, including a follow-up care plan. You will revisit the interview with the community TBI expert and prepare a personalized health pl.
Write a 4-6 page annotated bibliography where you identify peer-.docxjohnbbruce72945
Write a 4-6 page annotated bibliography where you identify peer-reviewed publications that promote the use of a selected technology to enhance quality and safety standards in nursing.
Before you begin to develop the assessment you are encouraged to complete the Annotated Bibliography Formative Assessment. Completing this activity will help you succeed with the assessment and counts towards course engagement.
Rapid changes in information technology go hand-in-hand with progress in quality health care delivery, nursing practice, and interdisciplinary team collaboration. The following are only a few examples of how the health care field uses technology to provide care to patients across multiple settings:
Patient monitoring devices.
Robotics.
Electronic medical records.
Data management resources.
Ready access to current science.
Technology is essential to the advancement of the nursing profession, maintaining quality care outcomes, patient safety, and research.
This assessment will give you the opportunity to deepen your knowledge of how technology can enhance quality and safety standards in nursing. You will prepare an annotated bibliography on technology in nursing. A well-prepared annotated bibliography is a comprehensive commentary on the content of scholarly publications and other sources of evidence about a selected nursing-related technology. A bibliography of this type provides a vehicle for workplace discussion to address gaps in nursing practice and to improve patient care outcomes. As nurses become more accountable in their practice, they are being called upon to expand their role of caregiver and advocate to include fostering research and scholarship to advance nursing practice. An annotated bibliography stimulates innovative thinking to find solutions and approaches to effectively and efficiently address these issues.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
Competency 3: Evaluate the impact of patient care technologies on desired outcomes.
Analyze current evidence on the impact of a selected patient care technology on patient safety, quality of care, and the interdisciplinary team.
Integrate current evidence about the impact of a selected patient care technology on patient safety, quality of care, and the interdisciplinary team into a recommendation.
Competency 4: Recommend the use of a technology to enhance quality and safety standards for patients.
Describe organizational factors influencing the selection of a technology in the health care setting.
Justify the implementation and use of a selected technology in a health care setting.
Competency 5: Apply professional, scholarly communication to facilitate use of health information and patient care technologies.
Create a clear, well-organized, and professional annotated bibliography that is .
Write a 400-600 word report using Chicago style. Choose one historic.docxjohnbbruce72945
Write a 400-600 word report using Chicago style. Choose one historic event or key figure covered from the French Revolution. Give some background on the person or event and explain the importance or contribution to the French Revolution. All papers should be double-spaced using 12 point, Times New Roman font.
.
Write a 400-word essay discussing how diversity and inclusion can be.docxjohnbbruce72945
Write a 400-word essay discussing how diversity and inclusion can be a real asset on an interprofessional team and how you plan to use that approach with teams in which you associate. Include a conversation regarding what you plan to do in regard to generative practices with your team. Include at least two sources beyond our textbook. Use APA guidelines for all your in-text citations and reference listings.
Weiss, D., Tilin, F., & Morgan, M. (2018). The interprofessional health care team: Leadership and development (2nd ed.). Burlington, MA: Jones & Bartlett Learning.
.
Write a 4-7 page analysis of your care setting that supports develop.docxjohnbbruce72945
Write a 4-7 page analysis of your care setting that supports development of a strategic plan and includes both the discovery and dream phases of an appreciative inquiry (AI) project and a strengths, weaknesses, opportunities, and threats (SWOT) analysis of the care setting.
Introduction
Identifying analysis techniques for assessing competitive advantage is important for building health care strategy. Sustaining health care competitive advantage requires that leaders understand environmental demands to assist with minimizing weakness and threats from the external environment. This assessment provides you with an opportunity to examine your health care environment to determine whether what is being accomplished in your organization, department, team, community project, or other care setting is making a positive difference.
Note:
You will use the results of this analysis to develop a strategic plan in Assessment 2.
Preparation
You have been asked to conduct an analysis of your care setting that will result in two potential pathways toward a strategic plan to improve health care quality and safety in your organization, department, team, community project, or other care setting. To accomplish this, you will take two approaches to the analysis:
Complete the discovery and dream phases of an appreciative inquiry (AI) project.
Conduct a strengths, weaknesses, opportunities and threats (SWOT) analysis.
To help ensure that your analysis is well-received, the requester has suggested that you:
Present your analysis results in four parts:
Part 1: Appreciative Inquiry Discovery and Dream.
Part 2: SWOT Analysis.
Part 3: Comparison of Approaches.
Part 4: Analysis of Relevant Leadership Characteristics and Skills.
Your analysis should be 4–7 pages in length.
Note:
Remember, you can submit all, or a portion, of your draft plan to Smarthinking for feedback before you submit the final version for this assessment. However, be mindful of the turnaround time for receiving feedback, if you plan on using this free service.
As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.
One key aspect to being an effective leader, manager, or administrator is an awareness of your leadership strengths, weaknesses, and style.
How would you assess your general leadership, communication, and relationship-building skills?
How would describe your leadership style?
Imagine the future for a care setting that is your place of practice or one in which you would like to work.
What aspirational goals can you envision that would lead to improvement.
Write a 4-page response (APA 7, double-space) summarizing what you h.docxjohnbbruce72945
Write a 4-page response (APA 7, double-space) summarizing what you have learned from ONE of the identified leaders about their leadership and why these points are important to you personally.
Describe the leader/writer’s 1) life, 2) his or her historical time, and most importantly 3) what you think made him or her a great leader (or thought leader). Use any one of the following neoclassical leaders:
Abraham Maslow.
Chester Bernard,
Frederick Herzberg,
Henry Mintzberg,
Margaret Wheatley,
Mary Follet,
Peter Drucker,
Robert Greenleaf,
William Deming.
Please cite your references if you are using quotes (remember that I want to see your understanding of the quote, not just the quote – use quotes minimally). Suggestion: one quotation (citation) per page.
.
Write a 4–6-page report for a senior leader that communicates .docxjohnbbruce72945
Write a 4–6-page report for a senior leader that communicates your evaluation of current organizational or interprofessional team performance, with respect to prescribed benchmarks set forth by government laws and policies at the local, state, and federal levels. In addition, advocate for ethical action to address benchmark underperformance and explain the potential for improving the overall quality of care and performance, as reflected on a performance dashboard.
In the era of health care reform, many of the laws and policies set forth by government at the local, state, and federal levels have specific performance benchmarks related to care delivery outcomes that organizations must achieve. It is critical for organizational success that the interprofessional care team is able to understand reports and dashboards that display the metrics related to performance and compliance benchmarks.
Maintaining standards and promoting quality in modern health care are crucial, not only for the care of patients, but also for the continuing success and financial viability of health care organizations. In the era of health care reform, health care leaders must understand what quality care entails and how quality in health care connects to the standards set forth by relevant federal, state, and local laws and policies. An understanding of relevant benchmarks that result from these laws and policies, and how they relate to quality care and regulatory standards, is also vitally important.
Health care is a dynamic, complex, and heavily regulated industry. For this reason, you will be expected to constantly scan the external environment for emerging laws, new regulations, and changing industry standards. You may discover that as new policies are enacted into law, ambiguity in interpretation of various facets of the law may occur. Sometimes, new laws conflict with preexisting laws and regulations, or unexpected implementation issues arise, which may warrant further clarification from lawmakers. Adding partisan politics and social media to the mix can further complicate understanding of the process and buy-in from stakeholders.
Assessment Instructions
Note
: Your evaluation of dashboard metrics for this assessment is the foundation on which all subsequent assessments are based. Therefore, you must complete this assessment first.
