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 ...
The 5 Critical Elements to Creating a Project Management Center of ExcellenceFlevy.com Best Practices
Original article from the Flevy business blog can be found here:
http://flevy.com/blog/the-5-critical-elements-to-creating-a-project-management-centre-of-excellence/
Creating a Project Management Centre of Excellence is the driving force that takes an organization forward to realize their project management mandate. It encompasses the process of creating a strategy for project management, re-shaping the culture to be more focused on the consistency in the management of projects and implementing a project management process.
Creating a Project Management Centre of Excellence
project_management_COEA Centre of Excellence is a business unit that has organization-wide authority. The key elements of a successful Project Management Centre of Excellence include:
Vision and Strategies
A clear vision of what it represents and the strategies to identify how it will reach this vision in the short and long term.
Competencies
The selection of resources based on project competency requirements compared to actual project resource competencies. The identification of coaching, training and other developmental activities to close any competency gap.
Culture
How to re-shape the organizational culture to be more supportive of the consistency in the management of projects.
Processes
The right processes, tools and templates that are helpful and meaningful to project managers and their teams.
Quality
The quality criteria for the project management framework, processes and documents.
1. Create the Vision and Strategies
One approach to creating a vision for the Centre of Excellence is to brainstorm ideas that focus on what the future will look like. Start by creating scenarios that describe what the Centre will be doing 5 years into the future. What are some of the things that they will be doing that reflect a successful Centre of Excellence? What will employees and customers be saying about them? How did they get there?
The outcome of this process is the creation of a vision statement for the Project Management Centre of Excellence. Determine how this vision aligns and supports the organization’s strategic direction.
The alignment of the Centre of Excellence to the goals of the organization is key to driving strategy implementation. Strategies translate this vision into reality. They close the gap between the present and the “ideal” future described in the vision scenarios. These strategies must be described clearly so that the organization understands and accepts them.
The 5 Critical Elements to Creating a Project Management Center of ExcellenceFlevy.com Best Practices
Original article from the Flevy business blog can be found here:
http://flevy.com/blog/the-5-critical-elements-to-creating-a-project-management-centre-of-excellence/
Creating a Project Management Centre of Excellence is the driving force that takes an organization forward to realize their project management mandate. It encompasses the process of creating a strategy for project management, re-shaping the culture to be more focused on the consistency in the management of projects and implementing a project management process.
Creating a Project Management Centre of Excellence
project_management_COEA Centre of Excellence is a business unit that has organization-wide authority. The key elements of a successful Project Management Centre of Excellence include:
Vision and Strategies
A clear vision of what it represents and the strategies to identify how it will reach this vision in the short and long term.
Competencies
The selection of resources based on project competency requirements compared to actual project resource competencies. The identification of coaching, training and other developmental activities to close any competency gap.
Culture
How to re-shape the organizational culture to be more supportive of the consistency in the management of projects.
Processes
The right processes, tools and templates that are helpful and meaningful to project managers and their teams.
Quality
The quality criteria for the project management framework, processes and documents.
1. Create the Vision and Strategies
One approach to creating a vision for the Centre of Excellence is to brainstorm ideas that focus on what the future will look like. Start by creating scenarios that describe what the Centre will be doing 5 years into the future. What are some of the things that they will be doing that reflect a successful Centre of Excellence? What will employees and customers be saying about them? How did they get there?
The outcome of this process is the creation of a vision statement for the Project Management Centre of Excellence. Determine how this vision aligns and supports the organization’s strategic direction.
The alignment of the Centre of Excellence to the goals of the organization is key to driving strategy implementation. Strategies translate this vision into reality. They close the gap between the present and the “ideal” future described in the vision scenarios. These strategies must be described clearly so that the organization understands and accepts them.
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"
Pearson HND BTEC Level 5 HNDManaging a Successful Business Pr.docxAASTHA76
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.
I have to do a project..no one stops at the sign in front of my hous.pdfamitpurbey2
I have to do a project..no one stops at the sign in front of my house-but since defining a stop is
too difficult, I am using whether or not the drivers use the brake or not. You would be surprised
how many don\'t even brake at all. How do I get started with this? Choose random times and
days to observe the stop sign? Can you just point me in the right direction? Thanks :) Statistics
and Probability Comment
Solution
Why do you say that Project Management is the best method of implementing
change? Although change occurs continuously in the world and in our daily lives it is rarely
implemented that way in organisations but rather as a series of steps; a ladder of change. A new
piece of legislation, market imperatives, management initiatives and new technology create
projects that need to be managed, often across departmental or disciplinary lines. Project
Management is a methodology and a discipline which can bring significant benefits to
organisations by:- Ensuring limited resources are used on the right projects Harnessing the
energy of staff in achieving beneficial change Managing complex changes in an organised way
Assessing risks, defining goals and key success areas and setting quality objectives. However,
every organisation has finite resources and, therefore, a limit to the number of projects it can
initiate and control. Pushing too many projects through a resource limited organisation causes
gridlock and stress. Managing the project portfolio efficiently is a fundamental principle of good
project management. Because most projects involve new ideas and learning (even a project to
build houses or flats may involve new materials or unusual soil conditions or there may be new
initiative for tenant selection or co-ownership schemes) project management has evolved a
discipline to manage the new and unusual. Its objective is to: define the project reduce it to a set
of manageable tasks obtain appropriate and necessary resources build a team or teams to perform
the project work plan the work and allocate the resources to the tasks monitor and control the
work report progress to senior management and/or the project sponsor close down the project
when completed review it to ensure the lessons are learnt and widely understood. It is this
structured approach that makes project management the best method for change management.
What is a project? A project is generally defined as a programme of work to bring about a
beneficial change and which has:- a start and an end a multi-disciplinary team brought together
for the project constraints of cost, time and quality a scope of work that is unique and involves
uncertainty Examples of a project:- The development and introduction of a new services The
development of a management information system The introduction of an improvement to an
existing process Setting up a new care initiative The creation of a large tender or the preparation
of a response to it. The production of a new customer newsletter, catal.
