Stage I
Project Initiation
Project Planning
Project Execution
1
Lecture Notes on Chapter 3
The Project Manager
2
Objectives of the Lecture Notes
Recognize challenges facing the project manager.
Distinguish between functional and Project managers.
Verify responsibilities of project manager.
Identify attributes of effective project manager
slide3
The Project Manager
The project manager can be chosen and assigned as soon as the project is selected for funding,
This simplifies several start up activities
The project manager can be chosen later,
This makes things difficult
Senior management briefs the project manager
Project manager begins with a budget and schedule
As people are added these are refined
slide4
5
Functional Management
Vice President for Marketing
Agency Director
Sales
Marketing Research
Marketing Service
Group Administration
Functional Management
Department heads are usually functional specialists
They have the required technical skills to evaluate all members of their organization
Functional managers:
Decide who performs each task
Decide how the task is performed
Exercise a great deal of control over every aspect of the work that gets performed within their area
slide6
Project Management
7
Project manager
Finance
Procurement
Planning
Engineering
Quality
Manufacturing
Contracts
Procurement: is the acquisition of goods, services or works from an outside or external source.
Project Managers
Project managers are usually generalists
It would be very unusual for a project manager to have all the technical skills that are used on their projects
Project managers:
Rarely decide who performs each task
Lack the technical skills to evaluate much of the work performed on a particular project
Exercise control very little over most aspects of the work that gets performed on the project
slide8
Functional Manager VS
Project Manager
slide9Functional managerProject managerDecides who performs each taskDecides how the task is performedcontrols every aspect of the work Rarely decides who performs each taskDoes not evaluate work performed on a particular projectExercise little control on work aspects of the project
Comparing Functional & Project Managers
3-10Functional ManagersProject Managersneed technical skillsneed negotiation skillsshould be more skilled at analysisshould be more skilled at synthesisuse the analytic approachuse systems approachresponsible for a small arearesponsible for the big pictureact as managersact as facilitatorsresponsible for a small arearesponsible for the big pictureact as direct, technical supervisorsact as facilitators and generalists
Comparing Functional & Project Managers
Functional managers need technical skills; project managers need negotiation skills
Functional managers should be more skilled at analysis; project managers should be more skilled at synthesis
Integrating individual tasks withi.
Covering all the aspects of project management related to its characteristics, need, and importance, project life cycle, the Socio-Technical Approach to Project Management and its current drivers.
HD version: http://1drv.ms/1i8AvZc
This is my publication on the introduction to project management. In this publication I overview important project management terms, definitions, project life cycles, and key project management software and tools
Project management is the process of preparing and facilitating projects from start to finish. In this role, project managers plan, design and carry out projects, monitor progress, keep stakeholders informed, and prepare budgets.
Covering all the aspects of project management related to its characteristics, need, and importance, project life cycle, the Socio-Technical Approach to Project Management and its current drivers.
HD version: http://1drv.ms/1i8AvZc
This is my publication on the introduction to project management. In this publication I overview important project management terms, definitions, project life cycles, and key project management software and tools
Project management is the process of preparing and facilitating projects from start to finish. In this role, project managers plan, design and carry out projects, monitor progress, keep stakeholders informed, and prepare budgets.
Step by Step Guide to Project ManagementBrendon Yip
Managing a project isn't easy and we have all been through that project spiraling out of control. But out of each project, there are key learning values to be had. We have compiled this guide to help you out in your project management, just like how it has helped us.
Engineering Project Management
This report is going to talk about and explain the basics of project
management, the importance of project management, the role of project
manager, the skills a good project manager must have, some key concepts
that almost every project must follow, the steps of the project and how the
project works and what effects it, and some of the reasons that may cause
problems in the process of the way that the project is going or some of the
problems that may actually make the project fail and not just create some
problems that can be solved, and the report also explains a small example
to make understanding the concept of engineering project management
easy.
The report explains the entire process of project management from the first
step before the project starts, and it explains on how to achieve the goal of
the project at the end when the project is finished.
In our most recent alliance with Swiss-based managerial consulting firm value4b, we had the pleasure to spend an afternoon at the University of Applied Sciences and Arts of Southern Switzerland (SUPSI), one of the nine professional universities recognised by the Swiss Confederation. Our partner and value4b owner Maurilio Savoldi was the architect of the event responsible for what turned out to be a large audience of business leaders and technology gurus who attended with great enthusiasm and curiosity with the hopes to learn about new trends in the technology available to support digital transformation, continuous improvement and change management..
The term ‘project management’ initiated its journey in the early 1950s. By definition, project management is the practice of planning and organizing an organization’s resources in order to move a specific task to completion. Before acquiring knowledge in project management, it is significant to know what a ‘project’ is. For this, you can avail our project management assignment help
This Presentation create a basic information and Idea about the Project Management Practices. The data was compiled from the reputed sources for better understanding.
Project evaluation and implementation notes and questionsAnirban Chakraborty
The notes on "Project Evaluation and Implementation" was prepared with help of Professor Kaushik Banerjee. He is the Honorable Professor at Brainware Business School at Saltlake, Kolkata.
DISCUSSION POINTS:
1. UNDERSTANDING PROJECT BASICS
2. IMPORTANCE OF PROJECT MANAGEMENT
3. PROJECT MANAGEMENT KNOWLEDGE AREAS
4. PROJECT CONSTRAINTS
5. MAJOR CHALLENGES AND THE WAY FORWARD
Free Webinar on "Major Project Management Challenges and the Way Forward"
https://www.facebook.com/events/1240889433429450
SPT 208 Final Project Guidelines and Rubric Overview .docxsusanschei
SPT 208 Final Project Guidelines and Rubric
Overview
Marketing and advertising are often used interchangeably, yet throughout this course you have learned that marketing is a much larger concept that requires a
strong understanding of consumer behavior, products and services, and often the greater economic environment. Marketing is applicable to every industry and
discipline in one way or another, but within the sport industry we have the chance to see the application of marketing concepts as if under a spotlight due to the
industry’s global reach and importance to society.
Your final project is the creation of an Opportunity and Consumer Analysis. You will select a sport team, individual, facility, or organization as the focus of your
consumer and opportunity analysis. When selecting your area of focus, think about your interests and career aspirations. As you progress through the course,
you will have the opportunity to practice the skills required for this project in several milestone activities. Your final deliverable will include a strengths,
weaknesses, opportunities, and threats (SWOT) analysis of your selected focus; a consumer analysis; an analysis of successful marketing and media strategies;
and a brief 1-, 3-, and 5-year plan that allows you to explain your intended use of a proven marketing strategy and various media opportunities. Please note that
your Opportunity and Consumer Analysis will be an eligible artifact to include in your program portfolio, as it will highlight your ability to recognize consumer
characteristics and opportunities for brand improvement.
The project is divided into two milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final
submissions. These milestones will be submitted in Modules Three and Five. The final Opportunity and Consumer Analysis will be submitted in Module Seven.
This assessment addresses the following course outcomes:
• Analyze consumer behaviors for the influence of political, cultural, and social events on consumer motivation at the local, national, or international
levels within the sport industry
• Illustrate the application of key marketing strategies in successful sport-specific marketing campaigns
• Identify proven marketing strategies that can be successfully applied to specific sport marketing scenarios to attract consumers
• Compare media opportunities for successfully communicating and marketing towards specific consumers within the sport industry
Prompt
Develop a comprehensive Opportunity and Consumer Analysis. Select a sport team, individual, facility, or organization and provide a thorough analysis of the
existing marketing strategies and consumers, and determine an opportunity for greater consumer reach. Outline a brief 1-, 3-, and 5-year plan for the marketing
opportunity.
Specifically, the following critical elements must be addressed:
I. Marketing Foc.
More Related Content
Similar to Stage IProject InitiationProject PlanningProject Execution.docx
Step by Step Guide to Project ManagementBrendon Yip
Managing a project isn't easy and we have all been through that project spiraling out of control. But out of each project, there are key learning values to be had. We have compiled this guide to help you out in your project management, just like how it has helped us.
