Pearson HND BTEC Level 5 HND
Managing a Successful Business Project (MSBP)
LO 1
[email protected]
Managing a Successful Business Project
Learning Outcomes
By the end of this module you will be able to:
Establish project aims, objectives and timeframes based on the chosen theme.
Conduct small-scale research, information gathering and data collection to generate knowledge to support your project.
Present your project and communicate appropriate recommendations based on meaningful conclusions drawn from the evidence findings and/or analysis.
Reflect on the value you have gained from conducting a project and its usefulness to support sustainable organisational performance.
LO1 : Establish project aims, objectives and timeframes based on the chosen theme.
P1 - Devise project aims and objectives for a chosen scenario.
P2 - Produce a project management plan that covers aspects of cost, scope, time, quality, communication, risk and resources.
P3 - Produce a work breakdown structure and a Gantt Chart to provide timeframes and stages for completion.
What is project management and what does it involve?
What is project management and what does it involve?
Most firms day to day operations serve customers through a network of inter connecting business processes, as business volumes change, the loading on these processes can increase or decrease (Nokes et. al. 2003) and there is often a need for some adaption in each process.
There may be a cumulative effect of many adaptions just to change of one of the processes, and as markets are subject to rapid change firms cannot afford to wait for gradual adaptions to take effect, therefore projects are required to provide a structure for making changes at a faster rate.
Nokes et al suggests that “ as markets increase and product cycles shorten the importance of projects will increase”. Projects are required to replace old and inefficient ways of doing things to methods better suited to modern market conditions.
Projects and the management of projects may be needed to tackle new problems.
Benefit of using case studies
In the aftermath of a series of acquisitions and mergers, a large financial services firm found itself attempting to operate with nearly seven hundred job titles for many similar positions due to the continued use of multiple legacy HR systems. The organization wanted to develop and implement a common set of job families and titles that could be used across the entire organization. Realizing the complexity of the task as well as a lack of internal expertise, they decided to seek external resources to carry out the work (Kaplan & Norton, 1996).
In order to begin developing a general overview of the project’s scope and cost, it is often helpful to collect information about how others have approached the same issue. This can be done through informal benchmarking efforts, consulting with colleagues.
Dear students get fully solved assignments
Send your semester & Specialization name to our mail id :
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Read about the Quality Management Process on page 25 of the text. .docxcatheryncouper
Read about the Quality Management Process on page 25 of the text.
1. Why are measurements critical to quality management? What types of measures are available for quality?
2. How important is it to include a quality assessment in your project WBS? What can happen if quality is overlooked?
3. Let’s do a little research on Six Sigma. What is it and why is it important to quality management?
Additional Instructions:
For Threaded Discussion 2, read about the Quality Management Process on page 25 of the text.
In your paper explain why are measurements critical to quality management and explain the types of measures are available for quality that a Project Manager can use.
Explain why it is important to include a quality assessment in your project’s WBS and include what can happen if quality is overlooked.
We will use Six Sigma as a means to support quality. Do some research and briefly explain what it is and why is it important to quality management.
Be sure to include an introduction, body of your paper, and conclusion.
TD2’s paper should be a minimum two pages not including APA title and Reference page. Use APA 6th edition, citations and references must be correctly used, and grammar and punctuation at par.
Post your paper due no later than Friday night August 15th by 11:59pmMT, in this discussion. Response to classmate papers is not necessary.
TD1 paper is worth 15 points. (Questions 10 pts., Format/Mechanics 3 pts., Grammar and APA 2 pts.)
I will use Turnitin to validate originality.
Thank You,
Alex
Students will find several direct links to the PMBoK in this text. First, the key terms and their definitions are intended to follow the PMBoK glossary (included as an appendix at the end of the text). Second, chapter introductions will also highlight references to the PMBoK as we address them in turn. We can see how each chapter not only adds to our knowledge of project management but also directly links to elements within the PMBoK. Finally, many end-of-chapter exercises and Internet references will require direct interaction with PMI through its Web site.
As an additional link to the Project Management Institute and the PMBoK, this text will include sample practice questions at the end of relevant chapters to allow students to test their in-depth knowledge of aspects of the PMBoK. Nearly 20 years ago, PMI instituted its Project Management Professional (PMP) certification as a means of awarding those with an expert knowledge of project management practice. The PMP certification is the highest professional designation for project management expertise in the world and requires in-depth knowledge in all nine areas of the PMBoK. The inclusion of questions at the end of the relevant chapters offers students a way to assess how well they have learned the important course topics, the nature of PMP certification exam questions, and to point to areas that may require additional study in order to master this material.
This text ...
Dear students get fully solved assignments
Send your semester & Specialization name to our mail id :
help.mbaassignments@gmail.com
or
call us at : 08263069601
Read about the Quality Management Process on page 25 of the text. .docxcatheryncouper
Read about the Quality Management Process on page 25 of the text.
1. Why are measurements critical to quality management? What types of measures are available for quality?
2. How important is it to include a quality assessment in your project WBS? What can happen if quality is overlooked?
3. Let’s do a little research on Six Sigma. What is it and why is it important to quality management?
Additional Instructions:
For Threaded Discussion 2, read about the Quality Management Process on page 25 of the text.
In your paper explain why are measurements critical to quality management and explain the types of measures are available for quality that a Project Manager can use.
Explain why it is important to include a quality assessment in your project’s WBS and include what can happen if quality is overlooked.
We will use Six Sigma as a means to support quality. Do some research and briefly explain what it is and why is it important to quality management.
Be sure to include an introduction, body of your paper, and conclusion.
TD2’s paper should be a minimum two pages not including APA title and Reference page. Use APA 6th edition, citations and references must be correctly used, and grammar and punctuation at par.
Post your paper due no later than Friday night August 15th by 11:59pmMT, in this discussion. Response to classmate papers is not necessary.
TD1 paper is worth 15 points. (Questions 10 pts., Format/Mechanics 3 pts., Grammar and APA 2 pts.)
I will use Turnitin to validate originality.
Thank You,
Alex
Students will find several direct links to the PMBoK in this text. First, the key terms and their definitions are intended to follow the PMBoK glossary (included as an appendix at the end of the text). Second, chapter introductions will also highlight references to the PMBoK as we address them in turn. We can see how each chapter not only adds to our knowledge of project management but also directly links to elements within the PMBoK. Finally, many end-of-chapter exercises and Internet references will require direct interaction with PMI through its Web site.
As an additional link to the Project Management Institute and the PMBoK, this text will include sample practice questions at the end of relevant chapters to allow students to test their in-depth knowledge of aspects of the PMBoK. Nearly 20 years ago, PMI instituted its Project Management Professional (PMP) certification as a means of awarding those with an expert knowledge of project management practice. The PMP certification is the highest professional designation for project management expertise in the world and requires in-depth knowledge in all nine areas of the PMBoK. The inclusion of questions at the end of the relevant chapters offers students a way to assess how well they have learned the important course topics, the nature of PMP certification exam questions, and to point to areas that may require additional study in order to master this material.
This text ...
From DrupalCon Chicago 2011, Treehouse SVP, Operations, Nicole Lind joins colleagues from other top agencies to discuss approaches to managing enterprise-level Drupal projects.
Questions answered by this session
Question 1: How does PM involvement impact the various phases of a project and the organization... and should it?
Question 2: How do you say "No" to the wrong type of work and still keep a positive client relationship?
Question 3: How do you partner with clients to ensure the project needs are met?
Question 4: Are there differences in managing Drupal projects versus other technology projects?
Question 5: What are some shared tools to help navigate the questions being answered in this session?
Five steps to a winning project team it-toolkitsIT-Toolkits.org
As healthcare executives work to increase efficiency and decrease costs in a dynamic healthcare environment, they often undertake projects such as technology implementation, operational and process improvements and facility planning. These projects typically require the formation of collaborative teams comprising hospital leadership and staff as well as project managers and support staff from vendors and outside consulting firms. Executives must be prepared to establish efficient project teams that focus on communication and collaboration to achieve success.
1092019 New Transcript Templatemedia.capella.educoursem.docxaulasnilda
10/9/2019 New Transcript Template
media.capella.edu/coursemedia/MBA9128/simulation/MBA9128_transcript.html 1/12
P r i n t
PROJECT MANAGEMENT IMPROVEMENTS AT KEYSTONE
MANAGEMENT
INTRODUCTION
As the new Project O�ce Director for Keystone Management, Aaron has been asked to participate in the
corporate Continuous Process Improvement initiatives by identifying recommendations for speci�c aspects of
Keystone's project management methodology.
To meet this requirement, Aaron began by talking with project managers about their experience and insights,
which he then translated into strategies aimed at improving the process, environment, and quality of project
management at Keystone Management.
Your goal is to review the information Aaron gathered and his recommendations for each of the six topics in
this simulation. You will then clarify how improvements in each area can contribute to improvements at
Keystone. Each topic corresponds with a unit in the course. Although you may choose to complete each topic
in conjunction with the course unit, you may also want to follow the simulation from beginning to end to see
how the concepts in each topic relate. Along the way, we will provide you with the following:
Project Manager re�ections.
Aaron's recommendations.
Opportunities to clarify improvement opportunities.
Feedback on improvement opportunities.
Topic summaries.
INSTRUCTIONS
In this simulation, you will work through a total of six topics related to project management improvements for
Keystone Management. For each topic, you will be presented with project manager re�ections and Aaron's
recommendations. You will use this information to clarify how improvements in each area can contribute to
improvements for Keystone Management. Feedback will be provided on your responses.
Since each topic corresponds with a unit in the course, you can either complete each topic in conjunction with
the course unit, or follow the simulation from beginning to end to see how the concepts in each topic relate.
TOPIC 1: DEFINING REQUIREMENTS
What role do project requirements play in project management quality and success?
Figure of Requirements De�nition
C r e d i t s
javascript:window.print()
10/9/2019 New Transcript Template
media.capella.edu/coursemedia/MBA9128/simulation/MBA9128_transcript.html 2/12
This �gure illustrates how di�erent types of requirements are connected and de�ned.
Business requirements are de�ned by the project sponsor.
Size and complexity information is de�ned by the project management team.
Functional and non-functional requirements are de�ned by both the development and testing teams.
Expectations and constraints are de�ned by other stakeholders.
User requirements are de�ned by user representatives.
Aaron began his discussions with project managers by stating that from his experience, well-de�ned
requirements are the cornerstone for project success and quality results.
Review the project manager responses and Aaron's recom ...
4 Project Goals, Scope, and CharterChaosDigital VisionGe.docxgilbertkpeters11344
4 Project Goals, Scope, and Charter
Chaos/Digital Vision/Getty Images
Learning Objectives
By the end of this chapter, you will be able to:
• Define important project management terms, including project goals, objectives, deliverables, and outcomes,
and understand how they fit into the project planning framework.
• Explain the purpose of strategic planning in linking organizational goals to programs and projects.
• Create project goals, objectives, and metrics.
• Write a project charter and scope of work.
• Discuss constraints and their role in project management.
• Identify aspects of project planning that can affect the success of a project.
CO_CRD
CN
CT
CO_LO
CO_TX
CO_BL
co-cn
co-cr
co-box
co-intro
co-photo
co
bar81677_04_c04_115-148.indd 115 9/9/14 10:46 AM
Introduction
Pretest
1. The goal of a project is to produce satisfactory deliverables on time and within budget.
a. True
b. False
2. Organizations do not always view projects that exceed their budgets as failures.
a. True
b. False
3. Organizations that avoid committing to long-term goals are more agile and therefore
more effective.
a. True
b. False
4. A statement of project goals describes top management’s expectations for a project.
a. True
b. False
5. Satisfying customers means meeting their service or product requirements.
a. True
b. False
6. The end users who purchase a product from a retail outlet are stakeholders in the
project process.
a. True
b. False
Answers can be found at the end of the chapter.