Write a report for a senior leader that communicates your evaluation of current organizational or interprofessional team performance with respect to prescribed benchmarks set forth by government laws and policies at the local, state, and federal levels. In addition, advocate for ethical action to address benchmark underperformance and explain the potential for improving the overall quality of care and performance, as reflected on a performance dashboard.
Review the performance dashboard metrics, as well as relevant local, state, and federal laws and policies. Consider the metrics that are falling short of the prescribed benchmar.
write a 4-paragraph summary which places your specific topic (Racism.docxjohnbbruce72945
write a 4-paragraph summary which places your specific topic (Racism) in the context of world history. It should go in chronological order from the most ancient past to the current era. It should start big (describe the region or empires that your place or people were part of), and then zoom in to focus on your specific place or people. Your summary should contain information at least 1 academic source. It should not contain any personal opinions.
.
Write a 4–6-page analysis of a leader you either interviewed persona.docxjohnbbruce72945
Write a 4–6-page analysis of a leader you either interviewed personally or researched thoroughly. In your analysis, address specific ways the leader demonstrates effective leadership.Effective leaders realize that employees should be recognized for a job well done. While some people prefer public praise and others prefer personal recognition, most employees want to be recognized in some way. Kouzes and Posner (2017) state that effective leaders begin their leadership development by first learning to lead themselves. Effective leadership begins from within and expands outward to affect others. This development cascades into effective leadership.By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Evaluate the purpose and relevance of leadership.
Analyze how a leader reflects the definition of leadership.
Evaluate leadership style, characteristics, or themes in relation to the purpose and relevance of effective leadership.
Competency 2: Evaluate how leadership strengths apply in the workplace and within the community.
Analyze how a leader models leadership.
Analyze how a leader inspires a shared vision.
Analyze how a leader looks for new opportunities that may require experimentation or taking risks.
Analyze how a leader empowers and recognizes the contributions of others.
Reference
Kouzes, J. M., & Posner, B. Z. (2017).
The leadership challenge: How to make extraordinary things happen in organizations
(6th ed.). Hoboken, NJ: Wiley.
Assessment Example
Assessment 5 Example
.
Suggested Resources
The resources provided here are optional. You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid. The
BUS-FP3012 – Fundamentals of Leadership
Library Guide can help direct your research, and the Supplemental Resources and Research Resources, both linked from the left navigation menu in your courseroom, provide additional resources to help support you.
Capella Resources
For a list of key leaders you might consider for Option B of your assessment, see the
Option B Leaders List [DOC]
.
Bookstore Resources
These resources are available from the
Capella University Bookstore
.
Kouzes, J. M., & Posner, B. Z. (2017).
The leadership challenge: How to make extraordinary things happen in organizations
(6th ed.). Hoboken, NJ: Wiley.
Chapter 13, "Leadership Is Everyone's Business."
Preparation
Throughout your career, you could undoubtedly benefit from analyzing leadership and management characteristics of other leaders and managers you consider effective and successful. This assessment provides an opportunity and framework to do that in the context of effective leadership.
To complete this assessment, you have two options. You may choose to base your assessment on a leader you know personally or on a lead.
Write a 450- to 700-word essay to describe the relationship betwee.docxjohnbbruce72945
Write a 450- to 700-word essay to describe the relationship between classical and operant conditioning. Explain their elements and how they differ from one another. Additionally, provide an example for how learning can occur through each mode of conditioning. Explain how Ivan Pavlov and B.F. Skinner contributed to the study of learning and conditioning.
.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Basic phrases for greeting and assisting costumers
Optional Units Unit 5 Title Action research T5.docx
1. Optional Units
Unit 5
Title: Action research
T/503/5380
Level: 5
Credit value: 15
Guided learning hours 50
Learning outcomes
The learner will:
Assessment criteria
The learner can:
1.Understand the purpose and nature
of action research
1.1 Explain the purpose of action research
1.2 Analyse key features of the action research process
2. 1.3 Analyse the implications of a model of action research
2.Be able to initiate action research 2.1 Justify own choice of an
area of practice for action research
2.2 Plan a clear intervention strategy
2.3 Justify the choice and timescales of an intervention strategy
2.4
Explain how ethical and political considerations and issues of
confidentiality will be observed in practice
2.5 Implement a clear intervention strategy
3.Understand ways of carrying out
action research
3.1 Evaluate methods for action research
3.2
Evaluate methods of collecting qualitative and quantitative
data
3.3 Review ways in which collected data may be analysed
4.Be able to carry out action research
4.1
Draw on selected literature relating to an area of practice for
action research
3. 4.2 Justify own choice of methods selected for action research
4.3 Collect data relating to an area of practice for action
research
4.4 Analyse data collected from action research
4.5 Present data collected from action research
4.6 Draw conclusions based on findings from action research
5.Be able to present the outcomes of
action research
5.1 Report own findings and conclusions from action research
5.2
Justify own recommendations for action to be taken based on
conclusions from action research
6.Be able to evaluate own practice in
relation to action research
6.1
Analyse the effectiveness of own practice in relation to action
research
6.2
Identify own strengths and areas for improvement in relation
4. to action research
6.3 Plan opportunities to improve own skills in action research
Assessment requirements: None
Unit 6
Unit title Delivering employability skills
M/505/1089
Level 4
Credit value 6
Guided learning hours 20
Learning outcomes
The learner will:
Assessment criteria
The learner can:
1. Understand the difference between
employability skills and employment skills
5. 1.1 Explain the differences between employability skills and
employment skills.
1.2 Explain the benefits to learners of having employability
skills.
2. Understand the personal qualities and
skills needed for the delivery of
employability skills
2.1 Analyse personal qualities and skills required for the
delivery of
employability skills.
2.2 Analyse the influence of personal presentation on the
success of
the delivery of employability skills.
3. Be able to use techniques, strategies,
and practices that reflect the workplace
in the delivery of employability skills.
3.1 Review techniques for the delivery of employability skills.
3.2 Review strategies used to transform training areas to
3.3 Plan employability skills sessions that:
6. 3.4 Use selected techniques and strategies to deliver
employability
skills sessions.
3.5 Demonstrate ways to negotiate behavioural parameters when
using workplace practices with learners.
4. Be able to evaluate own delivery of
employability skills.
4.1 Evaluate the effectiveness of techniques, strategies, and
practices
used for the delivery of employability skills.
4.2 Identify own strengths and areas for improvement for the
delivery of employability skills.
reflect a realistic working environment.
Assessment requirements: The learning outcomes must be
assessed in a teaching and learning environment. There is
a requirement to observe and assess practice in this unit
Simulation is not permitted.
7. There is a requirement to observe and assess practice in this
unit.
Unit 7
Title: Develop and prepare resources for learning and
development
A/502/9547
Level: 4
Credit value: 6
Guided learning hours: 25
Learning outcomes
The learner will:
Assessment criteria
The learner can:
1. Understand principles underpinning
development and preparation of resources
for learning and development
8. 1.1
Explain principles underpinning resource selection for
learning and development
1.2
Analyse factors that are important when developing and
preparing resources that conform to national legislation
and organisational policies
1.3
Evaluate the contribution of technology to the
development of learning and development resources
2. Be able to develop resources to meet
learning and development needs
2.1
Agree needs of learners for whom resources are being
developed
2.2
Prepare resources for the delivery of learning and
development ensuring legislative and organisational
health, safety, welfare, equality and inclusion requirements
9. are met
2.3
Plan adaptations to and use of technology within
resources to meet learning and development needs
2.4
Prepare guidance to assist those using learning and
development resources
2.5
Evaluate the suitability of resources for learning and
development
Assessment requirements:
This unit assesses occupational competence. Evidence for
learning outcome 2 must come from performance in the
work environment. Simulations, projects or assignments are not
allowed.