Engineering Project Management
This report is going to talk about and explain the basics of project
management, the importance of project management, the role of project
manager, the skills a good project manager must have, some key concepts
that almost every project must follow, the steps of the project and how the
project works and what effects it, and some of the reasons that may cause
problems in the process of the way that the project is going or some of the
problems that may actually make the project fail and not just create some
problems that can be solved, and the report also explains a small example
to make understanding the concept of engineering project management
easy.
The report explains the entire process of project management from the first
step before the project starts, and it explains on how to achieve the goal of
the project at the end when the project is finished.
In our most recent alliance with Swiss-based managerial consulting firm value4b, we had the pleasure to spend an afternoon at the University of Applied Sciences and Arts of Southern Switzerland (SUPSI), one of the nine professional universities recognised by the Swiss Confederation. Our partner and value4b owner Maurilio Savoldi was the architect of the event responsible for what turned out to be a large audience of business leaders and technology gurus who attended with great enthusiasm and curiosity with the hopes to learn about new trends in the technology available to support digital transformation, continuous improvement and change management..
The term ‘project management’ initiated its journey in the early 1950s. By definition, project management is the practice of planning and organizing an organization’s resources in order to move a specific task to completion. Before acquiring knowledge in project management, it is significant to know what a ‘project’ is. For this, you can avail our project management assignment help
This Presentation create a basic information and Idea about the Project Management Practices. The data was compiled from the reputed sources for better understanding.
Project evaluation and implementation notes and questionsAnirban Chakraborty
The notes on "Project Evaluation and Implementation" was prepared with help of Professor Kaushik Banerjee. He is the Honorable Professor at Brainware Business School at Saltlake, Kolkata.
DISCUSSION POINTS:
1. UNDERSTANDING PROJECT BASICS
2. IMPORTANCE OF PROJECT MANAGEMENT
3. PROJECT MANAGEMENT KNOWLEDGE AREAS
4. PROJECT CONSTRAINTS
5. MAJOR CHALLENGES AND THE WAY FORWARD
Free Webinar on "Major Project Management Challenges and the Way Forward"
https://www.facebook.com/events/1240889433429450
SPT 208 Final Project Guidelines and Rubric Overview .docxsusanschei
SPT 208 Final Project Guidelines and Rubric
Overview
Marketing and advertising are often used interchangeably, yet throughout this course you have learned that marketing is a much larger concept that requires a
strong understanding of consumer behavior, products and services, and often the greater economic environment. Marketing is applicable to every industry and
discipline in one way or another, but within the sport industry we have the chance to see the application of marketing concepts as if under a spotlight due to the
industry’s global reach and importance to society.
Your final project is the creation of an Opportunity and Consumer Analysis. You will select a sport team, individual, facility, or organization as the focus of your
consumer and opportunity analysis. When selecting your area of focus, think about your interests and career aspirations. As you progress through the course,
you will have the opportunity to practice the skills required for this project in several milestone activities. Your final deliverable will include a strengths,
weaknesses, opportunities, and threats (SWOT) analysis of your selected focus; a consumer analysis; an analysis of successful marketing and media strategies;
and a brief 1-, 3-, and 5-year plan that allows you to explain your intended use of a proven marketing strategy and various media opportunities. Please note that
your Opportunity and Consumer Analysis will be an eligible artifact to include in your program portfolio, as it will highlight your ability to recognize consumer
characteristics and opportunities for brand improvement.
The project is divided into two milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final
submissions. These milestones will be submitted in Modules Three and Five. The final Opportunity and Consumer Analysis will be submitted in Module Seven.
This assessment addresses the following course outcomes:
• Analyze consumer behaviors for the influence of political, cultural, and social events on consumer motivation at the local, national, or international
levels within the sport industry
• Illustrate the application of key marketing strategies in successful sport-specific marketing campaigns
• Identify proven marketing strategies that can be successfully applied to specific sport marketing scenarios to attract consumers
• Compare media opportunities for successfully communicating and marketing towards specific consumers within the sport industry
Prompt
Develop a comprehensive Opportunity and Consumer Analysis. Select a sport team, individual, facility, or organization and provide a thorough analysis of the
existing marketing strategies and consumers, and determine an opportunity for greater consumer reach. Outline a brief 1-, 3-, and 5-year plan for the marketing
opportunity.
Specifically, the following critical elements must be addressed:
I. Marketing Foc.
Ssalinas_ThreeMountainsRegionalHospitalCodeofEthics73119.docx
Running head: CODE OF ETHICS 1
CODE OF ETHICS 4
Three Mountains Regional Hospital Code of Ethics
Sharlene Salinas
Professor Bradshaw
HSA4210
July 31, 2019
Three Mountains Regional Hospital Code of Ethics
Progressive developments in science and technology in the 20th century contributed to advances in healthcare and medicine that have helped many lives. Healthcare professionals are confronted with ethical dilemmas and moral questions as the context in which healthcare is provided keeps on changing. Healthcare specialists are required to be dedicated to excellence within their professional practice of promoting community, organizational, family, and individual health. Healthcare code of ethics provides a platform for shared professional values (Wocial & Tarzian, 2015). It is the responsibility of healthcare specialists to reach the best possible standards of conduct and to encourage these ethical practices to those with whom they work together. Healthcare professionals are facing challenges as the context in which healthcare is provided keeps on changing.
The Three Mountains Regional Hospital code of ethics will clarify the roles and responsibilities within the healthcare profession. The code of ethics will also guide the healthcare professionals on addressing common ethical questions. With 15,000 admissions annually, the Three Mountains Regional Hospital requires a code of ethics that will guide the healthcare professionals in the hospital in dealing with such a capacity. Healthcare professionals from the hospital will be defined by their purpose but not their job description (Turner & Epstein, 2015). The proposed code of ethics will inform individual decision-making when faced with ethical situations within a given relationship or role at the Three Mountains Regional Hospital.
Ethics are an essential part of healthcare, and they should provide value in practical situations. The proposed code of ethics will provide a structure and shape to the Three Mountains Regional Hospital’s environment and summarize the healthcare organization’s ethical position. The code of ethics will describe the ethical attitude shared by healthcare workers at Three Mountains Regional Hospital, and it will be valuable and influential on the success of the healthcare organization. The mission of the code of ethics is to guide the hospital is leading the way to a healthier community through the provision of quality care.
Code of Ethics
· Uphold the policies of the Three Mountains Regional Hospital (Merry & Walton, 2017).
· Protect the intellectual, physical, and electronic property of the hospital (Hoppe & Lenk, 2016).
· Promote a healthy, secure, and safe working environment (Merry & Walton, 2017).
· Act responsibly and honestly by avoiding perceived or actual conflicts of interest (Merry & Walton, 2017).
· Protect and respect the privacy and confidentiality of all individuals and informat.
Spring 2020Professor Tim SmithE mail [email protected]Teach.docxsusanschei
Spring 2020
Professor: Tim Smith E mail: [email protected]
Teaching Assistant: Ray Kim E mail [email protected]
Office hours: PLF South 113 TBA
EVOLUTION OF ROCK
MCY 127
Course Description:
This general education course is a study of the birth and evolution of the music form of Rock and Roll. It is a study of both the historical and musical elements of rock with a focus on the performers and the songs in the genre. Some of the objectives for this course include:
Increasing awareness of the wide range of musical styles that “add up” to form rock
Provide insight on the cultural evolution of rock and how it applies to society
Study how technological advances have influenced both the performers and composers in rock
Prerequsites:
None
Required text:
None
Required listening: Spotify playlist MCY127TS
Course Requirements and Grading:
Test 1 20%
Midterm exam 25%
Test 3 20%
Final exam 25%
Essay on live musical performance 10%
Essay assignment will consist of attending a live musical performance at the Frost School of Music (or approved off campus performance). At the conclusion of the performance, you will obtain signatures of two or more participants. You will compose an essay that will summarize the performance (ensemble, repertoire, etc.). You will compare and/or contrast the performance with details we have studied in class. The essay should be two to three pages long, computer printed, double spaced, and stapled. It will be due on Thursday, November 19.