Introduction
You have probably been part of an organization or team activity that did not appear to have
direction, purpose, or goals. This kind of experience sometimes produces frustration, espe-
cially in organizations that are supposed to have a purpose, simply because people want to
know that they are part of something larger than themselves and that they can make a dif-
ference. Sometimes organizations have goals, but it seems like only top management knows
what they are. This chapter will explore the value of having organizational and project goals
and sharing them with the people charged with realizing them.
This chapter follows up on earlier chapters that dealt with the field of project management,
project phases in the cycle, and organizational design. The chapter will address how projects
are started, how they are aligned with the organization’s goals, and how individual project
goals and objectives are set to serve customers.
Once a project is selected and initiated in phase 1, phase 2 involves defining the project in a
project plan and preparing the project framework for execution. The next five chapters will
address the highlights and critical activities and tools used in this phase. This chapter discusses
important front-end planning activities such as setting project goals and objectives, linking the
H1
sec_n sec_t
bar81677_04_c04_115-148.indd 116 9/9/14 10:46 AM
Section 4.1 Project Goals and Objec.
According to Project Management Institute (PMI), the Initiating Process Group is the first step to complete the five PMBOK's Project Management Process Groups. The Initiating Process Group consists of (Developing a Project Charter & Identify Stakeholders) those processes performed to define a new project or a new phase of an existing project by obtaining authorization to start the project or phase.
How Project Management Leads to Better OutcomesAllison Reznick
Implementing project management practices can have
widespread benefits for an association. Here's a primer on
what effective project management looks like and how
associations might use it.
Travis Barker, MPA GCPM
Innovate Vancouver
https://innovatevancouver.org
Consulting@innovatevancouver.org
Download a copy of the playbook at http://innovatevancouver.org
"Project Management Generator"
3The Project Management ProcessGroups A Case StudyAft.docxgilbertkpeters11344
3
The Project Management Process
Groups: A Case Study
After reading this chapter, you will be able to:
1. Describe the five project management process groups, the typical level of
activity for each, and the interactions among them
2. Understand how the project management process groups relate to the project
management knowledge areas
3. Discuss how organizations develop information technology project manage-
ment methodologies to meet their needs
4. Review a case study of an organization applying the project management
process groups to manage an information technology project, and understand
the contribution that effective project initiation, project planning, project
execution, project monitoring and controlling, and project closing make to
project success
OPENING CASE
rica Bell was in charge of the Project Management Office (PMO)
for her consulting firm. The firm, JWD (Job Well Done)
Consulting, had grown to include more than 200 full-time consul-
tants and even more part-time consultants. JWD Consulting pro-
vides a variety of consulting services to assist organizations in
selecting and managing information technology projects. The firm
focuses on finding and managing high-payoff projects and develop-
ing strong metrics to measure project performance and benefits to the
organization after the project is implemented. The firm’s emphasis
Objectives
E
on metrics and working collaboratively with its customers gives it
an edge over many competitors.
Joe Fleming, the CEO, wanted his company to continue to grow
and become a world-class consulting organization. Since the core of
the business was helping other organizations with project manage-
ment, he felt it was crucial for JWD Consulting to have an exemplary
process for managing its own projects. He asked Erica to work with
her team and other consultants in the firm to develop several intranet
site applications that would allow them to share their project man-
agement knowledge. He also thought it would make sense to make
some of the information available to the firm’s clients. For example,
the firm could provide project management templates, tools, articles,
links to other sites, and an “Ask the Expert” feature to help build
relationships with current and future clients. Since JWD Consulting
emphasizes the importance of high-payoff projects, Joe also wanted
to see a business case for this project before proceeding.
Recall from Chapter 1 that project management consists of nine knowledge
areas: integration, scope, time, cost, quality, human resources, communications,
risk, and procurement. Another important concept to understand is that projects
involve five project management process groups: initiating, planning, executing,
monitoring and controlling, and closing. Tailoring these process groups to meet
individual project needs increases the chance of success in managing projects. This
chapter describes each project management process group in detail through.
(APA 6th Edition Formatting and Style Guide)
Office of Graduate Studies
Alcorn State University
Engaging Possibilities, Pursuing Excellence
REVISED May 23, 2018
THESIS MANUAL
Graduates
2
COPYRIGHT PRIVILEGES
BELONG TO
OFFICE OF GRADUATE STUDIES
ALCORN STATE UNIVERSITY, LORMAN, MS
Reproduction for distribution of this THESIS MANUAL requires the written permission of the
Provost and Executive Vice President for Academic Affairs or Graduate Studies Administrator.
FOREWORD
Alcorn State University Office of Graduate Studies requires that all students comply with the
specifications given in this document in the publication of a thesis or non-thesis research project.
Graduate students, under faculty guidance, are expected to produce scholarly work either in the
form of a thesis or a scholarly research project.
The thesis (master or specialist) should document the student's research study and maintain a
degree of intensity.
The purpose of this manual is to assist the graduate student and the graduate thesis advisory
committee in each department with the instructions contained herein. This is the official
approved manual by the Graduate Division.
Formatting questions not addressed in these guidelines should be directed to the Graduate School
staff in the Walter Washington Administration Building, Suite 519 or by phone at
601.877.6122 or via email: [email protected] or in person.
The Graduate Studies
Thesis Advisory Committee
(Revised Spring 2018)
mailto:[email protected]
TABLE OF CONTENTS
Page
INTRODUCTION ............................................................................................................................ 3
SELECTION AND APPOINTMENT OF THESIS ADVISORY COMMITTEE ......................... 4
1. Early Topic Selection ......................................................................................................... 4
2. Selection of Thesis Chair ......................................................................................................... 4
3. Selection of Thesis Committee Members .......................................................................... 4
4. Appointment of Thesis Advisory Committee Form .......................................................... 4
5. Invitation to Prospective Committee Members ................................................................. 5
6. TAC Committee Selection ................................................................................................. 5
CHOICE OF SUBJECT .................................................................................................................... 5
PROPOSAL DEFENSE AND SUBMISSION OF PROPOSAL TO IRB ..................................... 5
PARTS OF THE MANUSCRIPT: PRELIMINARY PAGES ..................................................... 8
1. Title Page .
(a) Thrasymachus’ (the sophist’s) definition of Justice or Right o.docxAASTHA76
(a) Thrasymachus’ (the sophist’s) definition of Justice or Right or Right Doing/Living is “The Interest of the Stronger (Might makes Right).” How does Socrates refute this definition? (cite just
one
of his arguments) [cf:
The Republic
, 30-40, Unit 1 Lecture Video]
(b) According to Socrates, what is the true definition of Justice or Right? [cf:
The Republic
, 141-42, Unit 2 Lecture Video]
(c) And why therefore is the Just life far preferable to the Unjust life (142-43)?
(a) The Allegory of the CAVE (the main metaphor of western philosophy) is an illustration of the Divided LINE.
Characterize
the Two Worlds, and the move/ascent from one to the other (exiting the CAVE, crossing the Divided LINE)—which is alone the true meaning of Education and the only way to become Just, Right, and Immortal. [cf:
The Republic
, 227-232, Unit 3 Lecture Video]
(b) How do the philosophical Studies of
Arithmetic
(number) and
Dialectic
take you above the Divided Line and out of the changing sense-world of illusion (the CAVE) into Reality and make you use your Reason (pure thought) instead of your senses? [cf:
The Republic
, 235-37, 240-42, 250-55. Unit 4 Lecture Video (transcript)]
Give a summary of the
Proof of the Force
(Why there is the “Universe,” “Man,” “God,” “History,” etc)? Start with, “Can there be
nothing
?” [cf: TJH 78-95, Unit 2 Lecture Video]
NIETZSCHE is the crucial Jedi philosopher who provides the “bridge” between negative and positive Postmodernity by focusing on a certain “Problem” and the “
Solution
” to it.
(a) Discuss
2
of the following items (
1
pertaining to the Problem,
1
pertaining to the
.
More Related Content
Similar to Pearson HND BTEC Level 5 HNDManaging a Successful Business Pr.docx
From DrupalCon Chicago 2011, Treehouse SVP, Operations, Nicole Lind joins colleagues from other top agencies to discuss approaches to managing enterprise-level Drupal projects.
Questions answered by this session
Question 1: How does PM involvement impact the various phases of a project and the organization... and should it?
Question 2: How do you say "No" to the wrong type of work and still keep a positive client relationship?
Question 3: How do you partner with clients to ensure the project needs are met?
Question 4: Are there differences in managing Drupal projects versus other technology projects?
Question 5: What are some shared tools to help navigate the questions being answered in this session?
Five steps to a winning project team it-toolkitsIT-Toolkits.org
As healthcare executives work to increase efficiency and decrease costs in a dynamic healthcare environment, they often undertake projects such as technology implementation, operational and process improvements and facility planning. These projects typically require the formation of collaborative teams comprising hospital leadership and staff as well as project managers and support staff from vendors and outside consulting firms. Executives must be prepared to establish efficient project teams that focus on communication and collaboration to achieve success.
1092019 New Transcript Templatemedia.capella.educoursem.docxaulasnilda
10/9/2019 New Transcript Template
media.capella.edu/coursemedia/MBA9128/simulation/MBA9128_transcript.html 1/12
P r i n t
PROJECT MANAGEMENT IMPROVEMENTS AT KEYSTONE
MANAGEMENT
INTRODUCTION
As the new Project O�ce Director for Keystone Management, Aaron has been asked to participate in the
corporate Continuous Process Improvement initiatives by identifying recommendations for speci�c aspects of
Keystone's project management methodology.
To meet this requirement, Aaron began by talking with project managers about their experience and insights,
which he then translated into strategies aimed at improving the process, environment, and quality of project
management at Keystone Management.
Your goal is to review the information Aaron gathered and his recommendations for each of the six topics in
this simulation. You will then clarify how improvements in each area can contribute to improvements at
Keystone. Each topic corresponds with a unit in the course. Although you may choose to complete each topic
in conjunction with the course unit, you may also want to follow the simulation from beginning to end to see
how the concepts in each topic relate. Along the way, we will provide you with the following:
Project Manager re�ections.
Aaron's recommendations.
Opportunities to clarify improvement opportunities.
Feedback on improvement opportunities.
Topic summaries.
INSTRUCTIONS
In this simulation, you will work through a total of six topics related to project management improvements for
Keystone Management. For each topic, you will be presented with project manager re�ections and Aaron's
recommendations. You will use this information to clarify how improvements in each area can contribute to
improvements for Keystone Management. Feedback will be provided on your responses.
Since each topic corresponds with a unit in the course, you can either complete each topic in conjunction with
the course unit, or follow the simulation from beginning to end to see how the concepts in each topic relate.
TOPIC 1: DEFINING REQUIREMENTS
What role do project requirements play in project management quality and success?
Figure of Requirements De�nition
C r e d i t s
javascript:window.print()
10/9/2019 New Transcript Template
media.capella.edu/coursemedia/MBA9128/simulation/MBA9128_transcript.html 2/12
This �gure illustrates how di�erent types of requirements are connected and de�ned.
Business requirements are de�ned by the project sponsor.
Size and complexity information is de�ned by the project management team.
Functional and non-functional requirements are de�ned by both the development and testing teams.
Expectations and constraints are de�ned by other stakeholders.
User requirements are de�ned by user representatives.
Aaron began his discussions with project managers by stating that from his experience, well-de�ned
requirements are the cornerstone for project success and quality results.
Review the project manager responses and Aaron's recom ...
4 Project Goals, Scope, and CharterChaosDigital VisionGe.docxgilbertkpeters11344
4 Project Goals, Scope, and Charter
Chaos/Digital Vision/Getty Images
Learning Objectives
By the end of this chapter, you will be able to:
• Define important project management terms, including project goals, objectives, deliverables, and outcomes,
and understand how they fit into the project planning framework.
• Explain the purpose of strategic planning in linking organizational goals to programs and projects.