Unit 8
Title: Develop learning and development programmes
M/502/9545
10. Level: 4
Credit value: 6
Guided learning hours: 30
Learning outcomes
The learner will:
Assessment criteria
The learner can:
1.Understand the principles underpinning
the development of learning and
development programmes
1.1
Explain the objectives of learning and development
programmes
1.2
Evaluate the factors of learning and development that
impact on:
11. 1.3
Explain the importance of learner involvement when
developing learning and development programmes
1.4
Evaluate the risks that need to be managed when
developing learning and development programmes
1.5
Compare methodologies to monitor and evaluate learning
and development programmes
2.Be able to develop learning and
development programmes
2.1
Identify the learning outcomes required for learning and
development programmes
2.2
Develop a plan for a learning and development
programme
2.3
Plan the assessment approaches to meet the learning
outcomes of learning and development programmes
12. 2.4
Produce resources for learning and development
programmes
3.Be able to review learning and
development programmes
3.1
Evaluate the learning outcomes of a learning and
development programme
3.2
Evaluate the delivery and assessment of a learning and
development programme
3.3
Identify areas for improvement for learning and
development programmes
Assessment requirements:
This unit assesses occupational competence. Evidence for
learning outcome 2 must come from performance in the
work environment. Simulations, projects or assignments are not
allowed.
13. Unit 9
Title: Developing, using and organising resources in a specialist
area
H/505/1090
Level: 5
Credit value: 15
Guided learning hours 50
Learning outcomes
The learner will:
Assessment criteria
The learner can:
1.Understand the purpose and use of
resources in own specialist area
1.1 Explain the purpose of resources in teaching and learning
1.2
Evaluate the effectiveness of specific resources from own
14. specialist area in meeting individual learning needs
2.Be able to develop and use inclusive
resources in own specialist area
2.1 Analyse principles of resource design
2.2
Evaluate sources that inform resource development in own
specialist area
2.3
Analyse how theories, principles and models of inclusive
curriculum design can be used to inform resource
development in own specialist area
2.4
Analyse ways in which resources can be adapted to enable an
inclusive approach in own specialist area
2.5
Design resources, including those that involve new and
emerging technologies, to engage and meet the individual
needs of learners in own specialist area
2.6
15. Employ resources to engage and meet the individual needs of
learners in own specialist area
3.Understand how to organise and
enable access to resources
3.1 Explain ways in which resources can be classified and
stored
3.2
Review ways of sharing resources with other learning
professionals
4.Understand legal requirements and
responsibilities relating to the
development and use of resources
4.1
Review legal requirements and responsibilities relating to the
development and use of resources
4.2
Analyse the implications of intellectual property rights and
copyright for the development and use of resources
5.Be able to evaluate own practice in
16. relation to development and use of
resources in own specialist area
5.1
Evaluate the effectiveness of own design and use of resources
to engage and meet the individual needs of learners in own
specialist area
5.2
Identify own strengths and areas for improvement in relation
to development and use of resources in own specialist area
5.3
Plan opportunities to improve own skills in development and
use of resources in own specialist area
Assessment requirements : none
Unit 10
Title: Effective partnership working in the learning and
teaching context
Y/503/5310
17. Level: 4
Credit value: 15
Guided learning hours: 50
Learning outcomes
The learner will:
Assessment criteria
The learner can:
1. Understand the purpose and nature of
partnership working
1.1 Explain reasons for partnership working.
1.2 Review opportunities and challenges of working within a
partnership.
1.3 Review models of partnerships.
1.4 Explain ways of sustaining partnerships and their outputs.
1.5 Explain the need for ground rules and terms of reference
in partnership working.
1.6 Justify the need for realistic timescales and deadlines in
18. effective partnership working.
2. Understand the purpose, aims, and
objectives of a partnership
2.1 Explain the purpose of a specific partnership.
2.2 Identify the aims and objectives of a specific partnership.
3. Understand the structure and
management of a partnership
3.1 Review individual roles and responsibilities within a
specific
partnership.
3.2 Summarise the potential contribution of stakeholders to a
specific partnership.
3.3 Identify boundaries of individual roles and ownership
issues within a specific partnership.
3.4 Review resource implications for a specific partnership and
its individual members.
3.5 Review how a specific partnership is managed, identifying
potential management issues.
4. Understand how to measure and report
19. on a partnership’s outputs
4.1 Summarise performance indicators used to measure the
effectiveness of a specific partnership
4.2 Review the effectiveness of a specific partneshipr’s
outputs, drawing on valid and reliable data
4.3 Summarise methods of presenting partnership outputs to
interested parties
5. Understand how to communicate
effectively within a partnership.
5.1 Summarise methods for effective communication between
partners
5.2 Review the communication strategy of a specific
partnership
5.3 Review own communication methods and skills as a
partnership member
6. Understand the wider context within
which a partnership operates
20. 6.1 Explain the potential impact of other stakeholders and
agencies relating to a specific partnership
6.2 Summarise the impact of key government policies and
initiatives on a specific partnership
6.3 Review ways for a partnership to establish and maintain
communities of practice.
Assessment requirements: n/a
Unit 11
Title: Engage with employers to facilitate workforce
development
D/502/9556
Level: 4
Credit value: 6
Guided learning hours: 30
Learning outcomes
21. The learner will:
Assessment criteria
The learner can:
1.Understand the opportunities available
for workforce development 1.1
Analyse national approaches related to the skilling and
productivity of the workforce in line with current legislation
and socio-economic requirements
1.2
Explain what constitutes workforce development in a
business context
1.3
Explain the funding opportunities available for workforce
development
2.Understand how to engage with
employers to promote workforce
development
2.1
Analyse information about individual employers and
22. employment sectors, locally and nationally
2.2
Explain how to gauge employers’ level of interest in
workforce development opportunities
2.3
Evaluate methods of approaching and engaging with
employers to motivate them to engage in workforce
development
3.Understand how to design learning and
development opportunities in the
workplace
3.1
Analyse what motivates employees to undertake learning
and development in the workplace
3.2
Explain the key factors to be considered when designing
learning and development solutions for employers and
employees
3.3
23. Critically compare learning and development programmes
which already exist with newly developed opportunities
4. Understand how to facilitate learning
and development opportunities in the
workplace
4.1
Identify the sources of support and resources that are
available from stakeholders
4.2
Explain how employees might overcome obstacles when
engaging with learning and development
4.3
Explain how to select, support and monitor staff delivering
learning and development solutions
4.4
Evaluate the impact of workforce development
opportunities on:
24. 5. Be able to engage with employers on
workforce development issues
5.1
Research information about the business needs of
employers in relation to productivity and performance
5.2
Report to employers employee development needs in a
professional manner
6. Be able to work with employers to
facilitate workforce development solutions
6.1
Prepare information and advice for the employer on
solutions relevant to their business
6.2
Review employer workforce development needs using
methods relevant to the nature of the business and its
employees
6.3
Propose solutions that recognise the needs of the
workforce
25. 6.4
Implement processes to develop and support the
workforce within a business partnership with the employer
6.5
Provide ongoing evaluation of workforce development for
the purposes of quality improvement
6.6
Work with the employer to measure the impact of
workforce development on their business
Assessment requirements:
This unit assesses occupational competence. Evidence for
learning outcomes 5-6 must come from performance in
the work environment. Simulations, projects or assignments are
not allowed for these learning outcomes.