Conduct and rules:
Rock and roll is a joyous art form. I intend for the class to be a fun and learning environment. I hope to engage you as adults, not as adolescents. However, inappropriate language or behavior to one another will not be tolerated, and will result in the student facing disciplinary action and potential removal from the class. You are adults. I am not your baby-sitter. If you fail to attend class regularly, you will find it much more difficult to excel in the course. SHOW UP AND PAY ATTENTION! It will make your life easier in the long run. Plagiarism on your essay will not be acceptable, and will result in the loss of 10% of your final grade. Cheating is rampant. While I will make every effort to curb the options students might have to copy one another on tests, I can’t stop it completely. I will have assistance from the Honor Council on test days, and cheating will result in a zero on that test. None of you can afford this. I truly believe that if you will engage the material, come to the lectures, and actively listen to the required listening material, you will not find a need to cheat.
If you are feeling overwhelmed by any of the material, please make an appointment to meet with me during office hours.
Lectures and listening:
Each class will consist of a lecture and a period of listening to music appropriate to that lecture. The music played in class will be made available to you through Blackboard in addition. You will be responsible for the material presented.
Spring 2020 – Business Continuity & Disaster R.docxsusanschei
Spring 2020 – Business Continuity & Disaster Recovery Planning (ISOL-632-50)
Incident Management
S no
Disaster Type
Plans & Precautions
Initial Action
Stabilization Strategy
1
Thunderstorm
2
Floods
3
Tornadoes
4
Severe weather such as blizzard
5
Hurricanes
6
Explosion such as bomb threats
.
Spring 2020Carlow University Department of Psychology & Co.docxsusanschei
Spring 2020
Carlow University
Department of Psychology & Counseling
Professional Counseling Program
LGBT Lives Cultures & Theories
PRC-742-G1, PY-235-DA, WS-237-DA
3 Credits; No Prerequisites
Course Syllabus- Spring 2020
Wednesday’s 6:00pm-8:30pm
Instructor: Michelle Colarusso, Ph.D., LPC, NCC Office: TBD
Cell phone: 724-396-9769 E-mail: [email protected]
Office hours: By appointment only Location: Antonian Hall 403
Carlow's Mission Statement
The mission of Carlow University, a Catholic liberal arts university, is to involve persons, primarily women, in a process of self-directed, lifelong learning which will free them to think clearly and creatively, to discover and to challenge or affirm cultural and aesthetic values, to respond reverently and sensitively to God and others, and to render competent and compassionate service in personal and professional life.
Course Description
This course will address issues related to counseling gay, lesbian, bisexual and transgender clients. These include issues of sexual identity development, coming out, homophobia and heterosexism, family and relationship issues, multicultural issues, youth, aging, spirituality, HIV/AIDS, and substance abuse as well as ethical and professional issues in working with gay, lesbian, bisexual and transgender clients through affirmative counseling/therapy.
Learning Outcomes and Assessment
What students will learn
How students will learn it
How students will demonstrate learning
Impact dominant culture has on LGBT individuals
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Multifaceted issues facing specific LGBT populations
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Familiarize themselves with theories of identity development
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Affirmative counseling/therapy and their knowledge and skill in providing it.
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Variety of counseling issues that have particular relevance to LGBT clients.
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Access to local and national resources available to assist in work with LGBT clients.
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Course Requirements and Resources
Methods of Involvement & Examination
Methods of Instruction
Classes will consist of didactic and experiential elements, including lectures, large and small group discussions, modeling, structured role-plays and simulations, live or video demonstrations, and student presentations in class and on CelticOnline/Schoolology. Primary methods include lecture/discussion, readings, and a variety of experiential exercises. Students will immurse themselves into the LGBTQ Cul.
SPOTLIGHT ON STRATEGY FOR TURBULENT TIMESSpotlight ARTWORK.docxsusanschei
SPOTLIGHT ON STRATEGY FOR TURBULENT TIMES
Spotlight ARTWORK Tara DonovanUntitled, 2008, polyester film
HBR.ORG
What Is
the Theory
f ̂ Fiof
y
Firm?
Focus less on competitive advantage and more on growth
that creates value, by Todd Zenger
f asked to define strategy, most execu-
tives would probably come up with
something like this: Strategy involves
discovering and targeting attractive
markets and then crafting positions that
deliver sustained competitive advan-
tage in them. Companies achieve these
positions by configuring and arranging
resources and activities to provide either
unique value to customers or common
value at a uniquely low cost. This view of strategy as
position remains central in business school curricula
around the globe: Valuable positions, protected from
imitation and appropriation, provide sustained profit
streams.
Unfortunately, investors don't reward senior
managers for simply occupying and defending po-
sitions. Equity markets are full of companies with
powerful positions and sluggish stock prices. The
retail giant Walmart is a case in point. Few people
would dispute that it remains a remarkable firm. Its
early focus on building a regionally dense network
of stores in small towns delivered a strong positional
advantage. Complementary choices regarding ad-
vertising, pricing, and information technology all
continue to support its low-cost and flexibly mer-
chandised stores.
Despite this strong position and a successful stra-
tegic rollout, Walmart's equity price has seen little
growth for most of the past 12 or 13 years. That's be-
cause the ongoing rollout was anticipated long ago,
and investors seek evidence of newly discovered
value—value of compounding magnitude. Merely
sustaining prior financial returns, even if they are
outstanding, does not significantly increase share
price; tomorrow's positive surprises must be worth
more than yesterday's.
Not surprisingly, I consistently advise MBA stu-
dents that if they're confronted with a choice be-
tween leading a poorly run company and leading a
well-run one, they should choose the former. Imag-
ine assuming the reins of GE from Jack Welch in Sep-
tember 2001 with shareholders' having enjoyed a 40-
fold increase in value over the prior two decades. The
expectations baked into the share price of a company
like that are daunting, to say the least.
To make matters worse, attempts to grow often
undermine a company's current market position.
As Michael Porter, the leading proponent of strat-
egy as positioning, has argued, "Efforts to grow blur
June 2013 Harvard Business Review 73
SPOTLIGHT ON STRATEGY FOR TURBULENT TIMES
uniqueness, create compromises, reduce fit, and
ultimately undermine competitive advantage. In
fact, the growth imperative is hazardous to strategy."
Quite simply, the logic of this perspective not only
provides little guidance about how to sustain value
creation but also discourages growth that might in
einy way move a compeiny away from i.