• Create project goals, objectives, and metrics.
• Write a project charter and scope of work.
• Discuss constraints and their role in project management.
• Identify aspects of project planning that can affect the success of a project.
CO_CRD
CN
CT
CO_LO
CO_TX
CO_BL
co-cn
co-cr
co-box
co-intro
co-photo
co
bar81677_04_c04_115-148.indd 115 9/9/14 10:46 AM
Introduction
Pretest
1. The goal of a project is to produce satisfactory deliverables on time and within budget.
a. True
b. False
2. Organizations do not always view projects that exceed their budgets as failures.
a. True
b. False
3. Organizations that avoid committing to long-term goals are more agile and therefore
more effective.
a. True
b. False
4. A statement of project goals describes top management’s expectations for a project.
a. True
b. False
5. Satisfying customers means meeting their service or product requirements.
a. True
b. False
6. The end users who purchase a product from a retail outlet are stakeholders in the
project process.
a. True
b. False
Answers can be found at the end of the chapter.
Introduction
You have probably been part of an organization or team activity that did not appear to have
direction, purpose, or goals. This kind of experience sometimes produces frustration, espe-
cially in organizations that are supposed to have a purpose, simply because people want to
know that they are part of something larger than themselves and that they can make a dif-
ference. Sometimes organizations have goals, but it seems like only top management knows
what they are. This chapter will explore the value of having organizational and project goals
and sharing them with the people charged with realizing them.
This chapter follows up on earlier chapters that dealt with the field of project management,
project phases in the cycle, and organizational design. The chapter will address how projects
are started, how they are aligned with the organization’s goals, and how individual project
goals and objectives are set to serve customers.
Once a project is selected and initiated in phase 1, phase 2 involves defining the project in a
project plan and preparing the project framework for execution. The next five chapters will
address the highlights and critical activities and tools used in this phase. This chapter discusses
important front-end planning activities such as setting project goals and objectives, linking the
H1
sec_n sec_t
bar81677_04_c04_115-148.indd 116 9/9/14 10:46 AM
Section 4.1 Project Goals and Objec.
According to Project Management Institute (PMI), the Initiating Process Group is the first step to complete the five PMBOK's Project Management Process Groups. The Initiating Process Group consists of (Developing a Project Charter & Identify Stakeholders) those processes performed to define a new project or a new phase of an existing project by obtaining authorization to start the project or phase.
How Project Management Leads to Better OutcomesAllison Reznick
Implementing project management practices can have
widespread benefits for an association. Here's a primer on
what effective project management looks like and how
associations might use it.
Travis Barker, MPA GCPM
Innovate Vancouver
https://innovatevancouver.org
Consulting@innovatevancouver.org
Download a copy of the playbook at http://innovatevancouver.org
"Project Management Generator"
3The Project Management ProcessGroups A Case StudyAft.docxgilbertkpeters11344
3
The Project Management Process
Groups: A Case Study
After reading this chapter, you will be able to:
1. Describe the five project management process groups, the typical level of
activity for each, and the interactions among them
2. Understand how the project management process groups relate to the project
management knowledge areas
3. Discuss how organizations develop information technology project manage-
ment methodologies to meet their needs
4. Review a case study of an organization applying the project management
process groups to manage an information technology project, and understand
the contribution that effective project initiation, project planning, project
execution, project monitoring and controlling, and project closing make to
project success
OPENING CASE
rica Bell was in charge of the Project Management Office (PMO)
for her consulting firm. The firm, JWD (Job Well Done)
Consulting, had grown to include more than 200 full-time consul-
tants and even more part-time consultants. JWD Consulting pro-
vides a variety of consulting services to assist organizations in
selecting and managing information technology projects. The firm
focuses on finding and managing high-payoff projects and develop-
ing strong metrics to measure project performance and benefits to the
organization after the project is implemented. The firm’s emphasis
Objectives
E
on metrics and working collaboratively with its customers gives it
an edge over many competitors.
Joe Fleming, the CEO, wanted his company to continue to grow
and become a world-class consulting organization. Since the core of
the business was helping other organizations with project manage-
ment, he felt it was crucial for JWD Consulting to have an exemplary
process for managing its own projects. He asked Erica to work with
her team and other consultants in the firm to develop several intranet
site applications that would allow them to share their project man-
agement knowledge. He also thought it would make sense to make
some of the information available to the firm’s clients. For example,
the firm could provide project management templates, tools, articles,
links to other sites, and an “Ask the Expert” feature to help build
relationships with current and future clients. Since JWD Consulting
emphasizes the importance of high-payoff projects, Joe also wanted
to see a business case for this project before proceeding.
Recall from Chapter 1 that project management consists of nine knowledge
areas: integration, scope, time, cost, quality, human resources, communications,
risk, and procurement. Another important concept to understand is that projects
involve five project management process groups: initiating, planning, executing,
monitoring and controlling, and closing. Tailoring these process groups to meet
individual project needs increases the chance of success in managing projects. This
chapter describes each project management process group in detail through.
Similar to Pearson HND BTEC Level 5 HNDManaging a Successful Business Pr.docx (20)
(APA 6th Edition Formatting and Style Guide)
Office of Graduate Studies
Alcorn State University
Engaging Possibilities, Pursuing Excellence
REVISED May 23, 2018
THESIS MANUAL
Graduates
2
COPYRIGHT PRIVILEGES
BELONG TO
OFFICE OF GRADUATE STUDIES
ALCORN STATE UNIVERSITY, LORMAN, MS
Reproduction for distribution of this THESIS MANUAL requires the written permission of the
Provost and Executive Vice President for Academic Affairs or Graduate Studies Administrator.
FOREWORD
Alcorn State University Office of Graduate Studies requires that all students comply with the
specifications given in this document in the publication of a thesis or non-thesis research project.
Graduate students, under faculty guidance, are expected to produce scholarly work either in the
form of a thesis or a scholarly research project.
The thesis (master or specialist) should document the student's research study and maintain a
degree of intensity.
The purpose of this manual is to assist the graduate student and the graduate thesis advisory
committee in each department with the instructions contained herein. This is the official
approved manual by the Graduate Division.
Formatting questions not addressed in these guidelines should be directed to the Graduate School
staff in the Walter Washington Administration Building, Suite 519 or by phone at
601.877.6122 or via email: [email protected] or in person.
The Graduate Studies
Thesis Advisory Committee
(Revised Spring 2018)
mailto:[email protected]
TABLE OF CONTENTS
Page
INTRODUCTION ............................................................................................................................ 3
SELECTION AND APPOINTMENT OF THESIS ADVISORY COMMITTEE ......................... 4
1. Early Topic Selection ......................................................................................................... 4
2. Selection of Thesis Chair ......................................................................................................... 4
3. Selection of Thesis Committee Members .......................................................................... 4
4. Appointment of Thesis Advisory Committee Form .......................................................... 4
5. Invitation to Prospective Committee Members ................................................................. 5
6. TAC Committee Selection ................................................................................................. 5
CHOICE OF SUBJECT .................................................................................................................... 5
PROPOSAL DEFENSE AND SUBMISSION OF PROPOSAL TO IRB ..................................... 5
PARTS OF THE MANUSCRIPT: PRELIMINARY PAGES ..................................................... 8
1. Title Page .
(a) Thrasymachus’ (the sophist’s) definition of Justice or Right o.docxAASTHA76
(a) Thrasymachus’ (the sophist’s) definition of Justice or Right or Right Doing/Living is “The Interest of the Stronger (Might makes Right).” How does Socrates refute this definition? (cite just
one
of his arguments) [cf:
The Republic
, 30-40, Unit 1 Lecture Video]
(b) According to Socrates, what is the true definition of Justice or Right? [cf:
The Republic
, 141-42, Unit 2 Lecture Video]
(c) And why therefore is the Just life far preferable to the Unjust life (142-43)?
(a) The Allegory of the CAVE (the main metaphor of western philosophy) is an illustration of the Divided LINE.
Characterize
the Two Worlds, and the move/ascent from one to the other (exiting the CAVE, crossing the Divided LINE)—which is alone the true meaning of Education and the only way to become Just, Right, and Immortal. [cf:
The Republic
, 227-232, Unit 3 Lecture Video]
(b) How do the philosophical Studies of
Arithmetic
(number) and
Dialectic
take you above the Divided Line and out of the changing sense-world of illusion (the CAVE) into Reality and make you use your Reason (pure thought) instead of your senses? [cf:
The Republic
, 235-37, 240-42, 250-55. Unit 4 Lecture Video (transcript)]
Give a summary of the
Proof of the Force
(Why there is the “Universe,” “Man,” “God,” “History,” etc)? Start with, “Can there be
nothing
?” [cf: TJH 78-95, Unit 2 Lecture Video]
NIETZSCHE is the crucial Jedi philosopher who provides the “bridge” between negative and positive Postmodernity by focusing on a certain “Problem” and the “
Solution
” to it.
(a) Discuss
2
of the following items (
1
pertaining to the Problem,
1
pertaining to the
.
(Glossary of Telemedicine and eHealth)· Teleconsultation Cons.docxAASTHA76
(Glossary of Telemedicine and eHealth)
· Teleconsultation: Consultation between a provider and specialist at distance using either store and forward telemedicine or real time videoconferencing.
· Telehealth and Telemedicine: Telemedicine is the use of medical information exchanged from one site to another via electronic communications to improve patients' health status. Closely associated with telemedicine is the term "telehealth," which is often used to encompass a broader definition of remote healthcare that does not always involve clinical services. Videoconferencing, transmission of still images, e-health including patient portals, remote monitoring of vital signs, continuing medical education and nursing call centers are all considered part of telemedicine and telehealth. Telemedicine is not a separate medical specialty. Products and services related to telemedicine are often part of a larger investment by health care institutions in either information technology or the delivery of clinical care. Even in the reimbursement fee structure, there is usually no distinction made between services provided on site and those provided through telemedicine and often no separate coding required for billing of remote services. Telemedicine encompasses different types of programs and services provided for the patient. Each component involves different providers and consumers.
· TeleICU: TeleICU is a collaborative, interprofessional model focusing on the care of critically ill patients using telehealth technologies.
· Telemonitoring: The process of using audio, video, and other telecommunications and electronic information processing technologies to monitor the health status of a patient from a distance.
· Telemonitoring: The process of using audio, video, and other telecommunications and electronic information processing technologies to monitor the health status of a patient from a distance.
· Clinical Decision Support System (CCDS): Systems (usually electronically based and interactive) that provide clinicians, staff, patients, and other individuals with knowledge and person-specific information, intelligently filtered and presented at appropriate times, to enhance health and health care. (http://healthit.ahrq.gov/images/jun09cdsreview/09_0069_ef.html)
· e-Prescribing: The electronic generation, transmission and filling of a medical prescription, as opposed to traditional paper and faxed prescriptions. E-prescribing allows for qualified healthcare personnel to transmit a new prescription or renewal authorization to a community or mail-order pharmacy.
· Home Health Care and Remote Monitoring Systems: Care provided to individuals and families in their place of residence for promoting, maintaining, or restoring health or for minimizing the effects of disability and illness, including terminal illness. In the Medicare Current Beneficiary Survey and Medicare claims and enrollment data, home health care refers to home visits by professionals including nu.
(Assmt 1; Week 3 paper) Using ecree Doing the paper and s.docxAASTHA76
(Assmt 1; Week 3 paper): Using ecree Doing the paper and submitting it (two pages here)
Have this sheet handy as well as the sheet called FORMAT SAMPLE PAPER for Assignment 1.
1. Go to the Week 3 unit and find the blue link ASSIGNMENT 1: DEALING WITH DIVERSITY…. Click on it.
2. You will see instructions on the screen and at the top “Assignment 1: ecree”. Click on that to enter ecree.
3. You will see some summary of the assignment instructions at the top of the screen—scroll down to see the three long, blank, rectangular boxes. You will be typing into those. Remember—do not worry about a title page or double spacing. Start composing your paragraphs. It will start as a rough draft.