Unit 12
Title: Equality and diversity
Y/503/5789
Level: 4
26. Credit value: 6
Guided learning hours: 25
Learning outcomes
The learner will:
Assessment criteria
The learner can:
1. Understand the key features of a culture
which promotes equality and values
diversity.
1.1 Define the meanings of equality and diversity in the UK
context.
1.2 Analyse the benefits of promoting equality and diversity
for individual learners.
1.3 Define legislation, employment regulations, and codes of
practice relevant to the promotion of equality and valuing
of diversity.
2. Understand the importance of
27. promoting equality and valuing diversity in
lifelong learning.
2.1 Reflect on how the promotion of equality and diversity can
protect learners from risk of harm.
2.2 Explain actions that can be taken to value individual
learners.
2.3 Explain good practice in providing individual learners with
information.
3. Be able to promote equality and value
diversity.
3.1 Use communication strategies to promote equality and
diversity.
3.2 Analyse how own behaviour can impact on an
organisation’s culture in relation to equality and diversity
3.3 Explain how working with other agencies can promote
diversity.
4. Understand how to help others in the
promotion of equality and valuing of
28. diversity.
4.1 Describe actions by individuals that can undermine
equality and diversity.
4.2 Recommend modifications to systems and structures that
do not promote equality and diversity.
5. Be able to review own contribution to 5.1 Reflect on own
strengths in promoting equality and
promoting equality and valuing diversity in
lifelong learning.
valuing diversity.
5.2 Evaluate the impact of own practice in promoting equality
and valuing diversity.
5.3 Identify areas for further personal development in
promoting equality and valuing diversity.
Assessment requirements: n/a
29. Unit 13
Title: Evaluating learning programmes
K/505/1091
Level: 4
Credit value: 3
Guided learning hours: 15
Learning outcomes
The learner will:
Assessment criteria
The learner can:
1. Understand the principles and methods
of evaluating learning programmes.
1.1 Analyse the principles of evaluating learning.
1.2 Explain how the principles of evaluating learning can be
applied to evaluation of learning programmes.
1.3 Analyse methods used for evaluating the effectiveness of
learning programmes.
30. 1.4 Analyse methods of data collection and analysis used to
evaluate learning programmes.
2. Be able to plan the evaluation of a
learning programme.
2.1 Develop a framework for the evaluation of a learning
programme.
2.2 Devise objectives in order to achieve evaluation aims.
2.3 Select methods for evaluating the effectiveness of a
learning programme.
2.4 Select methods for collecting data to evaluate the
effectiveness of a learning programme.
3. Be able to evaluate the effectiveness of
a learning programme.
3.1 Apply selected methods to evaluate the effectiveness of a
learning programme.
3.2 Apply selected methods to collect data to evaluate the
effectiveness of a learning programme.
3.3 Analyse data collected to evaluate the effectiveness of a
31. learning programme.
3.4 Apply relevant guidelines and legislation relevant to data
collection and analysis.
3.5 Present an analysis of evaluation results.
3.6 Explain how evaluation results can be used to improve the
effectiveness of a learning programme.
Assessment requirements: n/a
Unit 14
Title: Identify the learning needs of organisations
H/502/9543
Level: 4
Credit value: 6
Guided learning hours: 30
Learning outcomes
32. The learner will:
Assessment criteria
The learner can:
1.Understand the principles and practices
of learning needs analysis for organisations
1.1
Explain the principles and practice of learning needs
analysis for organisations
1.2
Analyse the factors that can influence the identification of
organisational learning needs
1.3
Explain why it is important to gain the support and
commitment of relevant people
1.4
Review the methodologies required for a learning needs
analysis
2.Be able to conduct learning needs
analysis for the organisation
33. 2.1
Confirm the purpose and aims of learning needs analysis
with relevant people
2.2
Select the organisational learning needs analysis
methodology
2.3
Apply the organisational learning needs analysis
methodology
2.4 Analyse the learning needs of the organisation
2.5
Review methods of communicating findings from learning
needs analysis to relevant people in organisations
3.Be able to agree organisational learning
and development plans with relevant
people
3.1
Present recommendations for learning and development
to relevant people
3.2 Review and revise priorities with relevant people
34. Assessment requirements: This unit assesses occupational
competence. Evidence for learning outcomes 2-3 must
come from performance in the work environment. Simulations,
projects or assignments are not allowed for these
learning outcomes.
Unit 15
Title: Inclusive practice
L/503/5384
Level: 4
Credit value: 15
Guided learning hours: 50
Learning outcomes
The learner will:
Assessment criteria
The learner can:
35. 1. Understand factors that influence
learning.
1.1 Review the impact of personal, social, and cultural factors
on learning.
1.2 Review the impact of different cognitive, physical, and
sensory abilities on learning.
2. Understand the impact of policy and
regulatory frameworks on inclusive
practice.
2.1 Summarise policy and regulatory frameworks relating to
inclusive practice.
2.2 Explain how policy and regulatory frameworks influence
organisational policies relating to inclusive practice.
2.3 Explain how policy and regulatory frameworks influence
own inclusive practice.
3. Understand roles and responsibilities
relating to inclusive practice.
3.1 Summarise own role and responsibilities relating to
36. inclusive practice.
3.2 Explain the relationship between own role and the roles of
other professionals involved in inclusive practice.
3.3 Identify points of referral available to meet individual
learning needs.
4. Understand how to create and maintain
an inclusive learning environment.
4.1 Review key features and benefits of an inclusive learning
environment.
4.2 Analyse ways to promote equality and value diversity.
4.3 Analyse ways to promote inclusion.
4.4 Review strategies for effective liaison between
professionals involved in inclusive practice.
5. Understand how to evaluate own 5.1 Review the
effectiveness of own inclusive practice.
inclusive practice. 5.2 Identify own strengths and areas for
improvement in
relation to inclusive practice.
37. 5.3 Plan opportunities to improve own skills in inclusive
practice.
Assessment requirements: n/a
Unit 16
Title: Internally assure the quality of assessment
A/601/5321
Level: 4
Credit value: 6
Guided learning hours: 45
Learning outcomes
The learner will:
Assessment criteria
The learner can:
1.Be able to plan the internal quality
38. assurance of assessment
1.1
Plan monitoring activities according to the requirements of
own role
1.2
Make arrangements for internal monitoring activities to
assure quality
2. Be able to internally evaluate the quality
of assessment
2.1
Carry out internal monitoring activities to quality
requirements
2.2
Evaluate assessor expertise and competence in relation to
the requirements of their role
2.3
Evaluate the planning and preparation of assessment
processes
2.4
Determine whether assessment methods are safe, fair,
valid and reliable
39. 2.5
Determine whether assessment decisions are made using
the specified criteria
2.6 Compare assessor decisions to ensure they are consistent
3.Be able to internally maintain and
improve the quality of assessment
3.1
Provide assessors with feedback, advice and support,
including professional development opportunities, which
help them to maintain and improve the quality of
assessment
3.2
Apply procedures to standardise assessment practices and
outcomes
4. Be able to manage information relevant
to the internal quality assurance of
assessment
4.1
Apply procedures for recording, storing and reporting
information relating to internal quality assurance
40. 4.2
Follow procedures to maintain confidentiality of internal
quality assurance information
5.Be able to maintain legal and good
practice requirements when internally
monitoring and maintaining the quality of
assessment
5.1
Apply relevant policies, procedures and legislation in
relation to internal quality assurance, including those for
health, safety and welfare
5.2
Apply requirements for equality and diversity and, where
appropriate, bilingualism, in relation to internal quality
assurance
5.3
Critically reflect on own practice in internally assuring the
quality of assessment
41. 5.4
Maintain the currency of own expertise and competence in
internally assuring the quality of assessment
Assessment requirements: Evidence for all learning outcomes
must come from performance in the work
environment. All learning outcomes in this unit must be
assessed using methods appropriate to the candidate
IQA’s performance. These must include:
• observation of performance
• examining products of work
• questioning
Direct evidence of this kind may be supplemented, where
necessary, by discussion, reflective accounts or witness
testimony.