Sport Ticket sales staff trainingChapter 4Sales .docxsusanschei
Sport Ticket sales staff training
Chapter 4
Sales Staff
Developed not born
Skill set of a seller
Different to skill set of a manager
Sales process
Develop lifelong relationship with purchaser
Best source of increasing business
Upselling
Referrals
Sales Department
Recruit
Train
Develop
Motivate
Retain
Recommendations
Balance in house and outsourced
Communication between sales manager and sales staff
Success celebrations
Gather feedback from sales staff
Recruiting/Hiring
Personality, creativity (intangibles)
Fit with organization
Dress for success (opportunity taken seriously)
Positive attitude
Welcoming personality
Poised/confident (not over confident)
Initiative (carry conversation)
Energy, enthusiasm, commitment
Sales positions
10-20 inside sales staff
Supervisor to staff ratio 1:8
Annual training
New employee training (1 week to 1 month)
Ideal structure
8-16 Part-time
2 ½ months than ready to replace nonperforming FT
6-8 full time season ticket dedicated
3-6 full time group sales dedicated
Self-training
One book per month, mentor, seminars, practice
Sales Culture
Desired outcomes
Effectiveness
Productivity
Stability
Long term growth
Created by the sales manager (leadership)
Orlando Magic three A’s
Action
Visible displays
Find needs, wants, desires of employees
Reward accomplishments
Attitude
Believe in sales staff
Atmosphere
Visible signs of success
gong
Retaining/Motivating
Database management
Lead distribution
Reporting
Evaluation
Satisfy need of employees first
Better able to meet customer needs
Achieve organizational goals
Four types of sales employees
Competitor
Rivalries, win contests
It’s All About me
Recognized as best
Achiever Team Builder
Recognition of achievements, group success
Empathetic Seller
Cultivate relationships, not volume producers
Sales Career
Exploration
Establishment
Maintenance
Disengagement
Employee rate feeling appreciated and informed as top want
Sport Consumer Incentivization
Chapter 3
Incentives
Depend on consumption motives
Items of perceived value that add to offer
Overcome indifference or resistance
Later stage of buying/communication process
Price based incentives
Discounting core product damaging
Contingency based
Consumer action (provide info, prior purchase, etc) prior to price reduction
Attract infrequent customers
8% increase in attendance (top 10, 2004)
“cherry pickers” – only attend with promotion
MLB
14% increase, 2% watering down effect, more is better, weekdays (vs. high attendance – max total entertainment value)
Incentives continued
Rule changes, star players (consumption incentive)
Place based incentives
26 fundamental motives for sport consumption
Primary motives
Achievement
Ordinary runners (sense of accomplishment)
Perfect attendance
Vicarious achievement (enhance self esteem through success of athlete)
Sponsors – increased sales volume, exposure
Craft
Developing or observing physical skill
Winning record – highest predictor of attendance/s.
SPOTLIGHT ARTWORK Do Ho Suh, Floor, 1997–2000, PVC figures, gl.docxsusanschei
SPOTLIGHT ARTWORK Do Ho Suh, Floor, 1997–2000, PVC figures, glass plates, phenolic sheets, polyurethane resin; modules 100 x 100 x 8 cm
Installation view at Lehmann Maupin Gallery, New York
Why We Love
to Hate HR
...and What HR
Can Do About It
by Peter Cappelli
SPOTLIGHT ON RETHINKING HUMAN RESOURCES
Peter Cappelli is a
professor of management
at the Wharton School and
the author of several books,
including Will College
Pay Off? A Guide to the
Most Important Financial
Decision You’ll Ever Make
(PublicAffairs, 2015).
HBR.ORG
July–August 2015 Harvard Business Review 55
These feelings aren’t new. They’ve erupted now
and in the past because we don’t like being told how
to behave—and no other group in organizational life,
not even finance, bosses us around as systematically
as HR does. We get defensive when we’re instructed
to change how we interact with people, especially
those who report to us, because that goes right to the
core of who we are. What’s more, HR makes us per-
form tasks we dislike, such as documenting problems
with employees. And it prevents us from doing what
we want, such as hiring someone we “just know” is
a good fit. Its directives affect every person in the
organization, right up to the top, every single day.
The complaints also have a cyclical quality—
they’re driven largely by the business context. Usu-
ally when companies are struggling with labor issues,
HR is seen as a valued leadership partner. When
things are going more smoothly all around, manag-
ers tend to think, “What’s HR doing for us, anyway?”
This doesn’t mean that HR is above reproach.
Quite the contrary: It has plenty of room to improve,
and this is a moment of enormous opportunity. Little
has been done in the past few decades to examine the
value of widely used practices that are central to how
companies operate. By separating the effective from
the worthless, HR leaders can secure huge payoffs for
their organizations. But it’s important to understand
HR’s tumultuous history with business leaders and
the economy before turning our attention to what the
function should be doing now and in the future.
The “Personnel” Pendulum
How top executives feel about HR pretty reliably re-
flects what’s going on in the U.S. economy. When the
economy is down and the labor market is slack, they
see HR as a nuisance. But sentiments change when
labor tightens up and HR practices become essential
to companies’ immediate success.
Think back to the Great Depression. People would
put up with nearly anything to stay employed. Line
managers complained that personnel departments
were getting in the way of better performance, which
they thought could be achieved with the “drive” sys-
tem: threatening workers and sometimes even hit-
ting them if they failed to measure up.
Similarly, business leaders didn’t put a lot of
stock in HR during the 2001 and 2008 recessions, be-
cause employees—keenly aware of how replaceable
th.
Sponsorship Works 2018 8PROJECT DETAILSSponsorship tit.docxsusanschei
Sponsorship Works 2018 8
PROJECT DETAILS
Sponsorship title:
Audi Cup
Duration of sponsorship:
2009-present
Case study entered by:
Audi AG
Sponsor’s industry sector:
Automotive
Rights-holder:
Audi AG (Ownership Platform)
Agency:
brands and emotions GmbH
– Lead Agency, Audi Cup
Other organisations involved in the
planning, activation or evaluation:
FC Bayern Munich;
Several service providers (including event
agency, TV commercialisation,
TV production, etc.).
Campaign summary
Launched in 2009, the year of Audi’s 100th anniversary,
the Audi Cup is a pre-seasonal worldwide football
tournament. Leading teams including FC Barcelona,
Real Madrid and Manchester United meet in Munich
for the biennial Audi Cup during the summer break in
football.
The event is an owned and mainly refinanced
platform by Audi with a strong international media
presence, achieving around 2.5 billion consumer
contacts across television and online media at each
tournament in around 200 countries. With cutting-edge
technologies as an integral part of its staging and
coverage, the event provides a global opportunity to
highlight Audi’s “Vorsprung durch Technik” values.
Planning
Business needs
The Audi Cup provides an ideal platform to present
a strong, resonating connection between top-level
international football and the brand’s “Vorsprung
durch Technik” positioning. Audi has been involved in
international football for over 14 years and the launch
of the Audi Cup in 2009 established a new benchmark
in proprietary sports marketing, creating a whole new
way for Audi to implement its own rights in a highly
controlled and targeted manner.
Taking a “high-tech” approach to the world of
football broadcasting and marketing, the Audi Cup
meets the clear business need for Audi to demonstrate
Audi and the Audi Cup
A u d i a n d t h e A u d i C u p
Sponsorship Works 2018 9
A u d i a n d t h e A u d i C u p
and underpin its core brand proposition as a highly
innovative, technologically advanced automotive
company.
The development and implementation of tools
including the first ever implementation of digital overlay
of led boards in live broadcasting and the first ever live
holographic press conference in sport, a dedicated
chatbot and Alexa Skill and the Audi Player Index, not
only underline Audi’s status as a “high-tech” brand but
genuinely enhance enjoyment of the tournament for
fans, building a truly relevant connection.
Sponsorship selection
Audi’s long association with football, with its focus on
high-profile, global clubs, saw the brand develop from
a classic sponsor to an owner and organiser of various
leading platforms in its own right – the Audi Cup, Audi
Summer Tour and Audi Football Summit. With these
properties and its year-round association with the
game, Audi set itself the goal of elevating its successful
sponsorships into full ownership; Audi shifted from a
host or a marque associated with the.
SPM 4723 Annotated Bibliography You second major proje.docxsusanschei
SPM 4723
Annotated Bibliography
You second major project for the course will be an annotated bibliography. Instead of writing a
paper, an annotated bibliography requires you to research a particular legal topic or question, of
your choosing, in sports and find academic and law review articles that address that topic. You
will develop a question about a legal topic in sports and find seven law review articles to
summarize. Each article summary should be 300-350 words in length and should both explain
the contents of the article and its relevance to your question or topic. The summaries should be
written in your own words. You are required to select law review articles using LexisNexis. The
format for the annotated bibliography is explained below.
Please put your topic as the title for your paper. Next, each annotation should begin with the
APA citation for the article in bold print (do not include web links), followed by a summary of
the article (300-350 words) explaining how it addresses your question. The complete annotated
bibliography should be double-spaced, 12pt Times New Roman font with one-inch margins. You
will be submitting it through Turnitin via Canvas, do not include your name, course number,
date or UFID on your annotated bibliography (similar to the case briefs). You should start each
annotation on a separate page, and please remember to begin each annotation with the APA
citation for the article as instructed above. This assignment is due on Wednesday, April 22nd.