I have to do a project..no one stops at the sign in front of my hous.pdfMadansilks
I have to do a project..no one stops at the sign in front of my house-but since defining a stop is
too difficult, I am using whether or not the drivers use the brake or not. You would be surprised
how many don\'t even brake at all. How do I get started with this? Choose random times and
days to observe the stop sign? Can you just point me in the right direction? Thanks :) Statistics
and Probability Comment
Solution
Why do you say that Project Management is the best method of implementing
change? Although change occurs continuously in the world and in our daily lives it is rarely
implemented that way in organisations but rather as a series of steps; a ladder of change. A new
piece of legislation, market imperatives, management initiatives and new technology create
projects that need to be managed, often across departmental or disciplinary lines. Project
Management is a methodology and a discipline which can bring significant benefits to
organisations by:- Ensuring limited resources are used on the right projects Harnessing the
energy of staff in achieving beneficial change Managing complex changes in an organised way
Assessing risks, defining goals and key success areas and setting quality objectives. However,
every organisation has finite resources and, therefore, a limit to the number of projects it can
initiate and control. Pushing too many projects through a resource limited organisation causes
gridlock and stress. Managing the project portfolio efficiently is a fundamental principle of good
project management. Because most projects involve new ideas and learning (even a project to
build houses or flats may involve new materials or unusual soil conditions or there may be new
initiative for tenant selection or co-ownership schemes) project management has evolved a
discipline to manage the new and unusual. Its objective is to: define the project reduce it to a set
of manageable tasks obtain appropriate and necessary resources build a team or teams to perform
the project work plan the work and allocate the resources to the tasks monitor and control the
work report progress to senior management and/or the project sponsor close down the project
when completed review it to ensure the lessons are learnt and widely understood. It is this
structured approach that makes project management the best method for change management.
What is a project? A project is generally defined as a programme of work to bring about a
beneficial change and which has:- a start and an end a multi-disciplinary team brought together
for the project constraints of cost, time and quality a scope of work that is unique and involves
uncertainty Examples of a project:- The development and introduction of a new services The
development of a management information system The introduction of an improvement to an
existing process Setting up a new care initiative The creation of a large tender or the preparation
of a response to it. The production of a new customer newsletter, catal.
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.
1-Racism Consider the two films shown in class Night and Fog,.docxcatheryncouper
1-Racism:
Consider the two films shown in class "Night and Fog", and "Mr. Tanimoto's Journey". What do you think are the salient similarities, if any? What are the crucial differences? Why?
2- Slavery New & Old
Bales notes that New Slavery is very different from Old Slavery. What are some of the differences he describes? What are the links between New Slavery and the Globalized Economy?
Bales also notes that there are things we each can do to end slavery, but that this requires taking a "very dispassionate look at slaves as a commodity" (Bales 250). Why?
Finally, he suggests that activism without a broad-based explanatory framework is worse than none at all. Why does he think so? Do you agree? Why or why not?
3- Human- The Film
How, if at all, does the film "Human" resonate with or reflect themes explored in What Matters? Which of the characters was most compelling to you, and why?
4- Culture and Power Create Scarcity
Recognize that power and culture are inseparable, one does not exist without the other, and currently the dominant form of culture is based upon industrial production requiring essentially infinite energy supplies – which do not in fact exist. So we collectively face a terrible problem. And yet the greatest burden of this problem is being borne by those least able to do anything about it, while at the same time those who benefit most from the economic inequalities imposed by the culture of industrial production and imposed scarcity are unwilling or unable to recognize that things cannot continue as they are. This is our dilemma; one we must solve now or ignore and risk facing unimaginable chaos later.
Concerned about the ultimate implications of his theories about space, time and energy, Einstein pointed out that 20th century problems would never be solved by 19th century thinking. Indeed, by the same token, 21st century problems will not be solved with 20th century thinking either. The same can be said for oversimplified false dichotomies between 'conservatives' and 'liberals' and particularly 'capitalism' and 'communism'. The latter pair of binary opposites are 19th century ideas while the former are legacies of the 20th century.
We are well beyond the political and economic circumstances that informed such artificially limited conceptualizations of the human condition in many, many ways. And yet, these same tired inaccurate philosophical cages are still supposed to encompass the almost infinite variety and subtleties of contemporary global and local political economies? This is essentially the problem Einstein was concerned with when he noted the conceptual poverty of such willed ignorance. Our technological capacity has outstripped our cultural mechanisms of maintaining social control (consider greed: how much is enough?) and exacerbated our ability to impose physically violent solutions to complex and entirely negotiable problems. Our challenge now is to reassert the primacy of compassion and respect for differenc.
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"
Pearson HND BTEC Level 5 HNDManaging a Successful Business Pr.docxAASTHA76
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.
I have to do a project..no one stops at the sign in front of my hous.pdfamitpurbey2
I have to do a project..no one stops at the sign in front of my house-but since defining a stop is
too difficult, I am using whether or not the drivers use the brake or not. You would be surprised
how many don\'t even brake at all. How do I get started with this? Choose random times and
days to observe the stop sign? Can you just point me in the right direction? Thanks :) Statistics
and Probability Comment
Solution
Why do you say that Project Management is the best method of implementing
change? Although change occurs continuously in the world and in our daily lives it is rarely
implemented that way in organisations but rather as a series of steps; a ladder of change. A new
piece of legislation, market imperatives, management initiatives and new technology create
projects that need to be managed, often across departmental or disciplinary lines. Project
Management is a methodology and a discipline which can bring significant benefits to
organisations by:- Ensuring limited resources are used on the right projects Harnessing the
energy of staff in achieving beneficial change Managing complex changes in an organised way
Assessing risks, defining goals and key success areas and setting quality objectives. However,
every organisation has finite resources and, therefore, a limit to the number of projects it can
initiate and control. Pushing too many projects through a resource limited organisation causes
gridlock and stress. Managing the project portfolio efficiently is a fundamental principle of good
project management. Because most projects involve new ideas and learning (even a project to
build houses or flats may involve new materials or unusual soil conditions or there may be new
initiative for tenant selection or co-ownership schemes) project management has evolved a
discipline to manage the new and unusual. Its objective is to: define the project reduce it to a set
of manageable tasks obtain appropriate and necessary resources build a team or teams to perform
the project work plan the work and allocate the resources to the tasks monitor and control the
work report progress to senior management and/or the project sponsor close down the project
when completed review it to ensure the lessons are learnt and widely understood. It is this
structured approach that makes project management the best method for change management.
What is a project? A project is generally defined as a programme of work to bring about a
beneficial change and which has:- a start and an end a multi-disciplinary team brought together
for the project constraints of cost, time and quality a scope of work that is unique and involves
uncertainty Examples of a project:- The development and introduction of a new services The
development of a management information system The introduction of an improvement to an
existing process Setting up a new care initiative The creation of a large tender or the preparation
of a response to it. The production of a new customer newsletter, catal.