4. As you start typing your introduction—notice on the right that comments start developing and also video links. Also on the right you will it say “Saved a Few seconds ago”. It is saving as you go. At first the comments are red (unfavorable). The more you do, usually the more green (favorable) comments start to appear. You can also keep revising.
5. When you hit the enter key it takes you to the next paragraph box—and sometimes it creates a new paragraph box for you.
6. Doing your Sources list in ecree—Your sources do have to be listed at the end. The FORMAT SAMPLE paper illustrates what they might look like. But, putting them in ecree gracefully can be a challenge.
a. Perhaps the best way is this: Have the last regular paragraph of your essay (Part 4) be in the box labeled “Conclusion”. Once that paragraph is written—in whole or in part, do this: Click on the word “Conclusion” to form a following paragraph box marked by three dots. Keep doing that and put each source in its own “three-dot” box. In other words, after your Conclusion paragraph—the heading “Sources” gets its own paragraph box at the end, followed by separate paragraph boxes for each source entry.
b. If the approach labeled “a” above is not working out, don’t worry about the external labels of those last paragraph boxes---just be sure to have a concluding paragraph (your Part 4) followed by paragraphs for the Sources header and each source entry. In grading, I will be able to figure it out. I will be lenient on how you organize that last part, as long as you have that last paragraph and a clear Sources list.
------------------------------------
UPLOAD OPTION: You can type your paper or a good rough draft of it into MS-Word as a file. Have it organized and laid out like the FORMAT SAMPLE paper. Then Upload it to ecree. Once you upload, take a little time and edit what uploaded so that it looks like what you intended and fits the 4-part organization of the assignment.
-----------------------
7. Click “Submit” on lower right only when absolutely ready. Once you submit, it will get graded.
Have fun! (see next page for a few notes and comments on ecree)
---------.
(Image retrieved at httpswww.google.comsearchhl=en&biw=122.docxAASTHA76
(Image retrieved at https://www.google.com/search?hl=en&biw=1229&bih=568&tbm=isch&sa=1&ei=fmYIW9W3G6jH5gLn7IHYAQ&q=analysis&oq=analysis&gs_l=img.3..0i67k1l2j0l5j0i67k1l2j0.967865.968569.0.969181.7.4.0.0.0.0.457.682.1j1j4-1.3.0....0...1c.1.64.img..5.2.622...0i7i30k1.0.rL9KcsvXM1U#imgrc=LU1vXlB6e2doDM: / )
ESOL 052 (Essay #__)
Steps:
1. Discuss the readings, videos, and photographs in the Truth and Lies module on Bb.
2. Select a significant/controversial photograph to analyze. (The photograph does not have to be from Bb.)
3. Choose one of the following essay questions:
a. What truth does this photograph reveal?
b. What lie does this photograph promote?
c. Why/How did people deliberately misuse this photograph and distort its true meaning?
d. Why was this photograph misinterpreted by so many people?
e. Why do so many people have different reactions to this photograph?
f. ___________________________________________________________________________?
(Students may create their own visual analysis essay question as long as it is pre-approved by the instructor.)
4. Use the OPTIC chart to brainstorm and take notes on your photograph.
5. Use a pre-writing strategy (outline, graphic organizer, etc.) to organize your ideas.
6. Using correct MLA format, write a 3-5 page essay.
7. Type a Works Cited page. (Use citationmachine.net, easybib.com, etc. to format your info.)
8. Peer and self-edit during the writing process (Bb Wiki, in/outside class).
9. Get feedback from your peers and an instructor during the writing process.
(Note: Students who visit the Writing Center and show me proof get 2 additional days to work on the assignment.)
10. Proofread/edit/revise during the writing process.
11. Put your pre-writing, essay, and Works Cited page in 1 Word document and upload it on Bb by midnight on ______. (If a student submits an essay without pre-writing or without a Works Cited page, he/she will receive a zero. If a student submits an assignment late, he/she will receive a zero. If a student plagiarizes, he/she will receive a zero.)
Purpose: Students will be able to use their reading, writing, critical thinking, and research skills to conduct a visual analysis that explores the theme of Truth and Lies.
Tone: The tone of this assignment should be formal and academic.
Language: The diction and syntax of this assignment should be formal and academic. Students should not use second person pronouns (you/your), contractions, abbreviations, slang, or any type of casual language. Students should refer to the diction and syntax guidelines in the writing packet.
Audience: The audience of this assignment is the student’s peers and instructor.
Format: MLA style (double spaced, 1 in. margins, Times New Roman 12 font, pagination, heading, title, tab for each paragraph, in-text citations, Works Cited page, hanging indents, etc.)
Requirements:
In order for a student to earn a minimum passing grade of 70% on this assignment, h.
(Dis) Placing Culture and Cultural Space Chapter 4.docxAASTHA76
(Dis) Placing Culture and Cultural Space
Chapter 4
+
Chapter Objectives
Describe the relationships among culture, place, cultural space, and identity in the context of globalization.
Explain how people use communicative practices to construct, maintain, negotiate, and hybridize cultural spaces.
Explain how cultures are simultaneously placed and displaced in the global context leading to segregated, contested and hybrid cultural spaces.
Describe the practice of bifocal vision to highlight the linkages between “here” and “there” as well as the connections between present and past.
+
Introduction
Explore the cultural and intercultural communication dimensions of place, space and location. We will examine:
The dynamic process of placing and displacing cultural space in the context of globalization.
How people use communicative practices to construct, maintain, negotiate, and hybridize cultural spaces
How segregated, contested, and hybrid cultural spaces are both shaped by the legacy of colonialism and the context of globalization.
How Hip hop culture illustrates the cultural and intercultural dimensions of place, space, and location in the context of globalization
+
Placing Culture and Cultural Space
Culture, by definition, is rooted in place with a reciprocal relationship between people and place
Culture:
“Place tilled” in Middle English
Colere : “to inhabit, care for, till, worship” in Latin
In the context of globalization, what is the relationship between culture and place?
Culture is both placed and displaced
+
Cultural Space
The communicative practices that construct meanings in, through and about particular places
Cultural space shapes verbal and nonverbal communicative practices
i.e. Classrooms, dance club, library.
Cultural spaces are constructed through the communicative practices developed and lived by people in particular places
Communicative practices include:
The languages, accents, slang, dress, artifacts, architectural design, the behaviors and patterns of interaction, the stories, the discourses and histories
How is the cultural space of your home, neighborhood, city, and state constructed through communicative practices?
+
Place, Cultural Space and Identity
Place, Culture, Identity and Difference
What’s the relationship between place and identity?
Avowed identity:
The way we see, label and make meaning about ourselves and
Ascribed identity:
The way others view, name and describe us and our group
Examples of how avowed and ascribed identities may conflict?
How is place related to standpoint and power?
Locations of enunciation:
Sites or positions from which to speak.
A platform from which to voice a perspective and be heard and/or silenced.
+
Displacing Culture and Cultural Space
(Dis) placed culture and cultural space:
A notion that captures the complex, contradictory and contested nature of cultural space and the relationship between culture and place that has emerged in the context o.
(1) Define the time value of money. Do you believe that the ave.docxAASTHA76
(1) Define the time value of money. Do you believe that the average person considers the time value of money when they make investment decisions? Please explain.
(2) Distinguish between ordinary annuities and annuities due. Also, distinguish between the future value of an annuity and the present value of an annuity.
.
(chapter taken from Learning Power)From Social Class and t.docxAASTHA76
(chapter taken from Learning Power)
From Social Class and the Hidden Curriculum of Work
JEAN ANYON
It's no surprise that schools in wealthy communities are better than those in poor communities, or that they better prepare their students for
desirable jobs. It may be shocking, however, to learn how vast the differences in schools are - not so much in resources as in teaching methods
and philosophies of education. Jean Anyon observed five elementary schools over the course of a full school year and concluded that fifth-
graders of different economic backgrounds are already being prepared to occupy particular rungs on the social ladder. In a sense, some whole
schools are on the vocational education track, while others are geared to produce future doctors, lawyers, and business leaders. Anyon's main
audience is professional educators, so you may find her style and vocabulary challenging, but, once you've read her descriptions of specific
classroom activities, the more analytic parts of the essay should prove easier to understand. Anyon is chairperson of the Department of
Education at Rutgers University, Newark; This essay first appeared in Journal of Education in 1980.
Scholars in political economy and the sociology of knowledge have recently argued that public schools in complex industrial societies like our
own make available different types of educational experience and curriculum knowledge to students in different social classes. Bowles and
Gintis1 for example, have argued that students in different social-class backgrounds are rewarded for classroom behaviors that correspond to
personality traits allegedly rewarded in the different occupational strata--the working classes for docility and obedience, the managerial classes
for initiative and personal assertiveness. Basil Bernstein, Pierre Bourdieu, and Michael W. Apple focusing on school knowledge, have argued
that knowledge and skills leading to social power and regard (medical, legal, managerial) are made available to the advantaged social groups but
are withheld from the working classes to whom a more "practical" curriculum is offered (manual skills, clerical knowledge). While there has
been considerable argumentation of these points regarding education in England, France, and North America, there has been little or no attempt
to investigate these ideas empirically in elementary or secondary schools and classrooms in this country.3
This article offers tentative empirical support (and qualification) of the above arguments by providing illustrative examples of differences in
student work in classrooms in contrasting social class communities. The examples were gathered as part of an ethnographical4 study of
curricular, pedagogical, and pupil evaluation practices in five elementary schools. The article attempts a theoretical contribution as well and
assesses student work in the light of a theoretical approach to social-class analysis.. . It will be suggested that there is a "hidden.
(Accessible at httpswww.hatchforgood.orgexplore102nonpro.docxAASTHA76
(Accessible at https://www.hatchforgood.org/explore/102/nonprofit-photography-ethics-and-approaches)
Nonprofit Photography: Ethics
and Approaches
Best practices and tips on ethics and approaches in
humanitarian photography for social impact.
The first moon landing. The Vietnamese ‘napalm girl’, running naked and in agony. The World
Trade Centers falling.
As we know, photography carries the power to inspire, educate, horrify and compel its viewers to
take action. Images evoke strong and often public emotions, as people frequently formulate their
opinions, judgments and behaviors in response to visual stimuli. Because of this, photography
can wield substantial control over public perception and discourse.
Moreover, photography in our digital age permits us to deliver complex information about
remote conditions which can be rapidly distributed and effortlessly processed by the viewer.
Recently, we’ve witnessed the profound impact of photography coupled with social media:
together, they have fueled political movements and brought down a corrupt government.
Photography can - and has - changed the course of history.
Ethical Considerations
Those who commission and create photography of marginalized populations to further an
organizations’ mission possess a tremendous responsibility. Careful ethical consideration should
be given to all aspects of the photography supply chain: its planning, creation, and distribution.
When planning a photography campaign, it is important to examine the motives for creating
particular images and their potential impact. Not only must a faithful, comprehensive visual
depiction of the subjects be created to avoid causing misconception, but more importantly, the
subjects’ dignity must be preserved. Words and images that elicit an emotional response by their
sheer shock value (e.g. starving, skeletal children covered in flies) are harmful because they
exploit the subjects’ condition in order to generate sympathy for increasing charitable donations
or support for a given cause. In addition to violating privacy and human rights, this so-called
'poverty porn’ is harmful to those it is trying to aid because it evokes the idea that the
marginalized are helpless and incapable of helping themselves, thereby cultivating a culture of
paternalism. Poverty porn is also detrimental because it is degrading, dishonoring and robs
people of their dignity. While it is important to illustrate the challenges of a population, one must
always strive to tell stories in a way that honors the subjects’ circumstances, and (ideally)
illustrates hope for their plight.
Legal issues
Legal issues are more clear cut when images are created or used in stable countries where legal
precedent for photography use has been established. Image use and creation becomes far more
murky and problematic in countries in which law and order is vague or even nonexistent.