1.Which of the following is not a key component of the conceptual framework of accounting?
Select one:
a. internal users
b. the objective of financial reporting
c. cost constraint on useful financial reporting
d. elements of the financial statements
2.The balance sheet and income statement for Joe's Fish Hut are presented below:
Joe's Fish Hut
Balance Sheet
As at December 31
2016
2015
ASSETS
Current Assets
Cash
$180,623
$60,300
Accounts receivable
$18,900
$14,200
Inventory
$23,600
$25,300
Total Current Assets
$223,123
$99,800
Property, plant & equipment
$129,000
$184,000
Less: Accumulated depreciation
$-26,900
$-21,600
TOTAL ASSETS
$325,223
$262,200
LIABILITIES AND EQUITY
Liabilities
Current Liabilities
Accounts payable
$28,000
$41,800
Current portion of bank loan
$9,500
$9,500
Total Current Liabilities
$37,500
$51,300
Non-current portion of bank loan
$71,000
$42,000
TOTAL LIABILITIES
$108,500
$93,300
Shareholders' Equity
Common shares
$80,000
$54,400
Retained earnings
$136,723
$114,500
TOTAL SHAREHOLDERS' EQUITY
$216,723
$168,900
TOTAL LIABILITIES AND EQUITY
$325,223
$262,200
Joe's Fish Hut
Income Statement
For the Year Ended December 31, 2016
Sales
$137,000
COGS
$83,200
Gross Profit
$53,800
Operating Expenses
Insurance Expense
$1,600
Rent Expense
$5,380
Salaries Expense
$5,150
Telephone Expense
$840
Interest Expense
$1,340
Depreciation Expense
$5,300
Total Operating Expenses
$19,610
Operating Profit Before .
Speech Environment and Recording Requirements• You must have a.docxsusanschei
Speech Environment and Recording Requirements
• You must have an audience of at least 5 adults 18 years or older for all speeches. The audience must be live and in person, that is, physically present. Virtual attendance is not permitted. Your video recording must show the 5 individuals sitting as ENGAGED audience members. The audience should be visible before, during, and after the speech and you should be facing your audience. The camera should be placed behind your audience.
• You are required to record and post all 3 speeches in order to earn a passing grade in this course.
• The video must be of a high enough quality that the instructor is able to see your full facial expressions and gestures. Your instructor will need to be able to hear your voice very clearly. You risk a failing grade if your instructor is not able to discern facial expressions or subtle changes of vocal intonation on the recording.
• Be sure to record your presentation from head to toe. Your instructor needs to be able to see your posture and other elements.
• Be certain to record your video in landscape (wide), not portrait (tall).
• You may not stop the recording and re-record a section of your speech. What you
submit must be a complete presentation from start to finish with NO EDITING. You could record your speech a few times and then pick the best presentation to send. Just make sure you only submit one copy of your best speech.
• You will upload your speech following the YouTube directions and proper privacy guidelines. Speech capture directions and instructions are in Module 1 of the Blackboard online classroom.
• Be certain to provide a video link to your speech that is available for your instructor and college administrators to view without requiring passwords or special permissions. Submitting a link that does not immediately provide this access results in a failing grade for your speech and could result in a failing grade for the course. You cannot use Google Hangouts or other mediated communication in place of a live audience. Your live audience must be physically present at the location you deliver your speech.
• Any attempt to circumvent live speech audience requirements perceived by your instructor as deceptive, dishonest or otherwise disingenuous results in a zero for your speech with no opportunity to make it up and may result in a failing grade in the course and referral to the appropriate FSCJ administrative official for academic dishonesty.
• The video link (URL) you provide for your speech must remain posted, active and viewable until 14 calendar days following the official scheduled end of the semester, according to the official FSCJ academic calendar. Removing your speech from the URL or link you provide automatically reverts any score you have to a zero and will result in a failing grade for the course.
• Attempts to work around presenting in front of a live audience are considered academic dishonesty.
• Posting your speech on a screen or readin.
Sped4 Interview 2.10.17 Audio.m4aJodee [000008] And we are .docxsusanschei
Sped4 Interview 2.10.17 Audio.m4a
Jodee: [00:00:08] And we are looking at the collaborative process between secondary special ed teachers and transitioning and transition specialists when transitioning students with autism spectrum disorder or other disabilities from secondary to higher. OK so the first question is is describe the condition process as you understand it from the guidelines of the secondary transition plan.
Sped4: [00:00:52] OK. So first thing is a series of assessments that are appropriate for assessing it can include you know obviously interviewing the teacher not not the teacher the student and then sometimes parents are involved in that process. Then there's other batteries of tests. Things like the couter doing AZCIS things other interests inventories and things of that nature to get that. Looking at transcripts students grades grade reports in those things and taking those all that data and that assessment information and looking at that.That's my understanding and interpretation and kind of what I do.
Jodee: [00:01:46] So you know it's the responsibility of the secondary teacher special ed teacher as the case manager to interview the students. And you know one of the big pieces that we look at is the age appropriate goals. You know if you've got a student who is who is autistic academically They're very bright. They can do the work but they have absolutely zero social skills. And they want you maybe studied to be. They want to go into broadcast journalism or something along those lines. So it's like having you determined you know is it like a collaborative effort. You determine and work with the other person you know because sometimes you have to be that person and say yes might not be the best fit for you. How does that kind of playing into things.
Sped4: [00:02:51] I don't know like I don't mind doing that or being the one.
Sped4: [00:02:58] I haven't run into that exact situation but I have other situations where students wanted to go straight to university from high school and just had these visions of grandeur. But their GPA would not allow for that or they had other deficiencies and things of that nature. And so it's just it's sometimes it's like literally printing out the requirement and showing them just saying you know these aren't going to work. It's not a possibility. However it doesn't mean that you can't go on to higher education. And just providing them alternative routes like one if there is enough time if there for example is there a sophomore or a junior. You know we look at like Well is there enough time to get rid of these deficiencies. Can you take some of these courses. Can you do that to get your GPA up to get rid of the deficiencies et cetera. Is that feasible. Is that feasible with money or mom is mom and dad going to pay for that you know. And is there enough time or looking. OK well if that's not an option then community college is not necessarily a bad thing to do it right. When did yo.
Sped Focus Group.m4aJodee [000001] This is a focus group wi.docxsusanschei
Sped Focus Group.m4a
Jodee: [00:00:01] This is a focus group with the secondary special education teachers. So anybody feel free to chime in and we just talked about the secondary transition plan and theoretical principles of Situation and support. So the first question is How does political correctness influence transition process. So think about some of the terminology that's changed. For example we don't refer to kids with cognitive impairment as being mentally retarded. So how does that PC influence the transition process. And anybody can feel free to speak up if they would like.
TS5: [00:00:49] Well I guess I'll start because I'm probably the least politically correct person around. I think you make an example of the fact of you know you know with. What you can and cannot say Well not everybody is up to date on the current lingo and everybody apparently might may be in denial about where their child is at cognitively when using certain terms they may expect more from their or their child than they're actually capable because we're not using terms of people understand or that people use. Obviously I'm not talking about in a hurtful way but you know I mean I have a student now that he's I guess they went out of their way to label him. You know he has a label of autism. But I keep telling these people on my autism is not his problem his cognitive is his problem as long as that IEP keeps talking about autism then that seems to be the direction of where they want to go with the services. And and I keep saying that autism is not the problem. So that's just my 2 cents on.
Jodee: [00:02:12] How has that worked so far just to kind of pair off your response on that TS5 how has it like you're able to see that it's not the Autism that's a problem. How do you stear that to the correct path and have deal with this and what the kid is capable of doing regarding transition.