I have to do a project..no one stops at the sign in front of my hous.pdfMadansilks
I have to do a project..no one stops at the sign in front of my house-but since defining a stop is
too difficult, I am using whether or not the drivers use the brake or not. You would be surprised
how many don\'t even brake at all. How do I get started with this? Choose random times and
days to observe the stop sign? Can you just point me in the right direction? Thanks :) Statistics
and Probability Comment
Solution
Why do you say that Project Management is the best method of implementing
change? Although change occurs continuously in the world and in our daily lives it is rarely
implemented that way in organisations but rather as a series of steps; a ladder of change. A new
piece of legislation, market imperatives, management initiatives and new technology create
projects that need to be managed, often across departmental or disciplinary lines. Project
Management is a methodology and a discipline which can bring significant benefits to
organisations by:- Ensuring limited resources are used on the right projects Harnessing the
energy of staff in achieving beneficial change Managing complex changes in an organised way
Assessing risks, defining goals and key success areas and setting quality objectives. However,
every organisation has finite resources and, therefore, a limit to the number of projects it can
initiate and control. Pushing too many projects through a resource limited organisation causes
gridlock and stress. Managing the project portfolio efficiently is a fundamental principle of good
project management. Because most projects involve new ideas and learning (even a project to
build houses or flats may involve new materials or unusual soil conditions or there may be new
initiative for tenant selection or co-ownership schemes) project management has evolved a
discipline to manage the new and unusual. Its objective is to: define the project reduce it to a set
of manageable tasks obtain appropriate and necessary resources build a team or teams to perform
the project work plan the work and allocate the resources to the tasks monitor and control the
work report progress to senior management and/or the project sponsor close down the project
when completed review it to ensure the lessons are learnt and widely understood. It is this
structured approach that makes project management the best method for change management.
What is a project? A project is generally defined as a programme of work to bring about a
beneficial change and which has:- a start and an end a multi-disciplinary team brought together
for the project constraints of cost, time and quality a scope of work that is unique and involves
uncertainty Examples of a project:- The development and introduction of a new services The
development of a management information system The introduction of an improvement to an
existing process Setting up a new care initiative The creation of a large tender or the preparation
of a response to it. The production of a new customer newsletter, catal.
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.
1-Racism Consider the two films shown in class Night and Fog,.docxcatheryncouper
1-Racism:
Consider the two films shown in class "Night and Fog", and "Mr. Tanimoto's Journey". What do you think are the salient similarities, if any? What are the crucial differences? Why?
2- Slavery New & Old
Bales notes that New Slavery is very different from Old Slavery. What are some of the differences he describes? What are the links between New Slavery and the Globalized Economy?
Bales also notes that there are things we each can do to end slavery, but that this requires taking a "very dispassionate look at slaves as a commodity" (Bales 250). Why?
Finally, he suggests that activism without a broad-based explanatory framework is worse than none at all. Why does he think so? Do you agree? Why or why not?
3- Human- The Film
How, if at all, does the film "Human" resonate with or reflect themes explored in What Matters? Which of the characters was most compelling to you, and why?
4- Culture and Power Create Scarcity
Recognize that power and culture are inseparable, one does not exist without the other, and currently the dominant form of culture is based upon industrial production requiring essentially infinite energy supplies – which do not in fact exist. So we collectively face a terrible problem. And yet the greatest burden of this problem is being borne by those least able to do anything about it, while at the same time those who benefit most from the economic inequalities imposed by the culture of industrial production and imposed scarcity are unwilling or unable to recognize that things cannot continue as they are. This is our dilemma; one we must solve now or ignore and risk facing unimaginable chaos later.
Concerned about the ultimate implications of his theories about space, time and energy, Einstein pointed out that 20th century problems would never be solved by 19th century thinking. Indeed, by the same token, 21st century problems will not be solved with 20th century thinking either. The same can be said for oversimplified false dichotomies between 'conservatives' and 'liberals' and particularly 'capitalism' and 'communism'. The latter pair of binary opposites are 19th century ideas while the former are legacies of the 20th century.
We are well beyond the political and economic circumstances that informed such artificially limited conceptualizations of the human condition in many, many ways. And yet, these same tired inaccurate philosophical cages are still supposed to encompass the almost infinite variety and subtleties of contemporary global and local political economies? This is essentially the problem Einstein was concerned with when he noted the conceptual poverty of such willed ignorance. Our technological capacity has outstripped our cultural mechanisms of maintaining social control (consider greed: how much is enough?) and exacerbated our ability to impose physically violent solutions to complex and entirely negotiable problems. Our challenge now is to reassert the primacy of compassion and respect for differenc.
1-http://fluoridealert.org/researchers/states/kentucky/
2-
3-School fluoridation studies in Elk Lake, Pennsylvania, and Pike County, Kentucky--results after eight years.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1229128/?page=1
4-American Association for Dental Research Policy Statement on Community Water Fluoridation
http://journals.sagepub.com/doi/abs/10.1177/0022034518797274
5- Ground-Water Quality in Kentucky: Fluoride - University of Kentucky
http://www.uky.edu/KGS/pdf/ic12_01.pdf
6-Kentucky Oral Health Program Brochure - Cabinet for Health.
https://chfs.ky.gov/agencies/dph/dmch/cfhib/Oral%20Health%20Program/beigebrochureoralhealth80107.pdf
7-
8-
9-
PIIS00028177146263
98.pdf
746 JADA, Vol. 131, June 2000
Enamel fluorosis is a hypomineralization of the
enamel caused by the ingestion of an amount of
fluoride that is above optimal levels during
enamel formation.1,2 Clinically, the appearance of
enamel fluorosis can vary. In its mildest form, it
appears as faint white lines or streaks visible
only to trained examiners under controlled exam-
ination conditions. In its pronounced form, fluo-
rosis manifests as white mottling of the teeth in
which noticeable white lines or streaks often
have coalesced into larger opaque areas.2,3 Brown
staining or pitting of the enamel also may be
present.2,3 In its most severe form, actual break-
down of the enamel may occur.2,3
In recent years, there has been an increase in
the prevalence of children seen with enamel fluo-
A B S T R A C T
Background. Few studies have evaluated the
impact of specific fluoride sources on the prevalence of
enamel fluorosis in the population. The author con-
ducted research to determine attributable risk percent
estimates for mild-to-moderate enamel fluorosis in two
populations of middle-school–aged children.
Methods. The author recruited two groups of
children 10 to 14 years of age. One group of 429 had
grown up in nonfluoridated communities; the other
group of 234 had grown up in optimally fluoridated
communities. Trained examiners measured enamel
fluorosis using the Fluorosis Risk Index and meas-
ured early childhood fluoride exposure using a ques-
tionnaire completed by the parent. The author then
calculated attributable risk percent estimates, or the
proportion of cases of mild-to-moderate enamel fluo-
rosis associated with exposure to specific early fluo-
ride sources, based on logistic regression models.
Results. In the nonfluoridated study sample,
sixty-five percent of the enamel fluorosis cases were
attributed to fluoride supplementation under the pre-
1994 protocol. An additional 34 percent were
explained by the children having brushed more than
once per day during the first two years of life. In the
optimally fluoridated study sample, 68 percent of the
enamel fluorosis cases were explained by the children
using more than a pea-sized amount of toothpaste
during the first year of life, 13 percent by having
been inappropriately given a fluoride supple.