Simulations are not allowed
There must be valid, authentic and sufficient evidence for all
the assessment criteria. Holistic assessment is
encouraged and one piece of evidence may be used to meet the
requirements of more than one assessment
criterion.
Evidence must come from the IQA trainee’s performance in the
work environment.
42. There must be evidence of the IQA trainee monitoring a
minimum of two assessors, each with a minimum of two
trainees of their own, through components of a qualification.
Unit 17
Title: Manage learning and development in groups
A/502/9550
Level: 4
Credit value: 6
Guided learning hours: 30
Learning outcomes
The learner will:
Assessment criteria
The learner can:
1. Understand the principles
43. and practices of managing
learning and development in
groups
1.1 Analyse the characteristics of group environments that
foster learning
and development
1.2 Evaluate strategies to manage group behaviour and
dynamics
1.3 Evaluate management techniques which facilitate the
delivery of learning
and development in groups
1.4 Analyse ways to involve learners in the management of their
own
learning and development in groups
1.5 Analyse risks to be considered when managing learning and
development in groups
1.6 Explain how to manage barriers to individual learning in
groups
2. Be able to manage group
learning and development
environments
44. 2.1 Facilitate communication, collaboration and learning
between group
members
2.2 Use motivational methods to engage the group and its
individual
members in the learning and development process
2.3 Consult with group members to adapt their learning and
development
environments to improve their learning outcomes
2.4 Manage the risks associated with group learning and
development
3. Be able to apply
methodologies to manage
learning and development in
groups
3.1 Involve learners in agreeing group learning and
development objectives
3.2 Adapt and implement delivery methods, activities and
resources to meet
the learning and development objectives of the group
3.3 Manage group learning strategies and delivery methods to
45. reflect
changing requirements
3.4 Provide individual advice to learners to assist their
decision-making
about future learning needs
4. Be able to manage learning
and development in groups to
comply with legal and
organisational requirements
4.1 Support learner’s rights in relation to equality, diversity and
inclusion
4.2 Minimise risks to safety, health, wellbeing and security of
learners
4.3 Manage confidentiality in relation to learners and the
organisation
4.4 Maintain learning and development records in accordance
with
organisational procedures
Assessment requirements: This unit assesses occupational
competence. Evidence for the learning outcomes 2, 3
46. and 4 must come from performance in the work environment.
Simulations, projects or assignments are not
allowed.
Unit 18
Title: Managing behaviours in a learning environment
M/505/3912
Level: 5
Credit value: 6
Guided learning hours 20
Learning outcomes
The learner will:
Assessment criteria
The learner can:
1. Understand the characteristics and
impact of behaviours in a learning
environment
47. 1.1 Analyse behaviours that can occur in a learning environment
1.2
Analyse potential factors contributing to behaviours in a
learning environment
1.3 Analyse the impact of behaviours on a learning environment
2. Understand legislation and
organisational policies relating to
managing behaviours in a learning
environment
2.1
Analyse legislation relating to managing behaviours in a
learning environment
2.2
Analyse organisational policies relating to managing
behaviours in a learning environment
3.Be able to apply theories of behaviour
management to create and maintain a
purposeful learning environment
3.1 Analyse theories of behaviour management
48. 3.2 Establish a purposeful learning environment
3.3
Explain how own practice in creating a purposeful learning
environment has taken account of theories of behaviour
management
4. Be able to evaluate own practice in
managing behaviours in a learning
environment
4.1
Analyse the effectiveness of own practice in relation to
managing behaviours in a learning environment
4.2
Identify own strengths and areas for improvement in relation
to managing behaviours in a learning environment
Assessment requirements :
The learning outcomes must be assessed in a teaching and
learning environment.
Simulation is not permitted.
There is a requirement to observe and assess practice in this
unit.
59. Moshe Rosenwein
Department of Industrial Engineering and Operations Research
Columbia University
Boston Columbus San Francisco New York Hoboken
Indianapolis London Toronto Sydney Singapore Tokyo
Montreal
Dubai Madrid Hong Kong Mexico City Munich Paris
Amsterdam Cape Town
Vice President and Editorial Director, Engineering and
Computer Science:
Marcia J. Horton
Editor in Chief: Julian Partridge
Executive Editor: Holly Stark
Editorial Assistant: Amanda Brands
Field Marketing Manager: Demetrius Hall
Marketing Assistant: Jon Bryant
Managing Producer: Scott Disanno
Content Producer: Erin Ault
Operations Specialist: Maura Zaldivar-Garcia
Manager, Rights and Permissions: Ben Ferrini
61. distinguish their
products are claimed as trademarks. Where those designations
appear in this
book, and the publisher was aware of a trademark claim, the
designations
have been printed in initial caps or all caps.
The author and publisher of this book have used their best
efforts in preparing
this book. These efforts include the development, research, and
testing of
theories and programs to determine their effectiveness. The
author and
publisher make no warranty of any kind, expressed or implied,
with regard to
these programs or the documentation contained in this book.
The author and
publisher shall not be liable in any event for incidental or
consequential
damages with, or arising out of, the furnishing, performance, or
use of these
programs.
Library of Congress Cataloging-in-Publication Data
Names: Shtub, Avraham, author. | Rosenwein, Moshe, author.
Title: Project management : processes, methodologies, and
economics /
Avraham Shtub, Faculty of Industrial Engineering and
Management, The
Technion-Israel Institute of Technology, Moshe Rosenwein,
Department of
Industrial Engineering and Operations Research, Columbia
University.
Other titles: Project management (Boston, Mass.)
Description: 3E. | Pearson | Includes bibliographical references
62. and index.
Identifiers: LCCN 2016030485 | ISBN 9780134478661 (pbk.)
Subjects: LCSH: Engineering—Management. | Project
management.
Classification: LCC TA190 .S583 2017 | DDC 658.4/04—dc23
LC record
available at https://lccn.loc.gov/2016030485
10 9 8 7 6 5 4 3 2 1
http://www.pearsoned.com/permissions/
https://lccn.loc.gov/2016030485
ISBN-10: 0-13-447866-5
ISBN-13: 978-0-13-447866-1
This book is dedicated to my grandchildren Zoey, Danielle,
Adam, and Noam
Shtub.
This book is dedicated to my wife, Debbie; my three children,
David,
Hannah, and Benjamin; my late parents, Zvi and Blanche
Rosenwein; and my
in-laws, Dr. Herman and Irma Kaplan.