Sped5: [00:02:34] Well I was fortunate in this area where I think it was an issue of the mom was in denial that it wasn't all the other teachers were like no. This is what this is what he needs. You know because of the IEP I'm trying to get him. You know support all the time and it's just a matter of when they look at the IEP and says why is it that it will be this and this and I'm like I didn't write the IEPP I didn't put down autism. I'll just tell you what I see now what I have and that's what it is. And so it wasn't until at an an IEP meeting that the other teachers who see them every day too are like no this is where he's at. He needs the support he needs this because of x y z. So you know that's just for example.
Jodee: [00:03:25] Okay TS7 I'm going to kind of put you on the spot on for a minute when we talked a couple of days ago about that one student what were some of the things that you might have encountered in working with the parents on regarding transitioning him. And you know just to give a bit with a bit of background history it was a young man diagnosed with.
Specialized Terms 20.0 Definitions and examples of specialized.docxsusanschei
Specialized Terms
20.0
Definitions and examples of specialized terms for adaptive behavior assessments including content and statistical terms are proficient.
Limitations of Standardized Assessments
20.0
Substantial explanation of at least two limitations of standardized assessments is provided.
Consultative Role of Special Education Teacher
20.0
The description of consultative role of the special education teacher in helping parents/ guardians understand the process of assessments and terminology is expertly addressed.
Aesthetic Quality
5.0
Design is pleasing. Skillful handling of color, text and visuals creates a distinctive and effective presentation. Overall, effective and functional audio, text, or visuals are evident.
Mechanics of Writing (includes spelling, punctuation, grammar, and language use)
5.0
Submission is virtually free of mechanical errors.
Organization
5.0
The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)
5.0
Sources are documented completely and correctly, as appropriate to assignment and style, and format is free of error.
Total Percentage
100
.
Special notes Media and the media are plural and take plural verb.docxsusanschei
Special notes: Media and the media are plural and take plural verbs. The use of personal pronouns "we" and "you" are unacceptable in academic writing except when otherwise indicated. The use of the first person "I" is not called for in this assignment.
Write a 700- to 1,050-word paper in which you answer the following questions:
· What were the major developments in the evolution of mass media during the last 120 years or so? Discuss at least five forms of major mass media in order of development. Choose from movies, recorded music, radio, television, video games, internet streaming, and social media. Newspapers may be included but only those developments in the last 120 years or so. We are not requesting the history of mass media, mass media developments before 1900, and identification of communications devices that are person to person and not mass media such as the telegraph and telephone.
· What innovations did each provide to consumers (what was new about them)? How did each medium change the lives and behavior of people after its introduction?
· What is meant by the term media convergence, and how has it affected everyday life?
· Conclude with a reflection on why media literacy is important for responsible media consumption today.
Format your essay according to appropriate course-level APA guidelines. Spelling and grammar check your work.
Note: your first paper will be annotated with regard to formatting, spelling, grammar, and usage, for which you will not be penalized, but you are responsible for applying these notes to subsequent assignments.
.
SPECIAL ISSUE ON POLITICAL VIOLENCEResearch on Social Move.docxsusanschei
SPECIAL ISSUE ON POLITICAL VIOLENCE
Research on Social Movements and Political Violence
Donatella della Porta
Published online: 15 July 2008
# Springer Science + Business Media, LLC 2008
Abstract Attention to extreme forms of political violence in the social sciences has been
episodic, and studies of different forms of political violence have followed different
approaches, with “breakdown” theories mostly used for the analysis of right-wing radicalism,
social movement theories sometimes adapted to research on left-wing radical groups, and
area study specialists focusing on ethnic and religious forms. Some of the studies on extreme
forms of political violence that have emerged within the social movement tradition have
nevertheless been able to trace processes of conflict escalation through the detailed exam-
ination of historical cases. This article assesses some of the knowledge acquired in previous
research approaching issues of political violence from the social movement perspective, as
well as the challenges coming from new waves of debate on terrorist and counterterrorist
action and discourses. In doing this, the article reviews contributions coming from research
looking at violence as escalation of action repertoires within protest cycles; political
opportunity and the state in escalation processes; resource mobilization and violent
organizations; narratives of violence; and militant constructions of external reality.
Keywords Political violence . Social movements
Attention to extreme forms of political violence in the social sciences has been episodic, with
some peaks in periods of high visibility of terrorist attacks, but little accumulation of results.
There are several reasons for this. First, some of the research has been considered to be more
oriented towards developing antiterrorist policies than to a social science understanding of the
phenomenon. In fact, “many who have written about terrorism have been directly or indirectly
involved in the business of counterterrorism, and their vision has been narrowed and distorted
by the search for effective responses to terrorism…. [S]ocial movement scholars, with very few
exceptions, have said little about terrorism” (Goodwin 2004, p. 259). Second, studies of
different forms of political violence have followed different approaches, with “breakdown”
theories mostly used for the analysis of right-wing radicalism, social movement theories
sometimes adapted to research on left-wing radical groups, and area study specialists focusing
on ethnic and religious forms. Third, and most fundamentally, there has been a tendency to reify
Qual Sociol (2008) 31:221–230
DOI 10.1007/s11133-008-9109-x
D. della Porta (*)
Department of Political and Social Sciences, European University Institute,
Badia Fiesolana, Via dei Roccettini 9, 50016 San Domenico di Fiesole Firenze, Italy
e-mail: [email protected]
definitions of terrorism on the basis of political actors’ decisions to use violence (Tilly 200.
SPECIAL ISSUE CRITICAL REALISM IN IS RESEARCHCRITICAL RE.docxsusanschei
SPECIAL ISSUE: CRITICAL REALISM IN IS RESEARCH
CRITICAL REALISM IN INFORMATION SYSTEMS RESEARCH
John Mingers
Kent Business School, University of Kent,
Canterbury, Kent, CT2 7NZ UNITED KINGDOM {[email protected]}
Alistair Mutch
Nottingham Business School, Nottingham Trent University, Burton Street,
Nottingham NG1 4BU UNITED KINGDOM {[email protected]}
Leslie Willcocks
London School of Economics and Political Science, Houghton Street,
London WC2A 2AE UNITED KINGDOM {[email protected]}
Introduction
There has been growing interest in a range of disciplines
(Ackroyd and Fleetwood 2000; Danermark et al. 2002;
Fleetwood 1999; Fleetwood and Ackroyd 2004), not least
information systems (Dobson 2001; Longshore Smith 2006;
Mingers 2004b; Mutch 2010b; Volkoff et al. 2007; Wynn and
Williams 2012) in ideas derived from the philosophical tradi-
tion of critical realism. Critical realism offers exciting pros-
pects in shifting attention toward the real problems that we
face and their underlying causes, and away from a focus on
data and methods of analysis. As such, it offers a robust
framework for the use of a variety of methods in order to gain
a better understanding of the meaning and significance of
information systems in the contemporary world.
Although the term critical realism has been used in a number
of different traditions, we are primarily concerned with that
developed from the foundational work of Roy Bhaskar in the
philosophy of science, later extended in the social arena by
authors such as Archer and Sayer (Archer et al. 1998; Bhaskar
1978, 1979; Mingers 2004b; Sayer 2000). In this tradition,
the benefits of CR are seen as:
• CR defends a strongly realist ontology that there is an
existing, causally efficacious, world independent of our
knowledge. It defends this against both classical positi-
vism that would reduce the world to that which can be
empirically observed and measured, and the various
forms of constructivism that would reduce the world to
our human knowledge of it. Hence it is realist.
• CR recognizes that our access to this world is in fact
limited and always mediated by our perceptual and theo-
retical lenses. It accepts epistemic relativity (that knowl-
edge is always local and historical), but not judgmental
relativity (that all viewpoints must be equally valid).
Hence it is critical in a Kantian sense.
• CR accepts the existence of different types of objects of
knowledge—physical, social, and conceptual—which
have different ontological and epistemological charac-
teristics. They therefore require a range of different
research methods and methodologies to access them.
Since a particular object of research may well have
different characteristics, it is likely that a mixed-method
research strategy (i.e., a variety of methods in the same
research study) will be necessary and CR supports this.