Even though images created for no.
(a) The current ratio of a company is 61 and its acid-test ratio .docxAASTHA76
(a) The current ratio of a company is 6:1 and its acid-test ratio is 1:1. If the inventories and prepaid items amount to $445,500, what is the amount of current liabilities?
Current Liabilities
$
89100
(b) A company had an average inventory last year of $113,000 and its inventory turnover was 6. If sales volume and unit cost remain the same this year as last and inventory turnover is 7 this year, what will average inventory have to be during the current year? (Round answer to 0 decimal places, e.g. 125.)
Average Inventory
$
96857
(c) A company has current assets of $88,800 (of which $35,960 is inventory and prepaid items) and current liabilities of $35,960. What is the current ratio? What is the acid-test ratio? If the company borrows $12,970 cash from a bank on a 120-day loan, what will its current ratio be? What will the acid-test ratio be? (Round answers to 2 decimal places, e.g. 2.50.)
Current Ratio
2.47
:1
Acid Test Ratio
:1
New Current Ratio
:1
New Acid Test Ratio
:1
(d) A company has current assets of $586,700 and current liabilities of $200,100. The board of directors declares a cash dividend of $173,700. What is the current ratio after the declaration but before payment? What is the current ratio after the payment of the dividend? (Round answers to 2 decimal places, e.g. 2.50.)
Current ratio after the declaration but before payment
:1
Current ratio after the payment of the dividend
:1
The following data is given:
December 31,
2015
2014
Cash
$66,000
$52,000
Accounts receivable (net)
90,000
60,000
Inventories
90,000
105,000
Plant assets (net)
380,500
320,000
Accounts payable
54,500
41,500
Salaries and wages payable
11,500
5,000
Bonds payable
70,500
70,000
8% Preferred stock, $40 par
100,000
100,000
Common stock, $10 par
120,000
90,000
Paid-in capital in excess of par
80,000
70,000
Retained earnings
190,000
160,500
Net credit sales
930,000
Cost of goods sold
735,000
Net income
81,000
Compute the following ratios: (Round answers to 2 decimal places e.g. 15.25.)
(a)
Acid-test ratio at 12/31/15
: 1
(b)
Accounts receivable turnover in 2015
times
(c)
Inventory turnover in 2015
times
(d)
Profit margin on sales in 2015
%
(e)
Return on common stock equity in 2015
%
(f)
Book value per share of common stock at 12/31/15
$
Exercise 24-4
As loan analyst for Utrillo Bank, you have been presented the following information.
Toulouse Co.
Lautrec Co.
Assets
Cash
$113,900
$311,200
Receivables
227,200
302,700
Inventories
571,200
510,700
Total current assets
912,300
1,124,600
Other assets
506,000
619,800
Total assets
$1,418,300
$1,744,400
Liabilities and Stockholders’ Equity
Current liabilities
$291,300
$350,400
Long-term liabilities
390,800
506,000
Capital stock and retained earnings
736,200
888,000
Total liabilities and stockholders’ equity
$1.
(1) How does quantum cryptography eliminate the problem of eaves.docxAASTHA76
(1) How does quantum cryptography eliminate the problem of eavesdropping in traditional cryptography?
(2) What are the limitations or problems associated with quantum cryptography?
(3) What features or activities will affect both the current and future developments of cryptography?
Use of proper APA formatting and citations. If supporting evidence from outside resources is used those must be properly cited.
References
.
#transformation
10
Event
Trends
for 2019
10 Event Trends for 2019
C O P Y R I G H T
All rights reserved. No part of this report may be
reproduced or transmitted in any form or by any
means whatsoever (including presentations, short
summaries, blog posts, printed magazines, use
of images in social media posts) without express
written permission from the author, except in the
case of brief quotations (50 words maximum and
for a maximum of 2 quotations) embodied in critical
articles and reviews, and with clear reference to
the original source, including a link to the original
source at https://www.eventmanagerblog.com/10-
event-trends/. Please refer all pertinent questions
to the publisher.
page 2
https://www.eventmanagerblog.com/10-event-trends/
https://www.eventmanagerblog.com/10-event-trends/
10 Event Trends for 2019
CONTENTS
INTRODUCTION page 5
TRANSFORMATION 8
10. PASSIVE ENGAGEMENT 10
9. CONTENT DESIGN 13
8. SEATING MATTERS 16
7. JOMO - THE JOY OF MISSING OUT 19
6. BETTER SAFE THAN SORRY 21
5. CAT SPONSORSHIP 23
4. SLOW TICKETING 25
3. READY TO BLOCKCHAIN 27
2. MARKETING BUDGETS SHIFTING MORE TO EVENTS 28
1. MORE THAN PLANNERS 30
ABOUT THE AUTHOR 31
CMP CREDITS 32
CREDITS AND THANKS 32
DISCLAIMER 32
page 3
INTERACTIVITY
AT THE HEART OF YOUR MEETINGS
Liven up your presentations!
EVENIUM
ConnexMe
San Francisco/Paris [email protected]
AD
https://eventmb.com/2PvIw1f
10 Event Trends for 2019
I am very glad to welcome you to the 8th edition of our annual
event trends. This is going to be a different one.
One element that made our event trends stand out from
the thousands of reports and articles on the topic is that we
don’t care about pleasing companies, pundits, suppliers, star
planners and the likes. Our only focus is you, the reader, to
help you navigate through very uncertain times.
This is why I decided to bring back this report, by far the most
popular in the industry, to its roots. 10 trends that will actually
materialize between now and November 2019, when we will
publish edition number nine.
I feel you have a lot going on, with your events I mean.
F&B, room blocks, sponsorship, marketing security, technology.
I think I failed you in previous editions. I think I gave you too
much. This report will be the most concise and strategic piece
of content you will need for next year.
If you don’t read anything else this year, it’s fine. As long as you
read the next few words.
INTRODUCTION
INTRODUCTION -
Julius Solaris
EventMB Editor
page 5
https://www.eventmanagerblog.com
10 Event Trends for 2019
How did I come up with these trends?
~ As part of this report, we reviewed 350 events. Some of the most successful
worldwide.
~ Last year we started a community with a year-long trend watch. That helped
us to constantly research new things happening in the industry.
~ We have reviewed north of 300 event technology solutions for our repor.
$10 now and $10 when complete Use resources from the required .docxAASTHA76
$10 now and $10 when complete
Use resources from the required readings or the GCU Library to create a 10‐15 slide digital presentation to be shown to your colleagues informing them of specific cultural norms and sociocultural influences affecting student learning at your school.
Choose a culture to research. State the country or countries of origin of your chosen culture and your reason for selecting it.
Include sociocultural influences on learning such as:
Religion
Dress
Cultural Norms
Food
Socialization
Gender Differences
Home Discipline
Education
Native Language
Include presenter’s notes, a title slide, in‐text citations, and a reference slide that contains three to five sources from the required readings or the GCU Library.
.
#include <string.h>
#include <stdlib.h>
#include <sys/types.h>
#include <sys/wait.h>
#include <stdio.h>
#include <unistd.h>
#include <string.h>
// Function: void parse(char *line, char **argv)
// Purpose : This function takes in a null terminated string pointed to by
// <line>. It also takes in an array of pointers to char <argv>.
// When the function returns, the string pointed to by the
// pointer <line> has ALL of its whitespace characters (space,
// tab, and newline) turned into null characters ('\0'). The
// array of pointers to chars will be modified so that the zeroth
// slot will point to the first non-null character in the string
// pointed to by <line>, the oneth slot will point to the second
// non-null character in the string pointed to by <line>, and so
// on. In other words, each subsequent pointer in argv will point
// to each subsequent "token" (characters separated by white space)
// IN the block of memory stored at the pointer <line>. Since all
// the white space is replaced by '\0', every one of these "tokens"
// pointed to by subsequent entires of argv will be a valid string
// The "last" entry in the argv array will be set to NULL. This
// will mark the end of the tokens in the string.
//
void parse(char *line, char **argv)
{
// We will assume that the input string is NULL terminated. If it
// is not, this code WILL break. The rewriting of whitespace characters
// and the updating of pointers in argv are interleaved. Basically
// we do a while loop that will go until we run out of characters in
// the string (the outer while loop that goes until '\0'). Inside
// that loop, we interleave between rewriting white space (space, tab,
// and newline) with nulls ('\0') AND just skipping over non-whitespace.
// Note that whenever we encounter a non-whitespace character, we record
// that address in the array of address at argv and increment it. When
// we run out of tokens in the string, we make the last entry in the array
// at argv NULL. This marks the end of pointers to tokens. Easy, right?
while (*line != '\0') // outer loop. keep going until the whole string is read
{ // keep moving forward the pointer into the input string until
// we encounter a non-whitespace character. While we're at it,
// turn all those whitespace characters we're seeing into null chars.
while (*line == ' ' || *line == '\t' || *line == '\n' || *line == '\r')
{ *line = '\0';
line++;
}
// If I got this far, I MUST be looking at a non-whitespace character,
// or, the beginning of a token. So, let's record the address of this
// beginning of token to the address I'm pointing at now. (Put it in *argv)
.
$ stated in thousands)Net Assets, Controlling Interest.docxAASTHA76
$ stated in thousands)
Net Assets, Controlling Interest
–
–
Net Assets, Noncontrolling Interest
AUDIT COMMITTEE
of the
Executive Board of the Boy Scouts of America
Francis R. McAllister, Chairman
David Biegler Ronald K. Migita
Dennis H. Chookaszian David Moody
Report of Independent Auditors
To the Executive Board of the National Council of the Boy Scouts of America
We have audited the accompanying consolidated financial statements of the National Council of the Boy Scouts
of America and its affiliates (the National Council), which comprise the consolidated statement of financial position
as of December 31, 2016, and the related consolidated statements of revenues, expenses, and other changes in net
assets, of functional expenses and of cash flows for the year then ended.
Management’s Responsibility for the Consolidated Financial Statements
Management is responsible for the preparation and fair presentation of the consolidated financial statements
in accordance with accounting principles generally accepted in the United States of America; this includes the
design, implementation and maintenance of internal control relevant to the preparation and fair presentation of
consolidated financial statements that are free from material misstatement, whether due to fraud or error.
Auditors’ Responsibility
Our responsibility is to express an opinion on the consolidated financial statements based on our audit. We
conducted our audit in accordance with auditing standards generally accepted in the United States of America.
Those standards require that we plan and perform the audit to obtain reasonable assurance about whether the
consolidated financial statements are free from material misstatement.
An audit involves performing procedures to obtain audit evidence about the amounts and disclosures in the
consolidated financial statements. The procedures selected depend on our judgment, including the assessment of
the risks of material misstatement of the consolidated financial statements, whether due to fraud or error. In making
those risk assessments, we consider internal control relevant to the National Council’s preparation and fair
presentation of the consolidated financial statements in order to design audit procedures that are appropriate in the
circumstances, but not for the purpose of expressing an opinion on the effectiveness of the National Council’s
internal control. Accordingly, we express no such opinion. An audit also includes evaluating the appropriateness of
accounting policies used and the reasonableness of significant accounting estimates made by management, as well as
evaluating the overall presentation of the consolidated financial sta.
#include <stdio.h>
#include <stdlib.h>
#include <pthread.h>
#include <time.h>
#include <unistd.h>
// Change the constant below to change the number of philosophers
// coming to lunch...
// This is a known GOOD solution based on the Arbitrator
// solution
#define PHILOSOPHER_COUNT 20
// Each philosopher is represented by one thread. Each thread independenly
// runs the same "think/start eating/finish eating" program.
pthread_t philosopher[PHILOSOPHER_COUNT];
// Each chopstick gets one mutex. If there are N philosophers, there are
// N chopsticks. That's the whole problem. There's not enough chopsticks
// for all of them to be eating at the same time. If they all cooperate,
// everyone can eat. If they don't... or don't know how.... well....