1. Consider our political system today, in 2019. Which groups of peo.docxcatheryncouper
1. Consider our political system today, in 2019. Which groups of people are
excluded from participating in the political process?
Please identify at least two groups of people who are excluded and engage with at least one of your colleagues and explain why you either agree or disagree with the group of people that they identified. As always, use your critical thinking skills to answer this.
2.
What speech is protected under the
first amendment
and what speech is
excluded
from first amendment protection? And why?
.
1-Ageism is a concept introduced decades ago and is defined as .docxcatheryncouper
1-Ageism is a concept introduced decades ago and is defined as “the prejudices and stereotypes that are applied to older people sheerly on the basis of their age…” (Butler, Lewis, & Sutherland, 1991).
DQ: What are some common misconceptions you have heard or believed about older adults? What can you do to dispel these myths?
2-Please use textbook as, at least, one reference.
3-Please abide by APA 7th edition format in your writing.
4-Answers should be 2-3 Paragraphs made up of 3-4 sentences each
UNIT 1 CHAPTER 4 LIFE TRANSITIONS AND HISTORY (ATTACHED)
.
1. Create a PowerPoint PowerPoint must include a minimum of.docxcatheryncouper
1.
Create a PowerPoint:
PowerPoint must include a minimum of 12 slides (including Title Slide and Reference slide). Ensure that information is cited in-text throughout the presentation. Use inspirational quotes, graphics, visual aids, and video clips to enhance your presentation. Ensure that information included on your slides is properly paraphrased and cited; the use of direct quotes is prohibited. A minimum of three sources should be included (your textbook counts); ensure sources are credible.
Once you have chosen your format, choose a type of stress (schoolwork, family, job, a relationship, etc) and answer all of the following questions:
1. Give examples that causes the stress.
2. Describe healthy coping mechanisms you can use to help with stress.
3. Discuss of the warning signs of stress is in your life.
4. Describe the short-term effects stress can have on an individual.
5. Describe the long-term effects stress can have on an individual.
.
1. Compare vulnerable populations. Describe an example of one of the.docxcatheryncouper
1. Compare vulnerable populations. Describe an example of one of these groups in the United States or from another country. Explain why the population is designated as "vulnerable." Include the number of individuals belonging to this group and the specific challenges or issues involved. Discuss why these populations are unable to advocate for themselves, the ethical issues that must be considered when working with these groups, and how nursing advocacy would be beneficial.
2.
How does the community health nurse recognize bias, stereotypes, and implicit bias within the community? How should the nurse address these concepts to ensure health promotion activities are culturally competent? Propose strategies that you can employ to reduce cultural dissonance and bias to deliver culturally competent care. Include an evidence-based article that address the cultural issue. Cite and reference the article in APA format.
.
1. Complete the Budget Challenge activity at httpswww.federa.docxcatheryncouper
1. Complete the Budget Challenge activity at: https://www.federalbudgetchallenge.org/challenges/20/pages/overview
a. Keep a record of your selections and why you decided to select them and not the other options. ( keep a record of your selections in piece of paper so you can go back and reflect on your choices in your write-up. For instance, the first choice is about investments. So, on a piece of paper write down whether you selected any of the investment choices and a quick note about why you chose (for example) to spend $30B to establish a National Infrastructure Bank but didn't select to invest in the other options.) your selections as those reflect your own personal, subjective, choices. I will grade the assignment based on whether you have provided a thoughtful written response that answers the questions posted on the instructions.
b. When you’ve finished, save your results summary page.
2. Write a 2.5+ page summary overview of your experience, discussing your budget selections and analyzing your responses. Use the following questions to guide your response, but don't be limited by them:
a. What was challenging?
b. What was easy?
c. What do your selections say about your policy priorities and political ideologies?
** source: (Author Last Name, Year, pg.)
June 2003: WAY IN THE MIDDLE OF THE AIR
“Did you hear about it?”
“About what?”
“The niggers, the niggers!”
“What about ’em?”
“Them leaving, pulling out, going away; did you hear?”
“What you mean, pulling out? How can they do that?”
“They can, they will, they are.”
“Just a couple?”
“Every single one here in the South!”
“No.”
“Yes!”
“I got to see that. I don’t believe it. Where they going — Africa?”
A silence.
“Mars.”
“You mean the planet Mars?”
“That’s right.”
The men stood up in the hot shade of the hardware porch. Someone quit lighting a pipe. Somebody else spat out into the hot dust of noon.
“They can’t leave, they can’t do that.”
“They’re doing it, anyways.”
“Where’d you hear this?”
“It’s everywhere, on the radio a minute ago, just come through.”
Like a series of dusty statues, the men came to life.
Samuel Teece, the hardware proprietor, laughed uneasily. “I wondered what happened to Silly. I sent him on my bike an hour ago. He ain’t come back from Mrs. Bordman’s yet. You think that black fool just pedaled off to Mars?”
The men snorted.
“All I say is, he better bring back my bike. I don’t take stealing from no one, by God.”
“Listen!”
The men collided irritably with each other, turning.
Far up the street the levee seemed to have broken. The black warm waters descended and engulfed the town. Between the blazing white banks of the town stores, among the tree silences, a black tide flowed. Like a kind of summer molasses, it poured turgidly forth upon the cinnamon-dusty road. It surged slow, slow, and it was men and women and horses and barking dogs, and it was little boys and girls. And from the mouths of the people partaking of this tide came the sound of a river. A summer-.
1. Connections between organizations, information systems and busi.docxcatheryncouper
1. Connections between organizations, information systems and business processes.
2. There are a number of benefits associated with cutting edge business analytics.
3. Three conditions that contribute to data redundancy and inconsistency are:
4. Network neutrality
5. Simple Object Access Protocol (SOAP).
6. Outsourcing IT-advantages and disadvantages
7. The security challenges faced by wireless networks
.
1-Experiences with a Hybrid Class Tips And PitfallsCollege .docxcatheryncouper
1-Experiences with a Hybrid Class: Tips And Pitfalls
College Teaching Methods & Styles Journal, 2006, Vol.2(2), p.9-12
Notes
This paper will discuss the author's experiences with converting a traditional classroom-based course to a hybrid class, using a mix of traditional class time and web-support. The course which was converted is a lower-level human relations class, which has been offered in both the traditional classroom-based setting and as an asynchronous online course. After approximately five years of offering the two formats independently, the author decided to experiment with improving the traditional course by adopting more of the web-based support and incorporating more research and written assignments in "out of class" time. The course has evolved into approximately 60% traditional classroom meetings and 40% assignments and other assessments out of class. The instructor's assessment of the hybrid nature of the class is that students are more challenged by the mix of research and writing assignments with traditional assessments, and the assignments are structured in such a way as to make them more "customizable" for each student. Each student can find some topics that they are interested in to pursue in greater depth as research assignments. However, the hybrid nature of the class has resulted in an increased workload for the instructor. The course has been well received by the students, who have indicated that they find the hybrid format appealing.