Contents
1. Nomenclature xv
2. Preface xvii
63. 3. What’s New in this Edition xxi
4. About the Authors xxiii
1. 1 Introduction 1
1. 1.1 Nature of Project Management 1
2. 1.2 Relationship Between Projects and Other Production
Systems 2
3. 1.3 Characteristics of Projects 4
1. 1.3.1 Definitions and Issues 5
2. 1.3.2 Risk and Uncertainty 7
3. 1.3.3 Phases of a Project 9
4. 1.3.4 Organizing for a Project 11
4. 1.4 Project Manager 14
1. 1.4.1 Basic Functions 15
2. 1.4.2 Characteristics of Effective Project Managers 16
5. 1.5 Components, Concepts, and Terminology 16
6. 1.6 Movement to Project-Based Work 24
7. 1.7 Life Cycle of a Project: Strategic and Tactical Issues 26
64. 8. 1.8 Factors that Affect the Success of a Project 29
9. 1.9 About the book: Purpose and Structure 31
1. Team Project 35
2. Discussion Questions 38
3. Exercises 39
4. Bibliography 41
5. Appendix 1A: Engineering Versus Management 43
6. 1A.1 Nature of Management 43
7. 1A.2 Differences between Engineering and Management 43
8. 1A.3 Transition from Engineer to Manager 45
9. Additional References 45
2. 2 Process Approach to Project Management 47
1. 2.1 Introduction 47
1. 2.1.1 Life-Cycle Models 48
2. 2.1.2 Example of a Project Life Cycle 51
3. 2.1.3 Application of the Waterfall Model for Software
Development 51
2. 2.2 Project Management Processes 53
1. 2.2.1 Process Design 53
67. 2. 2.13.2 Workflow and Process Design as the Basis of
Learning 76
1. Team Project 77
2. Discussion Questions 77
3. Exercises 78
4. Bibliography 78
3. 3 Engineering Economic Analysis 81
1. 3.1 Introduction 81
1. 3.1.1 Need for Economic Analysis 82
2. 3.1.2 Time Value of Money 82
3. 3.1.3 Discount Rate, Interest Rate, and Minimum Acceptable
Rate of Return 83
2. 3.2 Compound Interest Formulas 84
1. 3.2.1 Present Worth, Future Worth, Uniform Series, and
Gradient Series 86
2. 3.2.2 Nominal and Effective Interest Rates 89
3. 3.2.3 Inflation 90
4. 3.2.4 Treatment of Risk 92
3. 3.3 Comparison of Alternatives 92
68. 1. 3.3.1 Defining Investment Alternatives 94
2. 3.3.2 Steps in the Analysis 96
4. 3.4 Equivalent Worth Methods 97
1. 3.4.1 Present Worth Method 97
2. 3.4.2 Annual Worth Method 98
3. 3.4.3 Future Worth Method 99
4. 3.4.4 Discussion of Present Worth, Annual Worth and Future
Worth Methods 101
5. 3.4.5 Internal Rate of Return Method 102
6. 3.4.6 Payback Period Method 109
5. 3.5 Sensitivity and Breakeven Analysis 111
6. 3.6 Effect of Tax and Depreciation on Investment Decisions
114
1. 3.6.1 Capital Expansion Decision 116
2. 3.6.2 Replacement Decision 118
3. 3.6.3 Make-or-Buy Decision 123
4. 3.6.4 Lease-or-Buy Decision 124
7. 3.7 Utility Theory 125
69. 1. 3.7.1 Expected Utility Maximization 126
2. 3.7.2 Bernoulli’s Principle 128
3. 3.7.3 Constructing the Utility Function 129
4. 3.7.4 Evaluating Alternatives 133
5. 3.7.5 Characteristics of the Utility Function 135
1. Team Project 137
2. Discussion Questions 141
3. Exercises 142
4. Bibliography 152
4. 4 Life-Cycle Costing 155
1. 4.1 Need for Life-Cycle Cost Analysis 155
2. 4.2 Uncertainties in Life-Cycle Cost Models 158
3. 4.3 Classification of Cost Components 161
4. 4.4 Developing the LCC Model 168
5. 4.5 Using the Life-Cycle Cost Model 175
1. Team Project 176
2. Discussion Questions 176
70. 3. Exercises 177
4. Bibliography 179
5. 5 Portfolio Management—Project Screening and Selection
181
1. 5.1 Components of the Evaluation Process 181
2. 5.2 Dynamics of Project Selection 183
3. 5.3 Checklists and Scoring Models 184
4. 5.4 Benefit-Cost Analysis 187
1. 5.4.1 Step-By-Step Approach 193
2. 5.4.2 Using the Methodology 193
3. 5.4.3 Classes of Benefits and Costs 193
4. 5.4.4 Shortcomings of the Benefit-Cost Methodology 194
5. 5.5 Cost-Effectiveness Analysis 195
6. 5.6 Issues Related to Risk 198
1. 5.6.1 Accepting and Managing Risk 200
2. 5.6.2 Coping with Uncertainty 201
3. 5.6.3 Non-Probabilistic Evaluation Methods when
Uncertainty Is Present 202
4. 5.6.4 Risk-Benefit Analysis 207
71. 5. 5.6.5 Limits of Risk Analysis 210
7. 5.7 Decision Trees 210
1. 5.7.1 Decision Tree Steps 217
2. 5.7.2 Basic Principles of Diagramming 218
3. 5.7.3 Use of Statistics to Determine the Value of More
Information 219
4. 5.7.4 Discussion and Assessment 222
8. 5.8 Real Options 223
1. 5.8.1 Drivers of Value 223
2. 5.8.2 Relationship to Portfolio Management 224
1. Team Project 225
2. Discussion Questions 228
3. Exercises 229
4. Bibliography 237
5. Appendix 5A: Bayes’ Theorem for Discrete Outcomes 239
6. 6 Multiple-Criteria Methods for Evaluation and Group
Decision
Making 241
72. 1. 6.1 Introduction 241
2. 6.2 Framework for Evaluation and Selection 242
1. 6.2.1 Objectives and Attributes 242
2. 6.2.2 Aggregating Objectives Into a Value Model 244
3. 6.3 Multiattribute Utility Theory 244
1. 6.3.1 Violations of Multiattribute Utility Theory 249
4. 6.4 Analytic Hierarchy Process 254
1. 6.4.1 Determining Local Priorities 255
2. 6.4.2 Checking for Consistency 260
3. 6.4.3 Determining Global Priorities 261
5. 6.5 Group Decision Making 262
1. 6.5.1 Group Composition 263
2. 6.5.2 Running the Decision-Making Session 264
3. 6.5.3 Implementing the Results 265
4. 6.5.4 Group Decision Support Systems 265
1. Team Project 267
2. Discussion Questions 267
73. 3. Exercises 268
4. Bibliography 271
5. Appendix 6A: Comparison of Multiattribute Utility Theory
with
the AHP: Case Study 275
6. 6A.1 Introduction and Background 275
7. 6A.2 The Cargo Handling Problem 276
1. 6A.2.1 System Objectives 276
2. 6A.2.2 Possibility of Commercial Procurement 277
3. 6A.2.3 Alternative Approaches 277
8. 6A.3 Analytic Hierarchy Process 279
1. 6A.3.1 Definition of Attributes 280
2. 6A.3.2 Analytic Hierarchy Process Computations 281
3. 6A.3.3 Data Collection and Results for AHP 283
4. 6A.3.4 Discussion of Analytic Hierarchy Process and Results
284
9. 6A.4 Multiattribute Utility Theory 286
1. 6A.4.1 Data Collection and Results for Multiattribute Utility
Theory 286
74. 2. 6A.4.2 Discussion of Multiattribute Utility Theory and
Results 290
10. 6A.5 Additional Observations 290
11. 6A.6 Conclusions for the Case Study 291
12. References 291
7. 7 Scope and Organizational Structure of a Project 293
1. 7.1 Introduction 293
2. 7.2 Organizational Structures 294
1. 7.2.1 Functional Organization 295
2. 7.2.2 Project Organization 297
3. 7.2.3 Product Organization 298
4. 7.2.4 Customer Organization 298
5. 7.2.5 Territorial Organization 299
6. 7.2.6 The Matrix Organization 299
7. 7.2.7 Criteria for Selecting an Organizational Structure 302
3. 7.3 Organizational Breakdown Structure of Projects 303
1. 7.3.1 Factors in Selecting a Structure 304
2. 7.3.2 The Project Manager 305
75. 3. 7.3.3 Project Office 309
4. 7.4 Project Scope 312
1. 7.4.1 Work Breakdown Structure 313
2. 7.4.2 Work Package Design 320
5. 7.5 Combining the Organizational and Work Breakdown
Structures
322
1. 7.5.1 Linear Responsibility Chart 323
6. 7.6 Management of Human Resources 324
1. 7.6.1 Developing and Managing the Team 325
2. 7.6.2 Encouraging Creativity and Innovation 329
3. 7.6.3 Leadership, Authority, and Responsibility 331
4. 7.6.4 Ethical and Legal Aspects of Project Management 334
1. Team Project 335
2. Discussion Questions 336
3. Exercises 336
4. Bibliography 338
8. 8 Management of Product, Process, and Support Design 341