// philosophers are going to starve.
pthread_mutex_t chopstick[PHILOSOPHER_COUNT];
// The arbitrator solution adds a "waiter" that ensures that only pairs of
// chopsticks are grabbed. Here is the mutex for the waiter ;)
pthread_mutex_t waiter;
void *philosopher_program(int philosopher_number)
{ // In this version of the "philosopher program", the philosopher
// will think and eat forever.
while (1)
{ // Philosophers always think before they eat. They need to
// build up a bit of hunger....
//printf ("Philosopher %d is thinking\n", philosopher_number);
usleep(1);
// That was a lot of thinking.... now hungry... this
// philosopher (who knows his own number) grabs the chopsticks
// to her/his right and left. The chopstick to the left of
// philosopher N is chopstick N. The chopstick to the right
// of philosopher N is chopstick N+1
//printf ("Philosopher %d wants chopsticks\n",philosopher_number);
pthread_mutex_lock(&waiter);
pthread_mutex_lock(&chopstick[philosopher_number]);
pthread_mutex_lock(&chopstick[(philosopher_number+1)%PHILOSOPHER_COUNT]);
pthread_mutex_unlock(&waiter);
// Hurray, if I got this far I'm eating
printf ("Philosopher %d is eating\n",philosopher_number);
//usleep(1); // I spend twice as much time eating as thinking...
// typical....
// I'm done eating. Now put the chopsticks back on the table
//printf ("Philosopher %d finished eating\n",philosopher_number);
pthread_mutex_unlock(&chopstick[philosopher_number]);
pthread_mutex_unlock(&chopstick[(philosopher_number+1)%PHILOSOPHER_COUNT]);
//printf("Philosopher %d has placed chopsticks on the table\n", philosopher_number);
}
return(NULL);
}
int main()
{ int i;
srand(time(NULL));
for(i=0;i<PHILOSOPHER_COUNT;i++)
pthread_mutex_init(&chopstick[i],NULL);
pthread_mutex_init(&waiter,NULL);
for(i=0;i<PH.
#Assessment BriefDiploma of Business Eco.docxAASTHA76
#
Assessment BriefDiploma of Business Economics for Business
Credit points : 6 Prerequisites : None Co-requisites :
Subject Coordinator : Harriet Scott
Deadline : Sunday at the end of week 10 (Turnitin via CANVAS submission). Reflection due week 11 in tutorials.
ASSESSMENT TASK #3: FINAL CASE STUDY REPORT 25%
TASK DESCRIPTION
This assessment is a formal business report on a case study. Case studies will be assigned to students in the Academic and Business Communication subject. Readings on the case study are available on Canvas, in the Economics for Business subject. Students will also write a reflection on learning in tutorial classes in week 11.
LEARNING OUTCOMES
· Demonstrates understanding of microeconomic and macroeconomic concepts
· Applies economic concepts to contemporary issues and events
· Evaluates possible solutions for contemporary economic and business problems
· Communicates economic information in a business report format
INSEARCH CRICOS provider code: 00859D I UTS CRICOS provider code: 00099F INSEARCH Limited is a controlled entity of the University of Technology, Sydney (UTS), a registered non-self accrediting higher education institution and a pathway provider to UTS.
1. Refer to the case study you are working on for your presentation in Academic and Business Communication. Read the news stories for your case study, found on Canvas.
2. Individually, write a business report that includes the following information:
· Description of the main issue/problem and causes
· Description of the impact on stakeholders
· Analysis of economic concepts relevant to the case study (3-5 concepts)
· Recommendations for alternate solutions to the issue/problem
3. In your week 11 tutorial, write your responses to the reflection questions provided by your tutor, describing your learning experience in this assessment.
Other Requirements Format: Business Report
· Use the Business Report format as taught in BABC001 (refer to CANVAS Help for more information)
· Write TEEL paragraphs (refer to CANVAS Help for more information)
· All work submitted must be written in your own words, using paraphrasing techniques taught in BABC001
· Check Canvas — BECO — Assessments — Final Report page and ‘Writing a report' flyer for more information
Report Presentation: You need to include:
· Cover page as taught in BABC001
· Table of contents - list headings, subheadings and page numbers
· Reference list - all paraphrased/summarised/quoted evidence should include citations; all citations should be detailed in the Reference List
Please ensure your assignment is presented professionally. Suggested structure:
· Cover page
· Table of contents (bold, font size 18)
· Executive summary (bold, font size 18)
· 1.0 Introduction (bold, font size 16)
· 2.0 Main issue (bold, font size 16)
o 2.1 Causes (italics, font size 14)
· 3.0 Stakeholders (bold, font size 16)
o 3.1 Stakeholder 1 (italics, font size 14) o 3.2 Stakeholder 2 (italics, font size 14) o 3.3 Stakeholde.
#include <stdio.h>
#include <stdint.h>
#include <stdbool.h>
// Prototype of FOUR functions, each for a STATE.
// The func in State 1 performs addition of "unsigned numbers" x0 and x1.
int s1_add_uintN(int x0, int x1, bool *c_flg);
// The func in State 2 performs addition of "signed numbers" x0 and x1.
int s2_add_intN(int x0, int x1, bool *v_flg);
// The func in State 3 performs subtraction of "unsigned numbers" x0 and x1.
int s3_sub_uintN(int x0, int x1, bool *c_flg);
// The func in State 3 performs subtraction of "signed numbers" x0 and x1.
int s4_sub_intN(int x0, int x1, bool *v_flg);
// We define the number of bits and the related limits of unsigned and
// and signed numbers.
#define N 5 // number of bits
#define MIN_U 0 // minimum value of unsigned N-bit number
#define MAX_U ((1 << N) - 1) // maximum value of unsigned N-bit number
#define MIN_I (-(1 << (N-1)) ) // minimum value of signed N-bit number
#define MAX_I ((1 << (N-1)) - 1) // maximum value of signed N-bit number
// We use the following three pointers to access data, which can be changed
// when the program pauses. We need to make sure to have the RAM set up
// for these addresses.
int *pIn = (int *)0x20010000U; // the value of In should be -1, 0, or 1.
int *pX0 = (int *)0x20010004U; // X0 and X1 should be N-bit integers.
int *pX1 = (int *)0x20010008U;
int main(void) {
enum progState{State1 = 1, State2, State3, State4};
enum progState cState = State1; // Current State
bool dataReady = false;
bool cFlg, vFlg;
int result;
while (1) {
dataReady = false;
// Check if the data are legitimate
while (!dataReady) {
printf("Halt program here to provide correct update of data\n");
printf("In should be -1, 0, and 1 and ");
printf("X0 and X1 should be N-bit SIGNED integers\n");
if (((-1 <= *pIn) && (*pIn <= 1)) &&
((MIN_I <= *pX0) && (*pX0 <= MAX_I)) &&
((MIN_I <= *pX1) && (*pX1 <= MAX_I))) {
dataReady = true;
}
}
printf("Your input: In = %d, X0 = %d, X1 = %d \n", *pIn, *pX0, *pX1);
switch (cState) {
case State1:
result = s1_add_uintN(*pX0, *pX1, &cFlg);
printf("State = %d, rslt = %d, Cflg = %d\n", cState, result, cFlg);
cState += *pIn;
if (cState < State1) cState += State4;
break;
case State2:
result = s2_add_intN(*pX0, *pX1, &vFlg);
printf("State = %d, rslt = %d, Vflg = %d\n", cState, result, vFlg);
cState += *pIn;
break;
case State3:
case State4:
default:
printf("Error with the program state\n");
}
}
}
int s1_add_uintN(int x0, int x1, bool *c_flg) {
if (x0 < 0) x0 = x0 + MAX_U + 1;
if.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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!
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Pearson HND BTEC Level 5 HNDManaging a Successful Business Pr.docx
1. Pearson HND BTEC Level 5 HND
Managing a Successful Business Project (MSBP)
LO 1
[email protected]
Managing a Successful Business Project
Learning Outcomes
By the end of this module you will be able to:
Establish project aims, objectives and timeframes based on the
chosen theme.
Conduct small-scale research, information gathering and data
collection to generate knowledge to support your project.
Present your project and communicate appropriate
recommendations based on meaningful conclusions drawn from
the evidence findings and/or analysis.
Reflect on the value you have gained from conducting a project
and its usefulness to support sustainable organisational
performance.
LO1 : Establish project aims, objectives and timeframes based
on the chosen theme.
P1 - Devise project aims and objectives for a chosen scenario.
P2 - Produce a project management plan that covers aspects of
cost, scope, time, quality, communication, risk and resources.
2. P3 - Produce a work breakdown structure and a Gantt Chart to
provide timeframes and stages for completion.
What is project management and what does it involve?
What is project management and what does it involve?
Most firms day to day operations serve customers through a
network of inter connecting business processes, as business
volumes change, the loading on these processes can increase or
decrease (Nokes et. al. 2003) and there is often a need for some
adaption in each process.
There may be a cumulative effect of many adaptions just to
change of one of the processes, and as markets are subject to
rapid change firms cannot afford to wait for gradual adaptions
to take effect, therefore projects are required to provide a
structure for making changes at a faster rate.
Nokes et al suggests that “ as markets increase and product
cycles shorten the importance of projects will increase”.
Projects are required to replace old and inefficient ways of
doing things to methods better suited to modern market
conditions.
Projects and the management of projects may be needed to
tackle new problems.
Benefit of using case studies
3. In the aftermath of a series of acquisitions and mergers, a large
financial services firm found itself attempting to operate with
nearly seven hundred job titles for many similar positions due
to the continued use of multiple legacy HR systems. The
organization wanted to develop and implement a common set of
job families and titles that could be used across the entire
organization. Realizing the complexity of the task as well as a
lack of internal expertise, they decided to seek external
resources to carry out the work (Kaplan & Norton, 1996).
In order to begin developing a general overview of the project’s
scope and cost, it is often helpful to collect information about
how others have approached the same issue. This can be done
through informal benchmarking efforts, consulting with
colleagues who have pursued similar work, reviewing the
human capital literature, or informal discussions with potential
vendors.
Case Studies
It is important to identify the internal components that will
contribute financial and other resources to the endeavor and
sketch a high-level project timeline in order to maximize the
internal understanding of the commitment that will be required
(Turner, 2009).
Based on these preliminary stages of discovery, it may become
apparent that the original goals of the project exceed the
organization’s anticipated budget or, alternatively, they may be
accomplished more readily than was initially believed. The key
at this point is to develop a general and realistic consensus
about the project’s scope and core parameters.
Respond to potential crisis
4. Simple process
Project management
Consists of the knowledge, skills, methods, techniques, and
tools used to plan and manage project work.
It establishes a sound basis for effective planning, scheduling,
resourcing, decision making, management, and plan revision.
Project management
Is the skills that help complete projects on schedule, within
budget, and in full accordance with project specifications.
At the same time, they help achieve the other goals of the
organization, such as productivity, quality, and cost-
effectiveness.
The objective of project management is to ensure that projects
meet agreed goals of time, cost, and scope.
American, Management Association,. Successful Project
Management, edited by Management Association, American,
AMACOM, 2011. ProQuest Ebook Central, .
Created from mywestford-ebooks on 2017-03-01 04:14:31.
The key stages of project management.
5. The advantages of using project management and why
it is important.
Project management can bring many benefits to a business.
Good project management should:
reduce the chance of a project failing.
ensure a minimum level of quality, and the results meet required
expectations.
free up other staff members to get on with their area of work,
and increase efficiency both on the project and within the
business
make things simpler and easier for staff with a single point of
contact running the overall project
encourage consistent communications amongst staff and
suppliers
keep costs, timeframes and resources to budget
Projects benefits a business effectively managed
Competitive Advantage
Project Management and the Competitive Advantage:
Implementing project management across the organisation helps
create a strategic value chain that gives companies an edge on
their competitors, particularly in high-risk sectors and markets.