2-Undergraduate Research Methods: Does Size Matter? A Look at the Attitudes and Outcomes of Students in a Hybrid Class Format versus a Traditional Class Format.
Author
Gordon, Jill A.
Barnes, Christina M.
Martin, Kasey J.
Publisher
Taylor & Francis Ltd
Is Part Of
Journal of Criminal Justice Education, 2009, Vol.20 (3), p.227-249
Notes
The goal of this study is to understand if there are any variations regarding student engagement and course outcomes based on the course format. A new course format was introduced in fall of 2006 that involves a hybrid approach (large lecture with small recitations) with a higher level of student enrollment than traditional research methods courses. During the same time frame, the discipline maintained its traditional research methods courses as well. A survey was administered to all students enrolled in research methods regardless of course format in fall 2006 and spring 2007. Student responses are discussed, including information concerning the preparation, design, cost and benefits of offering a hybrid research methods course format.
3- Distance Education: Linking Traditional Classroom Rehabilitation Counseling Students with their Colleagues Using Hybrid Learning Models.
Author
Main, Doug
Dziekan, Kathryn
Publisher
Springer Publishing Company, Inc.
Is Part Of
Rehabilitation Research, Policy & Education, 2012, Vol.26 (4), p.315-321
Notes
Current distance learning technological advances allow real and virtual classrooms to unite. In this .
RefereanceSpectra.jpg
ReactionInformation.jpg
WittigReactionOfTransCinnamaldehye.docx
Wittig Reaction of trans-Cinnamaldehyde
GOAL: Identify the major isomer of the Wittig reaction
E,E-1,4-diphenyl-1,3-butadiene OR E,Z-1,4-diphenyl-1,3-butadiene
Attached are the:
1. Drawing of the overall reaction
2. Drawing of the structure of the two possible isomers
3. Reference NMR spectra of what is labeled trans, trans-1,4-diphenyl-1,3-butadiene
4. IR spectra
5. UV vis spectra
6. 1H NMR not-detailed
7. 1H NMR detailed
8. BASED ON # 4, 5 and 7 Identify the major isomer of the Wittig reaction, can the integration values of the NMR be used to give approximate percent of each isomer
IR.jpg
UV-visSpectra.jpg
NMR.jpg
NMR-DeterminePredominantIsomer.jpg
...
Reconciling the Complexity of Human DevelopmentWith the Real.docxcatheryncouper
Reconciling the Complexity of Human Development
With the Reality of Legal Policy
Reply to Fischer, Stein, and Heikkinen (2009)
Laurence Steinberg Temple University
Elizabeth Cauffman University of California, Irvine
Jennifer Woolard Georgetown University
Sandra Graham University of California, Los Angeles
Marie Banich University of Colorado
The authors respond to both the general and specific con-
cerns raised in Fischer, Stein, and Heikkinen’s (2009)
commentary on their article (Steinberg, Cauffman, Wool-
ard, Graham, & Banich, 2009), in which they drew on
studies of adolescent development to justify the American
Psychological Association’s positions in two Supreme
Court cases involving the construction of legal age bound-
aries. In response to Fischer et al.’s general concern that
the construction of bright-line age boundaries is inconsis-
tent with the fact that development is multifaceted, variable
across individuals, and contextually conditioned, the au-
thors argue that the only logical alternative suggested by
that perspective is impractical and unhelpful in a legal
context. In response to Fischer et al.’s specific concerns
that their conclusion about the differential timetables of
cognitive and psychosocial maturity is merely an artifact of
the variables, measures, and methods they used, the au-
thors argue that, unlike the alternatives suggested by Fi-
scher et al., their choices are aligned with the specific
capacities under consideration in the two cases. The au-
thors reaffirm their position that there is considerable
empirical evidence that adolescents demonstrate adult lev-
els of cognitive capability several years before they evince
adult levels of psychosocial maturity.
Keywords: policy, science, adolescent development, chro-
nological age
In our article (Steinberg, Cauffman, Woolard, Graham,& Banich, 2009, this issue), we asked whether therewas scientific justification for the different positions
taken by the American Psychological Association (APA) in
two related Supreme Court cases—Hodgson v. Minnesota
(1990; a case concerning minors’ competence to make
independent decisions about abortion, in which APA ar-
gued that adolescents were just as mature as adults) and
Roper v. Simmons (2005; a case about the constitutionality
of the juvenile death penalty, in which APA argued that
adolescents were not as mature as adults). On the basis of
our reading of the extant literature in developmental psy-
chology, as well as findings from a recent study of our own,
we concluded that the capabilities relevant to judging in-
dividuals’ competence to make autonomous decisions
about abortion reach adult levels of maturity earlier than do
capabilities relevant to assessments of criminal culpability,
and that it was therefore reasonable to draw different age
boundaries between adolescents and adults in each in-
stance.
In their commentary on our article, Fischer, Stein, and
Heikkinen (2009, this issue) raised both general and spe-
cif ...
Reexamine the three topics you picked last week and summarized. No.docxcatheryncouper
Reexamine the three topics you picked last week and summarized. Now, break out each case into a list of ethical and legal considerations that might help to analyze each case—summarize the considerations in two paragraphs for each case.
For each case, also ask one legal and one ethical question that might present. Consider the principles of ethics from Week 1 and the laws addressed this week. You should also use outside references to dig deeper into each case for your list.
3 topics identified in paper below from last week
· The Principal of Justice
· Autonomy
· Non-maleficence
Health Care Ethics
Health care ethics is a set of beliefs, moral principles and values that guide health care centers and related institutions to make choices with regard to medical care. Some health ethics include: respect for autonomy, justice and non-maleficence (Percival, 1849).
The principle of justice in health care ensures that there is respect for people’s rights, fair distribution of health resources and respect for laws that are morally acceptable. There are mainly two elements in this principle; equity and equality. Equity ensure that are all cases have equal access to treatment regardless of the patients’ status in ethnic background, age, sexuality, legal capacity, disability, insurance cover or any other discriminating factors.
It is important to study this ethical issue of justice since there have been an increasing report of doctors and medical staff failing to administer certain treatment services to certain kind of patients. Consequently, there have been debates in countries such as the UK over the refusal to give expensive treatment to patients who are likely to benefit from the treatment but cannot afford it. One ethical in the principle of justice is as to whether the health care center is creating an environment for sensible and fair use of health care resources and no particular type of patients are shun away or stigmatized. The legal question is whether the health care center is breaking the law against inequality and discrimination particularly racism, tribalism, gender insensitivity and other discrimination noted and prohibited in the country’s constitution.