76. 1. 8.1 Design of Products, Services, and Systems 341
1. 8.1.1 Principles of Good Design 342
2. 8.1.2 Management of Technology and Design in Projects 344
2. 8.2 Project Manager’s Role 345
3. 8.3 Importance of Time and the Use of Teams 346
1. 8.3.1 Concurrent Engineering and Time-Based Competition
347
2. 8.3.2 Time Management 349
3. 8.3.3 Guideposts for Success 352
4. 8.3.4 Industrial Experience 354
5. 8.3.5 Unresolved Issues 355
4. 8.4 Supporting Tools 355
1. 8.4.1 Quality Function Deployment 355
2. 8.4.2 Configuration Selection 358
3. 8.4.3 Configuration Management 361
4. 8.4.4 Risk Management 365
5. 8.5 Quality Management 370
1. 8.5.1 Philosophy and Methods 371
78. 4. 9.2.4 Benchmark Job Technique 407
5. 9.2.5 Parametric Technique 407
3. 9.3 Effect of Learning 412
4. 9.4 Precedence Relations Among Activities 414
5. 9.5 Gantt Chart 416
6. 9.6 Activity-On-Arrow Network Approach for CPM Analysis
420
1. 9.6.1 Calculating Event Times and Critical Path 428
2. 9.6.2 Calculating Activity Start and Finish Times 431
3. 9.6.3 Calculating Slacks 432
7. 9.7 Activity-On-Node Network Approach for CPM Analysis
433
1. 9.7.1 Calculating Early Start and Early Finish Times of
Activities 434
2. 9.7.2 Calculating Late Start and Late Finish Times of
Activities 434
8. 9.8 Precedence Diagramming with Lead–Lag Relationships
436
9. 9.9 Linear Programming Approach for CPM Analysis 442
10. 9.10 Aggregating Activities in the Network 443
79. 1. 9.10.1 Hammock Activities 443
2. 9.10.2 Milestones 444
11. 9.11 Dealing with Uncertainty 445
1. 9.11.1 Simulation Approach 445
2. 9.11.2 Pert and Extensions 447
12. 9.12 Critique of Pert and CPM Assumptions 454
13. 9.13 Critical Chain Process 455
14. 9.14 Scheduling Conflicts 457
1. Team Project 458
2. Discussion Questions 459
3. Exercises 460
4. Bibliography 467
5. Appendix 9A: Least-Squares Regression Analysis 471
6. Appendix 9B: Learning Curve Tables 473
7. Appendix 9C: Normal Distribution Function 476
10. 10 Resource Management 477
1. 10.1 Effect of Resources on Project Planning 477
80. 2. 10.2 Classification of Resources Used in Projects 478
3. 10.3 Resource Leveling Subject to Project Due-Date
Constraints
481
4. 10.4 Resource Allocation Subject to Resource Availability
Constraints 487
5. 10.5 Priority Rules for Resource Allocation 491
6. 10.6 Critical Chain: Project Management by Constraints 496
7. 10.7 Mathematical Models for Resource Allocation 496
8. 10.8 Projects Performed in Parallel 499
1. Team Project 500
2. Discussion Questions 500
3. Exercises 501
4. Bibliography 506
11. 11 Project Budget 509
1. 11.1 Introduction 509
2. 11.2 Project Budget and Organizational Goals 511
3. 11.3 Preparing the Budget 513
81. 1. 11.3.1 Top-Down Budgeting 514
2. 11.3.2 Bottom-Up Budgeting 514
3. 11.3.3 Iterative Budgeting 515
4. 11.4 Techniques for Managing the Project Budget 516
1. 11.4.1 Slack Management 516
2. 11.4.2 Crashing 520
5. 11.5 Presenting the Budget 527
6. 11.6 Project Execution: Consuming the Budget 529
7. 11.7 The Budgeting Process: Concluding Remarks 530
1. Team Project 531
2. Discussion Questions 531
3. Exercises 532
4. Bibliography 537
5. Appendix 11A: Time–Cost Tradeoff with Excel 539
12. 12 Project Control 545
1. 12.1 Introduction 545
2. 12.2 Common Forms of Project Control 548
82. 3. 12.3 Integrating the OBS and WBS with Cost and Schedule
Control
551
1. 12.3.1 Hierarchical Structures 552
2. 12.3.2 Earned Value Approach 556
4. 12.4 Reporting Progress 565
5. 12.5 Updating Cost and Schedule Estimates 566
6. 12.6 Technological Control: Quality and Configuration 569
7. 12.7 Line of Balance 569
8. 12.8 Overhead Control 574
1. Team Project 576
2. Discussion Questions 577
3. Exercises 577
4. Bibliography 580
13. Appendix 12A: Example of a Work Breakdown Structure
581
14. Appendix 12B: Department of Energy Cost/Schedule
Control Systems
Criteria 583
15. 13 Research and Development Projects 587
1. 13.1 Introduction 587
83. 2. 13.2 New Product Development 589
1. 13.2.1 Evaluation and Assessment of Innovations 589
2. 13.2.2 Changing Expectations 593
3. 13.2.3 Technology Leapfrogging 593
4. 13.2.4 Standards 594
5. 13.2.5 Cost and Time Overruns 595
3. 13.3 Managing Technology 595
1. 13.3.1 Classification of Technologies 596
2. 13.3.2 Exploiting Mature Technologies 597
3. 13.3.3 Relationship Between Technology and Projects 598
4. 13.4 Strategic R&D Planning 600
1. 13.4.1 Role of R&D Manager 600
2. 13.4.2 Planning Team 601
5. 13.5 Parallel Funding: Dealing with Uncertainty 603
1. 13.5.1 Categorizing Strategies 604
2. 13.5.2 Analytic Framework 605
3. 13.5.3 Q-Gert 606
84. 6. 13.6 Managing the R&D Portfolio 607
1. 13.6.1 Evaluating an Ongoing Project 609
2. 13.6.2 Analytic Methodology 612
1. Team Project 617
2. Discussion Questions 618
3. Exercises 619
4. Bibliography 619
5. Appendix 13A: Portfolio Management Case Study 622
16. 14 Computer Support for Project Management 627
1. 14.1 Introduction 627
2. 14.2 Use of Computers in Project Management 628
1. 14.2.1 Supporting the Project Management Process Approach
629
2. 14.2.2 Tools and Techniques for Project Management 629
3. 14.3 Criteria for Software Selection 643
4. 14.4 Software Selection Process 648
5. 14.5 Software Implementation 650
86. 17. 14A.12 Category 4: Cost Management 665
18. 14A.13 Category 5: Resource Management 666
19. 14A.14 Category 6: Communications Management 666
20. 14A.15 Category 7: Risk Management 668
17. 15 Project Termination 671
1. 15.1 Introduction 671
2. 15.2 When to Terminate a Project 672
3. 15.3 Planning for Project Termination 677
4. 15.4 Implementing Project Termination 681
5. 15.5 Final Report 682
1. Team Project 683
2. Discussion Questions 683
3. Exercises 684
4. Bibliography 685
18. 16 New Frontiers in Teaching Project Management in
MBA and
Engineering Programs 687
1. 16.1 Introduction 687
87. 2. 16.2 Motivation for Simulation-Based Training 687
3. 16.3 Specific Example—The Project Team Builder (PTB) 691
4. 16.4 The Global Network for Advanced Management
(GNAM)
MBA New Product Development (NPD) Course 692
5. 16.5 Project Management for Engineers at Columbia
University
693
6. 16.6 Experiments and Results 694
7. 16.7 The Use of Simulation-Based Training for Teaching
Project
Management in Europe 695
8. 16.8 Summary 696
1. Bibliography 697
1. Index 699
Nomenclature
AC annual cost
ACWP actual cost of work performed
AHP analytic hierarchy process
AOA activity on arrow
AON activity on node
88. AW annual worth
BAC budget at completion
B/C benefit/cost
BCWP budgeted cost of work performed
BCWS budgeted cost of work scheduled
CBS cost breakdown structure
CCB change control board
CCBM critical chain buffer management
CDR critical design review
CE certainty equivalent, concurrent engineering
C-E cost-effectiveness
CER cost estimating relationship
CI cost index; consistency index;
criticality index
CM configuration management
COO chief operating officer
CPIF cost plus incentive fee
89. CPM critical path method
CR capital recovery, consistency ratio
C/SCSC cost/schedule control systems criteria
CV cost variance
DOD Department of Defense
DOE Department of Energy
DOH direct overhead costs
DSS decision support system
EAC estimate at completion
ECO engineering change order
ECR engineering change request