Being able to deliver projects on time and within budget often
determines whether a company will get the next job or whether
6. its new product hits the market
Questions to be answered in the initiation phase include the
following
Why this project?
Is it feasible?
Who are possible partners in this project?
What should the results be?
What are the boundaries of this project (what is outside the
scope of the project)?
Deliverables to be produced
Deliverables include a market study and a detailed proposal.
Once the proposal is accepted, the team has to deliver a product
specification,
Development plan and a marketing plan.
7. Initiation of the project and project planning phase:
Initiation phase
The initiation phase is the beginning of the project. In this
phase, the idea for the project is explored and elaborated. The
goal of this phase is to examine the feasibility of the project. In
addition, decisions are made concerning who is to carry out the
project, which party (or parties) will be involved and whether
the project has an adequate base of support among those who
are involved.
In this phase, the current or prospective project leader writes a
proposal, which contains a description of the above-mentioned
matters. Examples of this type of project proposal include
business plans and grant applications. The prospective sponsors
of the project evaluate the proposal and, upon approval, provide
the necessary financing. The project officially begins at the
time of approval.
Creating the guiding coalition
Putting together a group with enough power to lead change
Getting the group to work together as a team
Create A Guiding Coalition
GROUP ACTIVITY
Invent a Scenario of an organisation in need to change and
8. have decided to
employ a project management team.
For example : Soapy Soap is concerned that they are losing
their competitive advantage in middle east as there other
laundry product manufactures are launching new products, and
soapy soap hasn’t produced any new products since ‘TIDY’
laundry powder in 1956. Soapy soap complacent because their
‘Tidy’ product has been popular with housewife's and the
preferred product by laundry services for generations.
Establishing a Sense of Urgency
Examining the market and competitive realities
Identifying and discussing crisis, potential crisis, or major
opportunities
Kotter,J (1996)
Task
1. Why do you think they decided to bring in a professional
project management team rather than use their current
workforce ? Discuss
2. What are the deliverables expected by Soapy Soap Directors
? Discuss
3. Who are the Stakeholders ? Identify (how )
4. What are the Stakeholders expectations ? Discuss
5. What do you think your project management team can do for
9. soapy soap ? Discuss
Make notes – we will return to, and extend this activity at a
later date.
Project Planning Phase
Concept of Team
Advancing Human Resource Project Management
Some cases are driven by internal motivations, such as process
improvement or better alignment with industry best practices;
Others may be in response to external events, such as litigation.
The initiation phase
The project partners enter a (temporary) relationship with each
other. To prevent the development of false expectations
concerning the results of the project, it makes sense to
explicitly agree on the type of project that is being started
Stages in Team Building
Stages in Team Building
10. Scoping a project − defining objectives, scope, purpose and
deliverables to be produced.
What defines a project scope?
The Project Scope pertains to the work necessary to deliver a
product. Requirements and deliverables define the project
scope, and it is critical that the stakeholder is in agreement with
the information discussed in the proposed plan.
You need to be crystal clear when stating your project’s
objectives. The more specific your project objectives are, the
greater your chances are of achieving them. Here are some tips
for developing clear objectives:
Project scope management
Scope management - Scope creep
Nokes, et al, ( 2003), warns about ‘scope creep’ and how we
should be careful not to allow suggestions like “ It would be
much better if …..” to change the scope of the project; for
example: timing or the performance of deliverables may lead
to “dire consequences”.
Even if the suggestions are good and appear reasonable:
11. changing the scope of the project may result in changing
objectives, and other things relating to the original plan may
need to change; for example, resources may be incompatible
with the new objectives
Developing A Vision and Strategy
Creating a vision to help direct the change effort
Developing strategies for achieving the vision
Communicating The Change Vision
Using every vehicle possible to constantly communicate the new
vision and strategies
Having the guiding coalition role model the behaviour expected
of employees
Empowering Broad-Based Action
Getting rid of obstacles
Changing systems or structures that undermine the change
vision
Encouraging risk taking and nontraditional ideas, activities, and
actions
Progress tracking using Gantt charts
Gantt charts can be used as:
12. Planning tool
Progress tracking tool
The plan can be updated to update the latest information which
will help to give you the best current estimate time for
completion.
You need to keep the original plan (time frame bar ) and update
actual data on second line therefore creating a 2 bars one for the
plan and one for the actual
GANTT CHART
BEING AWARE OF
POTENTIAL
you will need to negotiate
Every Team Member Counts!
https://www.youtube.com/watch?v=O9_EHU5BKnQ
Important to identify the productive from the destructive ones!
Generating Short Term Wins
Planning for visible improvements in performance, or ‘wins’
Creating those wins
Visibly recognising and rewarding people who made those wins
possible
13. Consolidating Gains and Producing More Change
Using increasing credibility to change all systems, structures,
and policies that don’t fit together and don’t fir the
transformation vision.
Hiring, promoting and developing people who can implement
the change vision.
Reinvigorating the process with new projects, themes, and
change agents.
PROJECT MANAGEMENT PLAN
Projects within Projects
Most major change initiatives are made up of a number of small
projects….going through multi step process as discussed earlier.
Nearing the end of one project your team may need to start on
the next project and so on…..Therefore the net effect is like
wheels within wheels.
An example by Kotter (1996) is a medium - large
telecommunications company:
The overall design to increase the firms competitive advantage
took six years, By the third year the transformation was
centered in steps 5,6 & 7 of an eight stage process and one
small project was nearing the end of stage 8 and another
project was to restructure the corporate staff groups was just
beginning steps 1 & 2. They also had a quality program which
was moving behind schedule.
Early results were visiable in first year but the biggest payoff
didn’t come until the end of the overall effort (accumulation of
projects coming to an end)
14. Identify all objectives
Time and resources are always scarce, so if you don’t specify an
objective, you won’t (and shouldn’t) work to achieve it.
Be sure drivers and supporters agree on your project’s
objectives. When drivers buy into your objectives, you feel
confident that achieving the objectives constitutes true project
success.
When supporters buy into your objectives, you have the greatest
chance that people will work their hardest to achieve them.
If drivers don’t agree with your objectives, revise them until
they do agree. After all, your drivers’ needs are the whole
reason for your project! If supporters don’t buy into your
objectives, work with them to identify their concerns and
develop approaches they think can work.
Identify main aim / outcome of project
Make your objectives SMART
Specific: Define your objectives clearly, in detail, with no
room for misinterpretation.
Measurable: State the measures and performance specifications
you’ll use to determine whether you’ve met your objectives.
Aggressive: Set challenging objectives that encourage people to
15. stretch beyond their comfort zones. (Achievable)
Realistic: Set objectives the project team believes it can
achieve.
Time sensitive: Include the date by which you’ll achieve the
objectives.
Make your objectives controllable
Make sure that you and your team believe you can influence the
success of each objective. If you don’t believe you can, you
may not commit 100 percent to achieving it (and most likely
you won’t even try). In that case, it becomes a wish, not an
objective
Steps and documentation required in the initiation phase.
Define phase - produce a project initiation document (PID) to
record:
Activities directed towards agreeing what the project should
attempt to achieve.
What will be involved in doing the project , and deciding if the
projects is worth pursuing.
Small projects could be decided and planned in hours, day or
week; however large projects may require weeks, months to
create a plan for a project which is cost effective, within
defined timescale, and with minimum risk.
16. Steps in initial phase
Identify stakeholders who need to be involved.
Clarify and quantify business benefits which should result from
the project.
Identify if there are other proposed projects which may overlap
to enable you to adapt currently proposed project.
Internal & External Stakeholders
Initial Phase
Carry out a feasibility study to decide best approach to use in
the project.
Plan project in depth including timings, total costs, and required
resources, take account of quotes from subcontractors.
Identify project risks.
Gain the approval to go ahead.
feasibility study
Example of a project initiation document
PROJECT COSTS
17. Risk Management Plan
Risks
Business Risks
Changes in market conditions that may alter the commercial
attractiveness of the project.
Emerging project investment opportunities that may compete
with this project for resources.
Constraints on business activities for legal, regulatory or
environment reasons.
(for example changes in UAE licencing laws in education
sector, retail etc.)
Possibility that the market was misjudged – the project might
meet all its targets, but customers might not buy.
Public opinion of the firm’s brand, which may limit or enhance
the range of activities that the firm wishes to undertake.
Ref: Nokes et al 2003
Project Risks
May include many technical risks.
Usage cost of the project output is too high
Performance to low.
Quality being to variable.
18. Business Risks
SOME OF THE RISKS ARE BEYOND THE CONTROL OF
THE PROJECT MANAGER, BUT ALL CAN BE MONITORED
AND THE PROJECT STREERED ROUND THEM IF THEY
ARE IDENTIFIED IN TIME.
Ref: Nokes et al 2003
20% / 80%
Contingency plan
Scenario Planning
A long term version of contingency planning.
Identifying several alternative future scenarios or state of
affairs which may occur.
Risk Management
Risk Management
A project risk is a crisis that has not happened yet.
Risk management is preferable to crisis management.
19. Risk management = Control
Crisis management = May = OUT of your control
Project risk management protects the business by taking a
dispassionate view of what might go wrong and what can be
done to limit the likelihood of such events.
Ref: Nokes et al 2003
Developing the project plan, including planning for timescales
and time management, cost, quality, change, risk and issues
Break down the project into separate tasks.
Each task should have identifiable output and deadline.
Delegate responsibility for each task.
Ensure all tasks have SMART objectives.
Delegate responsibility for each task.
Ensure all tasks have SMART objectives
.
20. Example of a work breakdown structure for a construction
project
PRINCE 2 can help you how ???
Using PRINCE2 provides you with greater control of resources,
and the ability to manage business and project risk more
effectively.
Individuals seeking leading project management skills and
greater employment prospects
Project managers
Directors/executives (senior responsible owners) of projects,
and organisations.
GROUP ACTIVITY
Spaghetti & Marshmallow
The sky’s the Limit
INTRODUCTION—SETTING THE STAGE The current
application of The Sky’s the Limit demonstrates the critical
elements and challenges associated with managing a project.
This exercise will provide a common shared experience to the
students while simultaneously highlighting fundamental aspects
21. of project management.
The basic framework of the activity involves student teams
designing, developing, and constructing skyscrapers composed
entirely of spaghetti and miniature marshmallows within a
specified time frame.
At the end of the exercise, the student groups are required to
conduct a group debriefing session to reflect upon their
experience. The observer of each group will provide a
designated set of questions.
A debriefing session is conducted to help students understand
the complexities of managing a project and to establish the
framework for the material presented in lecture.
Finally, a series of tests are performed to discern the “best”
skyscraper based upon predetermined criteria – We Decide
together.
On average, The Sky’s the Limit activity takes approximately
50 to 60 minutes from the setup to cleanup.
Eight Stage Process of Creating Major Change
Establishing a Sense of Urgency
Creating the guiding coalition
Developing A Vision and Strategy
Communicating The Change Vision
Empowering Broad-Based Action
Generating Short Term Wins
Consolidating Gains & Producing More Change
Anchoring New Approaches In The Culture
Communication is a two-way street. You should feel as
comfortable listening as talking and the other way around if
appropriate. What communication skills you need changes
22. dramatically depending on the context. Forget one size fits all.
Tailor your communication to the person, the function, and the
circumstance. Your own needs take a back seat to the needs of
the situation in front of you. It may feel like you are a
communication chameleon; you need to be deliberately different
based on your audience. Learn to use those communication
skills that are not currently part of your repertoire.
Communication
Kotter The Eight Stage Process
The PRINCE 2 Method
PRINCE2 (an acronym for PRojects IN Controlled
Environments) is a de facto process-based method for effective
project management. Used extensively by the UK Government,
PRINCE2 is also widely recognised and used in the private
sector, both in the UK and internationally. The PRINCE2
method is in the public domain, and offers non-proprietorial
best practice guidance on project management.