The second area of health care ethics is respect for autonomy. Autonomy means self-determination or self-rule. Hence, this principle stipulates that one should be allowed to direct their health life according to their personal rationale. The patients have a right to determine their own destiny freely and independently as well as having their decision respected (Pollard, 1993).
This principle is important for study because not many people would not want to be treated as those with dementia; a disease involving loss of mental power. Many people are afraid of the prospect of not being able to decide their own fate and exercise self-determination. An ethical question in this principle of respect for autonomy is whether the health care center ensures that the patient is provided with ...
Reconstruction
Dates:
The Civil War?_________
Reconstruction? ________
9-9-12
*
*
9/7/2010
Foner Chapter 15
"What Is Freedom?": Reconstruction, 1865–1877
*
After the Civil War, freed slaves and white allies in the North and South attempted to redefine the meaning and boundaries of American freedom. Freedom, once for whites only, now incorporated black Americans. By rewriting laws, African-Americans, for the first time, would be recognized as citizens with equal rights and the right to vote, even in the South. Blacks created their own schools, churches, and other institutions. Though many of Reconstruction’s achievements were short-lived and defeated by violence and opposition, Reconstruction laid the basis for future freedom struggles.
Introduction: Sherman Land
From the Plantation to the Senate
*
After the Civil War, freed slaves and white allies in the North and South attempted to redefine the meaning and boundaries of American freedom. Freedom, once for whites only, now incorporated black Americans. By rewriting laws, African Americans, for the first time, would be recognized as citizens with equal rights and the right to vote, even in the South. Blacks created their own schools, churches, and other institutions. Though many of Reconstruction’s achievements were short-lived and defeated by violence and opposition, Reconstruction laid the basis for future freedom struggles.
Click image to launch video
Q: Chapter 15 includes a new comparative discussion on the aftermath of slavery in various Western Hemisphere societies. You see important commonalities in the struggle over land and labor in post-Emancipation societies. How do you situate the experiences of former slaves in the United States in this borrowed content.
A: Well, just as slavery was a hemispheric institution, so was emancipation. It’s useful for us in thinking about the aftermath of slavery in the United States, the Reconstruction era and after to see what happened to other slaves in places where slavery was abolished. What you see is a similar set of issues and conquests taking place everywhere slaves desire land of their own—this is the No. 1 thing, they want autonomy, they want independence from white control. All of these regions are agricultural, everywhere former slaves demand land. In some places they get land fairly effectively, like in Jamaica, West Indies, where there’s a lot of unoccupied land they can take. In some places they don’t, but that battle to who’s going to have access to land and economic resources is a commonality in the aftermath of slavery. So too is the effort of local plantation owners trying to get the plantation going again and to force slaves to work back on the plantations, or if not, to bring labor from somewhere else—in the West Indies they bring workers from China, from India, from southeast Asia to replace slaves who were moving off on land of their own. They can’t quite do that in the United States—they tried to bring ...
Record, Jeffrey. The Mystery Of Pearl Harbor. Military History 2.docxcatheryncouper
Record, Jeffrey. "The Mystery Of Pearl Harbor." Military History 28.5 (2012): 28-39.Academic Search Complete. Web. 10 Dec. 2013.
According to the article "The Mystery of Pearl Harbor," it briefly examines the reason why Japan starts a war with the United States. On December 7th, 1941, Japan with about 182 aircrafts from the first assault invade U.S. Pacific fleet of Pearl Harbor. Japan's ultimate goal was to overthrow East Asia. The main point of this article is mainly for Japan's goal for economic security and determined to achieve their goal to conquer East Asia. Moreover, they wouldn't let U.S. stop them. Japan was humiliated to be dependent on the United States, including American imported oil. Ultimately, they fought a war that could not won since U.S. was more superior. United States outproduce Japan in every category of ammunition and armaments. If someone were to ask me what this article was about, I would say that this article is an inevitable defeat from Japan.
I believe this source was definitely helpful. This article made me realize how important Pearl Harbor is. If anything, we could have lost to the Japanese and everything would change. Personally, I believe our army played a significant role during the war between Japan and United States. I believe that this source is reliable. This source can be slightly biased because in the article, it says “If the Pacific War was inevitable, was not Japan's crushing defeat as well? If so, then why did Japan start a war that, as British strategist Colin Gray has argued, it "was always going to lose?”
This article can clearly be used for a American history classes. Several of the first paragraphs include a clear understanding and a great topic for students to discuss. This would benefit students who does not know anything about Pearl Harbor. This would be appropriate for students to realize what America has been through during the 1940’s. I admit I now have a better understanding of Pearl Harbor, this article enhanced my perspective and changed the way I view it.
Hanyok, Robert J. "The Pearl Harbor Warning That Never Was." Naval History 23.2 (2009): 50-53. Academic Search Complete. Web. 11 Dec. 2013.
This article particularly argues that Americans believe that the surprising attack from Japan Navy planes could not have happened without some sort of conspiracy or warning. Without a doubt, Americans thought that U.S. political and military leaders kept this serious warning from Pearl Harbor’s commanders. Furthermore, the National Security Agency Documentary, “West Wind Clear seemed to be not found. Robert Hanyok’s attempted to clear up the issue and as a result, the warning for the chief Navy doe- breaker was just a figment of his imagination.
I believe that this article offers reliable sources. Hanyok provides source documents for historical scholars and researchers. This article was extremely helpful due to the controversy with the “West Wind Clear. The goal of this article was basically des ...
Reasons for Not EvaluatingReasons from McCain, D. V. (2005). Eva.docxcatheryncouper
Reasons for Not Evaluating
Reasons from McCain, D. V. (2005). Evaluation basics. Arlington, VA: ASTD Press, pp. 14-16.
Below are reasons to not evaluate, but there are things you can do to overcome these reasons!
· Click Edit (upper right on the tool bar) to get into edit mode.
· Add at least 2 ideas to the page to overcome one or more of these reasons for not evaluating. Please explain in enough detail that someone reading this wiki will be able to understand it!
· Add your name in parenthesis after your idea so we know who contributed which idea!
· Click Save (upper right on tool bar) to save your changes.