EMV expected monetary value
EOM end of month
EOY end of year
ERP enterprise resource planning
ETC estimate to complete
ETMS early termination monitoring system
90. EUAC equivalent uniform annual cost
EV earned value
EVPI expected value of perfect information
EVSI expected value of sample information
FFP firm fixed price
FMS flexible manufacturing system
FPIF fixed price incentive fee
FW future worth
GAO General Accounting Office
GDSS group decision support system
GERT graphical evaluation and review technique
HR human resources
IPT integraded product team
IRR internal rate of return
IRS Internal Revenue Service
ISO International Standards Organization
IT information technology
LCC life-cycle cost
91. LOB line of balance
LOE level of effort
LP linear program
LRC linear responsibility chart
MACRS modified accelerated cost recovery system
MARR minimum acceptable (attractive) rate of return
MAUT multiattribute utility theory
MBO management by objectives
MIS management information system
MIT Massachusetts Institute of Technology
MPS master production schedule
MTBF mean time between failures
MTTR mean time to repair
NAC net annual cost
NASA National Aeronautics and Space Administration
NBC nuclear, biological, chemical
NPV net present value
92. OBS organizational breakdown structure
O&M operations and maintenance
PDMS product data management system
PDR preliminary design review
PERT program evaluation and review technique
PMBOK project management body of knowledge
PMI Project Management Institute
PMP project management professional
PO project office
PT project team
PV planned value
PW present worth
QA quality assurance
QFD quality function deployment
RAM reliability, availability, and maintainability; random
access
memory
R&D research and development
93. RDT&E research, development, testing, and evaluation
RFP request for proposal
ROR rate of return
SI schedule index
SOW statement of work
SOYD sum-of-the-years digits
SV schedule variance
TQM total quality management
WBS work breakdown structure
WP work package
WR work remaining
Preface
We all deal with projects in our daily lives. In most cases,
organization and
management simply amount to constructing a list of tasks and
executing them
in sequence, but when the information is limited or imprecise
and when
cause-and-effect relationships are uncertain, a more considered
approach is
94. called for. This is especially true when the stakes are high and
time is
pressing. Getting the job done right the first time is essential.
This means
doing the upfront work thoroughly, even at the cost of
lengthening the initial
phases of the project. Shaving expenses in the early stages with
the intent of
leaving time and money for revisions later might seem like a
good idea but
could have consequences of painful proportions. Seasoned
managers will tell
you that it is more cost-effective in the long run to add five
extra engineers at
the beginning of a project than to have to add 50 toward the
end.
The quality revolution in manufacturing has brought this point
home.
Companies in all areas of technology have come to learn that
quality cannot
be inspected into a product; it must be built in. Recalling the
1980s, the
global competitive battles of that time were won by companies
that could
achieve cost and quality advantages in existing, well-defined
markets. In the
1990s, these battles were won by companies that could build
and dominate
new markets. Today, the emphasis is partnering and better
coordination of the
supply chain. Planning is a critical component of this process
and is the
foundation of project management.
Projects may involve dozens of firms and hundreds of people
95. who need to be
managed and coordinated. They need to know what has to be
done, who is to
do it, when it should be done, how it will be done, and what
resources will be
used. Proper planning is the first step in communicating these
intentions. The
problem is made difficult by what can be characterized as an
atmosphere of
uncertainty, chaos, and conflicting goals. To ensure teamwork,
all major
participants and stakeholders should be involved at each stage
of the process.
How is this achieved efficiently, within budget, and on
schedule? The
primary objective in writing our first book was to answer this
question from
the perspective of the project manager. We did this by
identifying the
components of modern project management and showing how
they relate to
the basic phases of a project, starting with conceptual design
and advanced
development, and continuing through detailed design,
production, and
termination. Taking a practical approach, we drew on our
collective
experience in the electronics, information services, and
aerospace industries.
The purpose of the second edition was to update the
developments in the field
over the last 10 years and to expand on some of the concerns
96. that are
foremost in the minds of practitioners. In doing so, we have
incorporated new
material in many of the chapters specifically related to the
Project
Management Body of Knowledge (PMBOK) published by the
Project
Management Institute. This material reflects the tools,
techniques, and
processes that have gained widespread acceptance by the
profession because
of their proven value and usefulness.
Over the years, numerous books have been written with similar
objectives in
mind. We acknowledge their contribution and have endeavored
to build on
their strengths. As such in the third edition of the book, we have
focused on
integrative concepts rather than isolated methodologies. We
have relied on
simple models to convey ideas and have intentionally avoided
detailed
mathematical formulations and solution algorithms––aspects of
the field
better left to other parts of the curriculum. Nevertheless, we do
present some
models of a more technical nature and provide references for
readers who
wish to gain a deeper understanding of their use. The
availability of powerful,
commercial codes brings model solutions within reach of the
project team.
To ensure that project participants work toward the same end
and hold the
97. same expectations, short- and long-term goals must be
identified and
communicated continually. The project plan is the vehicle by
which this is
accomplished and, once approved, becomes the basis for
monitoring,
controlling, and evaluating progress at each phase of the
project’s life cycle.
To help the project manager in this effort, various software
packages have
been developed; the most common run interactively on
microcomputers and
have full functional and report-generating capabilities. In our
experience,
even the most timid users are able to take advantage of their
main features
after only a few hours of hands-on instruction.
A second objective in writing this book has been to fill a void
between texts
aimed at low- to mid-level managers and those aimed at
technical personnel
with strong analytic skills but little training in or exposure to
organizational
issues. Those who teach engineering or business students at
both the late
undergraduate and early graduate levels should find it suitable.
In addition,
the book is intended to serve as a reference for the practitioner
who is new …