In this introduction, we will first introduce the basic concepts
of critical realism as a philosophy of science.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
1. Stage I
Project Initiation
Project Planning
Project Execution
1
Lecture Notes on Chapter 3
The Project Manager
2
Objectives of the Lecture Notes
Recognize challenges facing the project manager.
Distinguish between functional and Project managers.
Verify responsibilities of project manager.
2. Identify attributes of effective project manager
slide3
The Project Manager
The project manager can be chosen and assigned as soon as the
project is selected for funding,
This simplifies several start up activities
The project manager can be chosen later,
This makes things difficult
Senior management briefs the project manager
Project manager begins with a budget and schedule
As people are added these are refined
slide4
5
Functional Management
3. Vice President for Marketing
Agency Director
Sales
Marketing Research
Marketing Service
Group Administration
Functional Management
Department heads are usually functional specialists
They have the required technical skills to evaluate all members
of their organization
Functional managers:
Decide who performs each task
Decide how the task is performed
Exercise a great deal of control over every aspect of the work
that gets performed within their area
slide6
4. Project Management
7
Project manager
Finance
Procurement
Planning
Engineering
Quality
Manufacturing
Contracts
Procurement: is the acquisition of goods, services or works
from an outside or external source.
Project Managers
Project managers are usually generalists
It would be very unusual for a project manager to have all the
technical skills that are used on their projects
Project managers:
Rarely decide who performs each task
Lack the technical skills to evaluate much of the work
performed on a particular project
Exercise control very little over most aspects of the work that
gets performed on the project
5. slide8
Functional Manager VS
Project Manager
slide9Functional managerProject managerDecides who performs
each taskDecides how the task is performedcontrols every
aspect of the work Rarely decides who performs each taskDoes
not evaluate work performed on a particular projectExercise
little control on work aspects of the project
Comparing Functional & Project Managers
3-10Functional ManagersProject Managersneed technical
skillsneed negotiation skillsshould be more skilled at
analysisshould be more skilled at synthesisuse the analytic
approachuse systems approachresponsible for a small
arearesponsible for the big pictureact as managersact as
6. facilitatorsresponsible for a small arearesponsible for the big
pictureact as direct, technical supervisorsact as facilitators and
generalists
Comparing Functional & Project Managers
Functional managers need technical skills; project managers
need negotiation skills
Functional managers should be more skilled at analysis; project
managers should be more skilled at synthesis
Integrating individual tasks within the project into a unified
effort that is greater than the total of individual task effort
slide11
Wikipedia: Synthesis
1.
to form (a material or abstract entity) by combining parts or ele
ments.
2.
to combine (constituent elements) into a single or unified chemi
cal entity.
7. Functional managers use the analytic approach; project
managers use systems approach
Functional managers are responsible for a small area; project
managers are responsible for the big picture
Functional managers act as managers; project managers act as
facilitators
slide12
Comparing Functional & Project Managers
Question
Identify the attribute that is NOT normally associated with the
job of functional manager.
a) The functional manager is usually a generalist in the area
being managed.
b) The functional manager is responsible for deciding what
resources will be devoted to accomplishing the task.
c) The functional manager is administratively responsible for
deciding how something will be done.
d) The functional manager is responsible for deciding who will
do the work.
8. Ans: a
slide13
Three Major Questions facing Project Managers
What needs to be done?
When must it be done?
How to obtain resources required to do the job?
slide14
Project Manager Responsibilities
The parent company
The project and the client
The project team
slide15
9. Question
The ideal project manager should be __________.
a) a direct, technical supervisor knowledgeable in the
technology of the process being used
b) both generalist/facilitator and have a high level of technical
competence in the science of the project
c) a facilitator and specialist with technical credibility
d) a technical specialist competent in principles of robust
design
Ans: b
slide16
The Parent Company
Proper usage of resources
10. Timely and accurate report
Keep project sponsor informed
slide17
The Project and the Client
Preserve the integrity of the project
This may be difficult with all sides wanting changes
Keep the client informed of major changes
slide18
The Project Team
Very few people will work for the project manager
The “team” will disband at the end of the project
11. The project manager must look out for everyone’s future
This is in the best interest of the project, otherwise as the
project winds down, everyone will be looking after themselves
slide19
Project Management Career Paths
Might work on several projects simultaneously
Small short-term projects train new project managers
Start on small projects and work up to large projects
Experience as a project manager is often seen as a desirable step
on the corporate ladder
slide20
12. Project Manager Salaries
According to the Project Management Institute’s PMI collected
data from over 13,000 project managers in the United States.
Out of those surveyed, the median salary reported was $108,000
per year.
The survey also found that the Project Manager Professional
(PMP) credential can increase the project manager salary by up
to $10,000 a year, raising the median annual project manager
salary in the United States to over $100,000.
slide21
Salary & Experience
slide22
13. Engineering Project Manager salary
The average Engineering Project Manager salary in the United
States is $134,708 as of September 01, 2018, but the range
typically falls between $117,186 and $151,543. Salary ranges
can vary widely depending on many important factors,
including education, certifications, additional skills, the number
of years you have spent in your profession.
slide23
Question
When managing a project, the project manager is responsible for
__________.
a) auditing the project
b) executing the project
c) budgeting the project
d) designing the project
Ans: c
slide24
14. Special Demands on Project Manager
Acquiring adequate resources
Acquiring and motivating personnel
Dealing with obstacles
Making project goal trade-offs
Maintaining a balanced outlook
Breadth of communication
Negotiation
slide25
Acquiring Adequate Resources
Project budgets are usually inadequate
Resource trade-offs must be considered
Crises occur that require special resources
Availability of resources is seen as a “win-lose” proposition
slide26
15. Acquiring and Motivating Personnel
Most project workers are borrowed from functional managers
The project manager negotiates for the desired worker but
The project manager wants the best qualified individual
The functional manager decides who to assign
slide27
Acquiring and Motivating Personnel
The functional manager also decides:
The skill level to assign
The pay and promotion of the worker
Worker will most likely return to the functional manager once
the project is finished
Once workers are assigned to a project, the project manager
must motivate them
The project manager has little or no control over pay and
promotion
16. slide28
Most Important Characters for Team Members
High-quality technical skills
Political, and general, sensitivity
Strong problem solving orientation
Strong goal orientation
High self-esteem
slide29
Dealing with Obstacles
Every project is unique
The project manager should be ready to face a series of crises
A big problem is “scope creep”
17. Scope Creep refers to uncontrolled changes in the project scope
when the project is not properly defined
slide30
Dealing with Obstacles
Early problems are associated with resources
Later problems are associated with:
Last-minute schedule and technical changes
The happenings to a team when the project is completed
slide31
Making Project Goal Trade-Offs
Project managers must make trade-offs between the project
goals of:
18. Cost
Time
Scope
Ancillary ( Auxiliary) goals
Multiple projects
Project goals and organizational goals
Project, firm, career
slide32
Maintaining a Balanced Outlook
Hard to tell where a project is headed
Outlook can change over the life of a project
Technical problems cause waves of pessimism and optimism
Mood swings can hurt performance
Maintaining a positive outlook is a delicate job
slide33
19. Question
The project manager must make trade-offs between project
progress and process. Conceptually, this involves trade-offs
between the __________ functions.
a) technical and managerial
b) schedule and cost
c) performance and schedule
d) cost and performance
Ans: a
slide34
Breadth of Communication
Why projects exist
Some projects fail
Support of the top management is needed
A strong information network is needed
Must be flexible
slide35
20. Question
The project manager should be more skilled at
a) general management
b) technology
c) synthesis
d) analysis
Ans: c
slide36
Negotiations
Acquiring adequate resources
Motivating personnel
Dealing with obstacles
Making project goal trade-offs
Handing failure
Maintaining communication
slide37
21. Attributes of Effective Project Managers
Credibility
Sensitivity
Leadership, ethics, and management style
Ability to handle stress
slide38
Credibility
Technical credibility
Administrative credibility
slide39
23. Ability to Handle Stress
No consistent procedures
Too much to do
High need to achieve
Organizations in change
slide42
Problems of Cultural Differences
Project managers must adapt to the social and cultural
environment in which they are working
This is especially true when the project is in another country
Problems can arise in international projects, when a culture’s
opinion of some group is different from that of the firm
25. slide45
Let Us Practice
The project manager needs __________ credibility.