1. Evaluation requires a particular skill set.
· Doing evaluation requires no particular skill. It only requires a desire to look into it a course or program and ask the right questions that would answer the whether or not the course was effective. There are many tools that would help in doing an evaluation. (D. Clark)
· Skills can be learned. Learning to evaluate is simply another avenue of training. If the skills to evaluate do not exist in your organization then the training may need to start at the Trainer level before moving on to more organizational specific training, (D Casper)
2. Evaluation is not a priority.
· In order to make progress in any learning environment, it is necessary to initiate check points and measurements producing an evaluation of knowledge (Valle)
· Evaluation is never a priority until things are going bad and the reason is not clear, Evaluation helps us understand where the issues are. (Jim K)
3. Evaluation is not required.
· Currently, as students we are being evaluated to check in our progress ion order to measure our understanding of the tasks given. We get a grade, it is required for this course.(Valle)
· Why are you only providing what is required? Why not go a little further and make the training better? (J. Sprague)
4. Evaluation can result in criticism.
· In order to grow as a person or a company we all need criticism, of course this needs presented in a positive light and in a way that people can learn and grow. (Jim K)
· In today's culture where everybody gets a trophy or everybody gets an "A" no matter how they perform it is not "PC" to criticize someone and hurt their feelings! Criticism is what motivated me to succeed and go beyond just what is normal! We need to stop equating "Criticism" with "Fault Finding" and realize we do more harm than good by not pointing out shortcomings and errors. (D Casper)
5. You can't measure training.
· In my place of work in the industry, we had to measure training. Time was spent in educating employees into new ways to create a product, cost effectiveness, supply management chain and distribution. Measuring effectiveness of the training was in direct correlation with the success of the given product into market.(Valle)
· You can always measure whether or not the training was successful. The key is to look for the right types of measurements. It may be measured ...
Recognize Strengths and Appreciate DifferencesPersonality Dimens.docxcatheryncouper
Recognize Strengths and Appreciate Differences
Personality Dimensions® is the latest evolution in presenting Personality Temperament Theory. It builds on research conducted in Canada over a period or two decades, and the foundations established by the work of Carl Jung, David Keirsey, Linda Berens, as well as a history of Temperament that spans 25 centuries.
The Personality Dimensions® system utilizes a convenient card sort and short questionnaire to reveal personality preferences. In addition to being the first Temperament assessment to incorporate the Introversion/Extraversion dichotomy, Personality Dimensions® also uses four colours along with short descriptors and symbols to represent the Temperament preferences: Inquiring Green, Organized Gold, Authentic Blue, Resourceful Orange. These combined aspects create a common language of understanding with a high level of retention.Know your Personality Dimensions to...
·
· Express yourself appropriately
· Appreciate yourself & others
· Negotiate more effectively
· Narrow gaps and differences
· Identify potential problems early
· Elevate morale and enthusiasm
· Optimize team performance
· Support and encourage others
· Organize efficient teams
· Yield higher productivity
· Influence others positively
Analyzing Personality Demensions:
Introverts:
· Tend to get their energy by spending some time alone.
· Prefer to think things through in their head before sharing their ideas with the larger group. They will often listen to other ideas, conversations and reactions, taking it all in, digesting it and then share their thoughts and ideas with the larger group. By the time they share an idea it has been given a lot of consideration -- they are not just thinking out loud.
· Learn best when they have the time for quiet reflection and are able to work on their own.
· May actually find that the standard brainstorming process shuts down their creative juices as it does not allow them the time they need to internally process information before building on it or reacting to it.
· Often prefer to keep their thoughts and feelings to themselves until they are totally comfortable with the people they will be sharing them with.
· Have a tendency to think through the consequences of a situation before acting.
· Preferred mode of problem solving is to have some quiet time alone to think, reflect on the situation and formulate a solution. They often become energized by this process.
· Project a sense of quiet and calmness. Their body language and tone of voice tends to be softer.
· Tend to have a small circle of people who they call true friends. These are people with whom they are comfortable and are willing to share their thoughts and feelings with.
What causes an Introvert stress at work
Introverts tend to like things to be quieter than Extraverts. A noisy work environment can cause real stress for an Introvert.
They can find it exhausting to work with Extraverts. If an Introvert has to work in situations ...
Real-World DecisionsHRM350 Version 21University of Phoe.docxcatheryncouper
Real-World Decisions
HRM/350 Version 2
1
University of Phoenix Material
Real-World Decisions
Read the following scenarios, which represent real-world decisions, and respond to each in 150 to 200 words.
Scenario One
You are the director of production at a multinational company. Your position is in Tokyo, Japan. Recently, this division experienced production quota problems. You determine that you must identify a team leader who will lead the work team to tackle the problem. You identify several possible team leaders, including Joan, a manager who is an expatriate US citizen and has recently arrived in your company’s Japanese office. You are also aware of Bob, a European national who has worked at the facility for about a year. His experience includes reengineering production processes at one of the company’s production facilities in Europe. The final candidate is Noriko, a Japanese national who has been at the facility for several years.
Questions
The team you assemble is composed of American expatriates and Japanese nationals. Compare the three candidates for the position. Based on cultural norms and traditions, what cultural factors and management styles may benefit or present obstacles for others on the team? Explain.
Response
Scenario Two
You have been assigned to an overseas position with your company. The local government of the host country offers gifts periodically to senior management as a way of thanking them for opening a facility and employing locals. These gifts include cash or merchandise into the thousands of dollars. Typically, to refuse a gift is considered an insult. Your country’s policy is to prohibit employees from accepting anything from clients and customers of more than $50. Your employer values its relationship with the host country and government officials, and it intends to continue operating in the venue.
Questions
How would you address a situation where you are presented with a gift of more than $50? Explain your rationale. How could your actions affect your company? How could your decision affect your working relationship with your company’s and the host country’s officials?
Response
Scenario Three
Christine, the leading expert in information technology (IT) organizational design, works for a large consulting firm and has been asked to work on a temporary assignment in Saudi Arabia. One of her firm’s biggest revenue-generating customers is embarking on an initiative to redesign the IT structure to improve efficiency and effectiveness, and to align the business unit’s output with the organization’s strategic objectives. The customer has read research reports and articles Christine has published, and the chief executive officer has asked Christine to handle this project. She is excited about the professional challenge of the assignment, but she is unsure of adopting customs and practices in a Muslim country.
Questions
Discuss the ethical considerations for Christine and her company. What implications m ...
Real Clear PoliticsThe American Dream Not Dead –YetBy Ca.docxcatheryncouper
Real Clear Politics
“The American Dream: Not Dead –Yet
By Carl M. Cannon and Tom Bevan
March 6, 2019
Solid pluralities of Americans think their country is heading in the wrong direction, have lost faith in its prominent public institutions, and believe both major political parties are an impediment to realizing the American Dream. Nonetheless, that dream persists – threatened, yes, but not nearly dead.
These are the findings in the latest poll from RealClear Opinion Research, focusing on how Americans view their future possibilities and how much economic guidance and oversight should be provided by government. The answers provide a road map for the 2020 election season.