Key features of PRINCE2:
Focus on business justification
Defined organisation structure for the project management team
Product-based planning approach
Emphasis on dividing the project into manageable and
controllable stages
Flexibility that can be applied at a level appropriate to the
project.
PRINCE2
PRINCE2 (an acronym for PRojects IN Controlled
23. Environments) is a de facto process-based method for effective
project management. Used extensively by the UK Government,
PRINCE2 is also widely recognised and used in the private
sector, both in the UK and internationally.
PRINCE 2
2009 PRINCE2 Major Revision
A major revision has seen the method made simpler and more
easily customisable, a frequent request from users. The updated
version has seven basic principles (not in the earlier versions)
that contribute to project success:
Continued Business Justification
Learn From Experience
Defined Roles and Responsibilities
Manage by Stages
Manage by Exception
Focus on Products
Tailor to Suit Environment
History of PRINCE2
PRINCE has been derived from an earlier method called
PROMPT II (Project Resource Organisation Management
Planning Techniques). In 1989 the Central Computer and
Telecommunications Agency (CCTA) adopted a version of
PROMPT II as a UK Government standard for information
systems (IT) project management. They gave it the name
'PRINCE', which originally stood for "PROMPT II IN the CCTA
Environment". PRINCE was renamed in a Civil service
24. competition as an acronym for "PRojects IN Controlled
Environments". However, it soon became regularly applied
outside the purely IT environment, both in UK government and
in the private sector around the world.[3] PRINCE2 was
released in 1996 as a generic project management method.[4]
PRINCE2 has become increasingly popular and is now a de
facto standard for project management in many UK government
departments and across the United Nations system.[5] In the
2009 revision, the acronym was changed to mean 'PRojects IN a
Controlled Environment'.
In July 2013, ownership of the rights to PRINCE2 was
transferred from HM Cabinet Office to AXELOS Ltd, a joint
venture between the Cabinet Office and Capita plc.
Since 2006, the method has been revised. It launched as
"PRINCE2:2009 Refresh" in 2009. The name "PRINCE2"
(instead of "PRINCE3" or similar) remains to indicate that the
method remains faithful to its principles. Nevertheless, it is a
fundamental revision of the method from 1996 to adapt it to the
changed business environment, to make the method simpler and
lighter, to address current weaknesses or misunderstandings,
and to better integrate it with other AXELOS Global Best
Practice methods (ITIL, P3O, P3M3, MSP, M_o_R etc.).
PRINCE2 is part of a set of Best Practice products and is
closely aligned with a sister product for the management of
programmes
'Managing Successful Projects with PRINCE2 - 2009
Edition',[6]
'Managing Successful Programmes' 1999, fourth edition in
2011.
Both the Foundation and Practitioner Examinations are based on
the 2009 revision 'Managing Successful Projects' manual
Overview of PRINCE2[edit]
25. For organisations
PRINCE2's formal recognition of responsibilities within a
project, together with its focus on what a project is to deliver
(the why, when and for whom) provides your organisation's
projects with:
A common, consistent approach
A controlled and organised start, middle and end
Regular reviews of progress against plan
Assurance that the project continues to have a business
justification
Contingency
Contingency Planning
To identify alternative courses of action that can be
implemented to meet the needs of changing circumstances.
Can not always predict when things will go wrong, it can be
anticipated that they will.
Contingency plans contain “trigger points” that indicate when
preselected alternative plans (plan B) should be activated.
26. PRINCE2 Case Study - Pension Protection Fund
Gantt Chart for effective planning
TRACKING PROGRESS
Gantt Charts can be used for planning and progress checking.
Update by creating another bar for actual progress if
original planned date has changed
Critical Chain Approach which relies on the principle that tasks
will only be completed 50% of the planned time. therefore
leaving a ‘buffer’ between the end of one task and the next
scheduled task.
Update task timing information within the ‘buffer’ time
frame.
Scope creep …………………….trouble
Either the suggestion is accepted and the project is committed
to do things that were not in the plan, usually leading to cost
and time overrun, and/or compromised technical quality; or
The suggestion is automatically rejected and the firm loses an
opportunity somehow to improve the returns on its investment
in the project.
This seems like a no-win situation.
27. The escape route is a scope management process that allows you
to keep the project objectives and project plan in line;
Suggested changes can be accepted but only if the consequences
for the plan are also accepted
Nokes et al.,( 2003)
The ability to say NO is an important quality
Projects tend to expand once people have become excited about
them. The underlying thought is, While were at it, we might as
well ????
Projects to which people keep adding objectives and projects
that keep expanding are nearly certain to go off schedule, and
they are unlikely to achieve their original goals.
:
28. CASE STUDY CSA UK
CASE STUDY
The Child Support Agency's (CSA) much-criticised computer
system is again struggling this week, with staff unable
to access case files because it is running so slowly.
The problems began to emerge on Monday. Callers are being
advised to try again later in the week, or being promised a call
back when the system is back to normal.
Engineers from HP Enterprise Services, formerly EDS, which
built the CS2 system, are currently on site trying to pinpoint the
cause.
"The system is not 'down' but we are unable to immediately
answer case-specific queries and clients are being asked to call
back," a spokesman for the Child Maintenance Enforcement
Commission, which oversees the CSA, told The Register.
"Caseworkers remain available to help with general enquiries
and maintenance payments have not been affected by this issue.
“http://www.theregister.co.uk/2010/09/09/csa_snafu/
CSA - UK
CS2 was built by EDS in 2003 under a PFI contract worth
£456m. It has been widely seen as a disaster, with the National
Audit Office and MPs joined in repeated sharp criticisms. The
influential Public Accounts Committee labelled it "a turkey
from day one".
In 2007 the government announced it would spend a further
£300m in an attempt to improve CS2. This week's renewed
failures show the system - which handles about half the CSA's
case load - remains seriously flawed.
29. Andrew, a Reg reader who has been affected by this week's
problems, said: "This is causing a lot of stress and upset for
those of us who are trying to legitimately deal with the CSA and
who are now 'on hold' unable to add to information to their
cases.
"I'm under a lot of stress, haven't slept for days and have to
keep waiting with the millstone of an incorrect calculation
around my neck."
The CSA said HP Enterprise Services is working as quickly as
possible to identify and fix the latest fault.
CASE STUDY
In 2004, EDS was criticized by the UK's National Audit
Office for its work on IT systems for the UK's Child Support
Agency (CSA), which ran seriously over budget causing
problems which led to the resignation of the CSA's head, Doug
Smith on 2004-11-27. The system's rollout had been two years
late and following its introduction in March 2003 the CSA was
obliged to write off £1 billion in claims, while £750 million in
child support payments from absent parents remained
uncollected.
An internal EDS memo was leaked that admitted that the CSA's
system was "badly designed, badly tested and badly
implemented". UK MPs described it as an "appalling waste of
public money" and called for it to be scrapped.[23]
CSA New System
The new system is a break from the failures of the past, which
saw children miss out on support despite hugely expensive
running costs.
30. Innovative new features will now also include an online
banking-style self-service facility, enabling parents to keep
track of payments themselves.
Parents are encouraged and now fully incentivised to co-operate
in the best interests of their own children.
But a vastly improved, efficient statutory service remains in
place for separated families who choose to continue to rely on
the state.
The government’s landmark reform of Britain’s child
maintenance system has entered its final chapter. From today,
new support and incentives kick in giving families a better
chance to take state bureaucracy out of their family
arrangements.
Today also sees a major development in government support for
separated families with the launch of a new self-service facility
which helps separated parents to manage their maintenance
arrangements and keep track of payments.
Establish project aims, objectives and timeframes based on the
chosen theme
End of Learning Outcome 1 (LO1).
Assignment brief
LO2 will start on xxxxxxxxx
31. https://www.youtube.com/watch?v=j_2CkOYgeF4
MSBP 2
Project execution phase:
Selecting appropriate methods of information gathering, data
collection and material resourcing.
The distinct phases which support a coherent and logical
argument.
Use of secondary research to inform a primary empirical study.
Qualitative and quantitative research methods.
Field work:
Selecting a sample of the consumer market, businesses or
individuals (those who meet certain characteristics relevant to
the research theme) is used to gather data (qualitative or
quantitative).
LO2 Conduct small-scale research, information gathering and
data collection to generate knowledge to support the project
32. Vision to direct change
Customer Centric approach
Risk Control
Prevention – measures to prevent risk or if it arises there is no
impact on project.
Reduction – measures in place to limit the probability that the
risk occurs or impact if it does occur.
Transference – Transfer the impact of risk to a third party, so if
it does occur has no impact on the project; commonly done
through the commercial; terms of subcontractor contracts which
can include penalty clauses to cover the costs of getting the
work done elsewhere.
Transference Tool – Insurance contracts.
Contingency
Have plans ready just in case !
Acceptance – Many risks will be either too improbable or too
low in their impact to worry about. Do not ignore….log and
review.
Ref: Nokes et al (2003)
33. Comparison
SCOPE MANAGEMENT
Project scope management is what you do to make sure that
your project includes all the work relevant to achieving the
project’s objectives (and not anything else). It’s around
controlling what’s included in the project and what isn’t.
Risk Management
ASSIGNMENT - CASE STIDY
Enabling a Customer-Centric Experience through Project
Management Organization:
du Telecom and Huawei Technologies Co. Ltd. Industry
BACKGROUND
Throughout the United Arab Emirates (UAE), du Telecom
provides mobile and fixed telephony,
broadband connectivity and IPTV (Internet Protocol Television)
services to people, homes, and businesses.
When it opened for business in 2006, the company boldly
entered what was already a saturated market with 100%
penetration. Although du Telecom recognized that the telecom
industry in the Arabian Gulf is fast growing and that the
company would face ever increasing competition, it approached
34. the market as an opportunity rather than an obstacle.
Within four years, du had acquired almost 40% of the region’s
mobile market share and was maintaining an annual growth rate
of more than 32% in a saturated market.
CASE STUDY CONTINUED
1 Established in 1987, Huawei is a global leader of ICT
solutions and the largest telecommunications equipment maker
in the world. Their telecom network equipment, IT products and
solutions, and smart devices are used in 170 countries and
regions.
2. In 2013, du signed a Memorandum of Understanding (MoU)
with Huawei Technologies Co. Ltd., a Chinese multinational
networking and telecommunications equipment and services
company. With this understanding, du and Huawei are working
together to better define the best practices in portfolio
and project management concepts, processes and techniques
for their industry,
including knowledge transfer and research.
Case Study Continued
3. du and Huawei are operating what they term a “distributed
PMO” in two countries. This requires that both understand how
a PMO functions in that type of environment. The two
companies decided to work together to exchange best practice
industry methodologies, concepts, tools and techniques, while
also better defining best practice portfolio management
concepts, processes, and techniques.
35. THE CHALLENGE
du knows that every project takes place in a specific context, be
it a stand-alone project or part of a greater program, or one
among a portfolio of projects. A project may also involve a
team whose members have never worked together before, and it
may require assigning responsibilities and roles to people who
are new to them. All of these factors are identified and
considered as part of a project. With all of these considerations
in mind, du was looking for partners who could help them
overcome these challenges.
This provided the trigger to initiate an engagement with
Huawei, where in a region marked by fierce competition,
telecom operators contend with constant change and long-term
uncertainty. One key shortcoming that du explored for
surmounting these challenges was the role of project
leadership—a capability that delegates and facilitates faster
decision making and improves time to market.
The
Solution
36. Project leadership is a skill that requires time to develop—in a
person or an organization. Achieving success requires an
analysis of setbacks and failures as a roadmap for improvement.
Focusing on each project’s challenges and learning from them
helps build a more successful project management capability.
PMI’s in-depth report “Capturing the Value of Project
Management Through Knowledge Transfer” reveals that while
capturing lessons learned is critical, what an organization does
with that knowledge once it is captured, is equally important.
The