a) technical and personal
b) administrative and personal
c) technical and administrative
d) technical and financial
Ans: c
slide46
Let Us Practice
According to the authors the key to coping with the uncertainty
that happens at the end of a project, an obstacle that the project
26. manager must overcome is __________.
a) discipline
b) communication
c) planning
d) supervision
Ans: b
slide47
Let Us Practice
Project managers must have __________, which refers to
possessing enough technical abilities to direct the project.
a) technical credibility
b) managerial credibility
c) negotiation skill
d) drive to complete the task
Ans: a
slide48
27. Let Us Practice
Resources initially budgeted for a project are frequently
__________ for the task, partly because of natural optimism by
the proposer about how many resources are needed.
a) sufficient
b) delayed
c) insufficient
d) hindrances
Ans: c
slide49
Let Us Practice
Most of the time spent by a project manager is spent
__________.
a) attending technical workshops
b) overseeing the workforce
c) filing paperwork
d) communicating
Ans: d
28. slide50
Let Us Practice
Which of the following is NOT typically recommended to be
considered when hiring new team members?
a) high-quality technical skills
b) political, and general, sensitivity
c) strong goal orientation
d) low self-esteem
Ans: a
slide51
Let Us Practice
The project manager should be more skilled at __________,
whereas the functional manager should be more skilled at
__________.
29. Ans: synthesis; analysis
slide52Analysis refers to the ability to break down material into
its component parts so that its organizational structure may be
understood. Synthesis refers to the ability to put parts together
to form a new whole.
Let Us Practice
During the buildup stage of a project lifecycle, __________ is
the dominant goal of many project managers.
Ans: schedule
slide53
Let Us Practice
__________ results when the demands made on an individual
30. are greater than the person's ability to cope with them,
particularly when the person has a high need for achievement.
Ans: stress
slide54
Let Us Practice
The structure of a society is determined by its __________.
Ans: institutions
slide55
Let Us Practice
slide56
In Latin America, the __________ system
leads a manager to give preference
31. to relatives and friends when hiring.
Ans: compadre
relationship between the parents and godparents of a child is an
important bond that originates when a child is baptized in
Iberian and Latin American families.
Let Us Write
With respect to acquiring resources, there is a high potential for
conflict between the functional manager and the project
manager. Describe a major source of that conflict and suggest
how it can be properly managed.
slide57
Essay
The project manager often will seek individuals with scarce but
32. necessary skills. Moreover, the project manager will seek those
individuals who are top producers. However, these are the very
people the functional manager would like to retain to perform
the work of the function. In order to manage this conflict, the
use of an objective standard to set priorities is recommended.
Instead of seeking to optimize the project or the function, the
project manager and the functional manager should collaborate
to solve the problem in a manner that maximizes organizational
success for the business as a whole.
slide58
Let Us Write
At the inception of a project, crises tend to be associated with
resources. Explain why this scenario could be common in some
organizations.
slide59
33. Essay
Uniqueness is a characteristics shared by projects. Once the
technical plans to accomplish the project have been translated
into a budget and schedule, managerial reviews will often seek
to gain cuts in budget and/or schedule. Each time this happens,
the cuts will have to be translated into changes in technical
plans.
slide60
"The Emperor's New Clothes“ *
An Emperor demanded extremely unique suite of clothes.
two weavers who promised a new suit of clothes that they say
is invisible to those who are unfit for their positions, stupid, or
incompetent.
in reality, they make no clothes at all, making everyone believe
the clothes are visible to them.
The emperor parades before his subjects in his new "clothes",
no one dares to say that they do not see any suit of clothes on
him for fear that they will be seen as stupid.
Finally, a child cries out, "But he isn't wearing anything at all!"
slide61
* is a short tale written by Danish author Hans Christian
Anderson
34. Top 10 skills needed by 2020.*
1. Complex problem-solving
2. Critical thinking
3. Creativity
4. People management
5. Coordinating with others
6. Emotional intelligence
7. Judgement and decision-making
8. Service orientation
9. Negotiation
10. Cognitive flexibility
*the World Economic Forum “the Future of Jobs”
slide62
35. Complex problem-solving
1. Complex problem-solving
Topping the list as the most desired skill to have by 2020 is
complex problem-solving ability — defined by the report as the
capacity ‘to solve novel, ill-defined problems in complex, real-
world settings.’
slide63
Critical thinking
2. Critical thinking
Being a critical thinker will still be a valued skillset in the next
four years, according to the survey. But what does critical
thinking actually involve?
The answer is: logic and reasoning. Critical thinking involves
being able to use logic and reasoning to interrogate an issue or
problem, consider various solutions to the problem, and weigh
up the pros and cons of each approach.
slide64
36. Creativity
3. Creativity
As the World Economic Forum senior writer, Alex Gray
explains, ‘With the avalanche of new products, new
technologies and new ways of working, employees are going to
have to become more creative in order to benefit from these
changes.’
slide65
4. People management
4. People management
Irrespective of how many jobs get automated and how advanced
artificial intelligence becomes, employees will always be a
company’s most prized resource.
Human beings are more creative, better at reading each other,
and able to piggyback off each other’s ideas and energy. But
being human also means that we get sick, we get demotivated,
and we get distracted.
37. slide66
Coordinating with others
5. Coordinating with others
Social skills dominate the list again at number 5, and point to
the emerging trend of companies putting more emphasis on
strong interpersonal skills, and employees who play well with
others.
Collaboration is crucial in any work environment and this is
something that thankfully humans are still better at than robots!
slide67
Emotional intelligence
6. Emotional intelligence
The overwhelming response from HR officers and company
strategists was that when it comes to desirable skillsets,
38. ‘overall, social skills—such as persuasion, emotional
intelligence and teaching others — will be in higher demand
across industries’ of the future.
slide68
Judgement and decision-making
7. Judgement and decision-making
The ability to make sound judgement calls and the knack for
strong decision-making skills is forecast to move up the list to
nab the seventh spot by 2020.
This isn’t surprising considering the sheer volume of data that
organisations can now amass, and the growing need for
employees who can sift through the numbers, find actionable
insights, and use big data to inform business strategy and
decisions.
slide69
39. Service orientation
8. Service orientation
Defined as the ability to ‘actively loo[k] for ways to help
people,’ having strong service orientation skills is all about
shining a spotlight on consumers, and anticipating what their
needs will be in the future.
As the WEF report points out, businesses in the energy,
financial services and IT industries are ‘increasingly finding
themselves confronted with new consumer concerns about
issues such as carbon footprints, food safety, labour standards
and privacy.’
slide70
Negotiation
9. Negotiation
With robots infiltrating the workforce and job automation
flagged to become increasingly commonplace, social skills will
be more important than ever in the future.
Why? Because we’re far better at social interaction and
negotiations than robots are (for the time being, anyway).
Even people in purely technical occupations will soon be
expected to show greater interpersonal skills, and being able to
negotiate with your colleagues, managers, clients and teams will
be high up on the list of desirable skills.
40. slide71
Cognitive* flexibility
10. Cognitive flexibility
Cognitive flexibility is all about being a mental gymnast. If you
think of your brain as a gymnast’s floor, and imagine all the
different apparatuses (e.g. the rings, parallel bars, and balance
beam) as the different ways of thinking (e.g. the creative brain,
mathematical brain, critical thinking brain etc.) — cognitive
flexibility is how quickly (and easily) you can swing, leap and
twirl back and forth between different systems of thought.
* Intellectual, Reasoning, Thinking
slide72