Nearly four times as many respondents say the American Dream is “alive and well” for them personally (27 percent) as those who say it’s “dead” (7 percent). The overwhelming majority express a more nuanced outlook. Two-thirds of those surveyed believe the American Dream is under moderate to severe duress: 37 percent say it is “alive and under threat” while another 28 percent say it is “under serious threat, but there is still hope.”
“In this poll, most people are telling us that the American Dream isn’t working as they believe it should be,” said John Della Volpe, polling director of RealClear Opinion Research. “The overwhelming number of people are not seeing the fruits of working hard, whether it’s through a professional (finances) or a personal (happiness) lens.”
The panel of 2,224 registered voters was probed for its views on other foundational aspects of 21st century American civic life, including their views of capitalism and socialism, and how they see the future unfolding for the younger generation of Americans.
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Measuring attitudes about the American Dream means different things to different people. For this survey, RealClear Opinion Research defined it for the poll respondents by using Merriam-Webster’s dictionary, which describes the American Dream as “a happy way of living that can be achieved by anyone in the U.S. especially by working hard and becoming successful.”
As one would expect, perceptions of the health of this idea differ by party, age, education and class. Among the most striking findings in the survey were the variances by ethnicity. Asian-Americans are the most likely to say the American Dream is working for them (41 percent) – twice the percentage as Hispanics. Despite such differences, ...
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Read about the Quality Management Process on page 25 of the text. .docx
1. 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.
2. 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
3. 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 offers an opportunity for students to begin mastering a
new craft—a set of skills that is becoming increasingly valued
in contemporary corporations around the world. Project
managers represent the new corporate elite: a corps of skilled
individuals who routinely make order out of chaos, improving a
firm’s bottom line and burnishing their own value in the
process. With these goals in mind, let us begin.33
Summary
1.Understand why project management is becoming such a
powerful and popular practice in business. Project management
offers organizations a number of practical competitive
advantages, including the ability to be both effective in the
marketplace and efficient with the use of organizational
resources, and the ability to achieve technological
breakthroughs, to streamline new-product development, and to
manage the challenges arising from the business environment.
2.Recognize the basic properties of projects, including their
definition. Projects are defined as temporary endeavors
undertaken to create a unique product or service. Among their
key properties are that projects are complex, one-time
processes; projects are limited by budget, schedule, and
resources; they are developed to resolve a clear goal or set of
goals; and they are customer-focused.
3.Understand why effective project management is such a
challenge. Projects operate outside of normal organizational
processes, typified by the work done by functional
organizational units. Because they are unique, they require a
different mind-set: one that is temporary and aimed at achieving
a clear goal within a limited time frame. Projects are ad hoc
endeavors with a clear life cycle. They are employed as the
4. building blocks in the design and execution of organizational
strategies, and they provide a philosophy and a strategy for the
management of change. Other reasons why they are a challenge
include the fact that project management requires the crossing
of functional and organizational boundaries while trying to
satisfy the multiple constraints of time, budget, functionality,
and customer satisfaction.
4.Differentiate between project management practices and more
traditional, process-oriented business functions. Projects
involve new process or product ideas, typically with one
objective or a limited set of objectives. They are one-shot
activities with a defined beginning and end, employing a
heterogeneous group of organizational members as the project
team. They operate under circumstances of change and
uncertainty, outside of normal organizational channels, and are
intended to upset the status quo and violate established practice,
if need be, in order to achieve project goals. Process-oriented
functions adhere more closely to rigid organizational rules,
channels of communication, and procedures. The people within
the functional departments are homogenous, engaged in ongoing
activities, with well-established systems and procedures. They
represent bastions of established practice designed to reinforce
the organization’s status quo.
5.Recognize the key motivators that are pushing companies to
adopt project management practices. Among the key motivators
in pushing organizations to adopt project management are (1)
shortened product life cycles, (2) narrow product launch
windows, (3) increasingly complex and technical products, (4)
the emergence of global markets, and (5) an economic period
marked by low inflation.
6.Understand and explain the project life cycle, its stages, and
the activities that typically occur at each stage in the project.
The project life cycle is a mechanism that links time to project
activities and refers to the stages in a project’s development.
The common stages used to describe the life cycle for a project
are (1) conceptualization, (2) planning, (3) execution, and (4)
5. termination. A wide and diverse set of activities occurs during
different life cycle stages; for example, during the
conceptualization phase, the basic project mission and scope is
developed and the key project stakeholders are signed on to
support the project’s development. During planning, myriad
project plans and schedules are created to guide the
development process. Execution requires that the principal work
of the project be performed, and finally, during the termination
stage, the project is completed, the work is finished, and the
project is transferred to the customer.
7.Understand the concept of project “success,” including
various definitions of success, as well as the alternative models
of success. Originally, project success was predicated simply on
a triple-constraint model that rewarded projects if they were
completed with regard to schedule, budget, and functionality.
This model ignored the emphasis that needs to be placed on
project clients, however. In more accurate terms, project
success involves a “quadruple constraint,” linking the basic
project metrics of schedule adherence, budget adherence,
project quality (functionality), and customer satisfaction with
the finished product. Other models of project success for IT
projects employ the measures of (1) system quality, (2)
information quality, (3) use, (4) user satisfaction, (5) individual
impact, and (6) organizational impact.
8.Understand the purpose of project management maturity
models and the process of benchmarking in organizations.
Project management maturity models are used to allow
organizations to benchmark the best practices of successful
project management firms. Project maturity models recognize
that different organizations are at different levels of
sophistication in their best practices for managing projects. The
purpose of benchmarking is to systematically manage the
process improvements of project delivery by a single
organization over a period of time. As a firm commits to
implementing project management practices, maturity models
offer a helpful, multistage process for moving forward through
6. increasing levels of sophistication of project expertise.
9.Identify the relevant maturity stages that organizations go
through to become proficient in their use of project management
techniques. Although there are a number of project maturity
models, several of the most common share some core features.
For example, most take as their starting point the assumption
that unsophisticated organizations initiate projects in an ad hoc
fashion, with little overall shared knowledge or procedures. As
the firm moves through intermediate steps, it will begin to
initiate processes and project management procedures that
diffuse a core set of project management techniques and cultural
attitudes throughout the organization. Finally, the last stage in
maturity models typically recognizes that by this point the firm
has moved beyond simply learning the techniques of project
management and is working at continuous improvement
processes to further refine, improve, and solidify project
management philosophies among employees and departments.
(Pinto 25-27)
Pinto, Jeffery K. Project Management: Achieving Competitive
Advantage, 3rd Edition. Pearson Learning
Solution
s, 7/2012. VitalBook file.
The citation provided is a guideline. Please check each citation
for accuracy before use.