THESIS RESEARCH REPORT NOTES
Project relationship management
and the Stakeholder Circlee
Lynda Bourne
Stakeholder Management Pty. Ltd, Melbourne, Australia, and
Derek H.T. Walker
RMIT University, Melbourne Australia
Abstract
Purpose – The aim of this paper is to summarise a successfully completed doctoral thesis.
The main purpose of the paper is to provide a summary that indicates the scope of, and main issues raised
by, the thesis so that readers that are undertaking research in this area may be aware of current cutting
edge research that could be relevant to them. A second key aim of the paper is to place this in context with
doctoral study and further research that could take place to extend knowledge in this area.
Design/methodology/approach – Research reported in this paper was based upon action learning
from a series of case studies where a project management tool for managing stakeholder relationships
was tested and refined.
Findings – The tool is useful in helping the project delivery team identify major influencing
stakeholders and visualise their potential impact. This tool then helped the studied project delivery
teams to develop stakeholder engagement strategies. While it was initially tested as a planning tool to
be used at the early stages of a project it can be used through the whole implementation phase of a
project as the flow of major stakeholders and their influence changes during a project.
Practical implications – The tool was further improved during 2006 and commercialised in 2007
and is currently being used by numerous organisations. In observing how it is being used and can be
used, it is suggested that over time a useful data base of stakeholder behaviours is being established
that can be mined and used to better predict stakeholder types and their likely actions.
Originality/value – This paper provides a summary of cutting-edge research work and a link to the
published thesis (see URL www.mosaicprojects.com.au/Resources_Papers_021.html for a pdf (7meg))
that researchers can use to help them understand how the research methodology was applied as well
as how it can be extended.
Keywords Stakeholder analysis, Project management, Action learning
Paper type Research paper
Summary of the research thesis
Project success and failure is directly related to its stakeholders’ perceptions of the value
created by the project and the nature of their relationship with the project team. This
dissertation (Bourne, 2005) demonstrates a direct link between the successful management
of the relationships between the project and its stakeholders and the stakeholder’s
assessment of a successful project outcome. The project’s success, or failure, is strongly
influenced by both the expectations and perceptions of its stakeholders, and the capability
and willingness of project managers to manage these factors and the organisation’s politics.
The current issue and full text archive of this journal is available at
www.emeraldinsig ...
· Rocky Road. Please respond to the followingSome of the .docxalinainglis
·
"Rocky Road." Please respond to the following:
Some of the most serious abuses taking place in developing countries deal with child labor, human slavery, sweatshops, bad governance, and environmental degradation. Rwanda is a developing country, examine the extent to which two (2) of these five (5) issues are occurring. Support your response with specific examples.
Bottom of Form
1
BLOG 4
Critical Factors in project management
Some of the critical factors in project management include; first we have the project mission which is the initial clarity of goals and general directions. During this process, the project manager should endeavor to elicit commitment from the team members, clients, top management and all stakeholders. Executive sponsorship for a project is key because top level management are the ones deciding on organizational and project strategy as well as performing goal setting functions within the organization. Second is the top management support which is the willingness of top management to provide the necessary resources and authority or power for project success. The third factor are project schedules or plans, these are a detailed specification of the individual action steps required for project implementation. Another factor is client consultation; this aspect entails communication, consultation, and active listening to all impacted parties. A fifth factor is personnel; here we have recruitment, selection, and training of the necessary personnel for the project team (Alias & Aris, 2014).
According to Mir & Pinnington, (2014) technical tasks is another challenge, it is the availability of the required technology and expertise to accomplish the specific technical action steps. The seventh factor is client acceptance; this refers to the act of “selling” the final project to its ultimate intended users. Monitoring and feedback is also another important factor which is timely provision of comprehensive control information at each phase in the implementation process. Additionally, communication is also another important critical factor because it is the provision of an appropriate network and necessary data to all key factors in the project implementation. It also his plays an important role in every project and therefore an effective project manager must be an effective communicator. Communication is the only way via which tasks are assigned and monitored, project issues are escalated and the medium via which goals, performance, and feedback are passed across. Lastly, trouble shooting is another critical factor that is important in project management because it refers to the ability to handle unexpected crises and deviations from plan (Mir & Pinnington, 2014).
Examples of how organizations overcome challenges associated with project Failure
According to Kerzner, (2013) unrealistic deadlines are managed with creative planning, alternatives analysis, and communication of reality to the project participants. Also dete.
Environment and conflict management - introduction , definition , Collaborative approaches, Environmental law policy ,Initiating a process , Conflict assessment ,Design- stakeholder process , Design- public innolment process ,Working with stakeholder ,Policy development, Communication capicity building , Implementation and evaluation , Sustaining community relations. , Conclusion
· Rocky Road. Please respond to the followingSome of the .docxalinainglis
·
"Rocky Road." Please respond to the following:
Some of the most serious abuses taking place in developing countries deal with child labor, human slavery, sweatshops, bad governance, and environmental degradation. Rwanda is a developing country, examine the extent to which two (2) of these five (5) issues are occurring. Support your response with specific examples.
Bottom of Form
1
BLOG 4
Critical Factors in project management
Some of the critical factors in project management include; first we have the project mission which is the initial clarity of goals and general directions. During this process, the project manager should endeavor to elicit commitment from the team members, clients, top management and all stakeholders. Executive sponsorship for a project is key because top level management are the ones deciding on organizational and project strategy as well as performing goal setting functions within the organization. Second is the top management support which is the willingness of top management to provide the necessary resources and authority or power for project success. The third factor are project schedules or plans, these are a detailed specification of the individual action steps required for project implementation. Another factor is client consultation; this aspect entails communication, consultation, and active listening to all impacted parties. A fifth factor is personnel; here we have recruitment, selection, and training of the necessary personnel for the project team (Alias & Aris, 2014).
According to Mir & Pinnington, (2014) technical tasks is another challenge, it is the availability of the required technology and expertise to accomplish the specific technical action steps. The seventh factor is client acceptance; this refers to the act of “selling” the final project to its ultimate intended users. Monitoring and feedback is also another important factor which is timely provision of comprehensive control information at each phase in the implementation process. Additionally, communication is also another important critical factor because it is the provision of an appropriate network and necessary data to all key factors in the project implementation. It also his plays an important role in every project and therefore an effective project manager must be an effective communicator. Communication is the only way via which tasks are assigned and monitored, project issues are escalated and the medium via which goals, performance, and feedback are passed across. Lastly, trouble shooting is another critical factor that is important in project management because it refers to the ability to handle unexpected crises and deviations from plan (Mir & Pinnington, 2014).
Examples of how organizations overcome challenges associated with project Failure
According to Kerzner, (2013) unrealistic deadlines are managed with creative planning, alternatives analysis, and communication of reality to the project participants. Also dete.
Environment and conflict management - introduction , definition , Collaborative approaches, Environmental law policy ,Initiating a process , Conflict assessment ,Design- stakeholder process , Design- public innolment process ,Working with stakeholder ,Policy development, Communication capicity building , Implementation and evaluation , Sustaining community relations. , Conclusion
Knowledge Management in Project-Based OrganizationsOlivier Serrat
Projects ought to be vehicles for both practical benefits and organizational learning. However, if an organization is designed for the long term, a project exists only for its duration. Project-based organizations face an awkward dilemma: the project-centric nature of their work makes knowledge management, hence learning, difficult.
Individual Project Part 3 Project Evaluation, Lessons Learned, a.docxjoney4
Individual Project Part 3: Project Evaluation, Lessons Learned, and Synthesis of Insights Gained
Though project managers often gain a great deal of experiential knowledge through the project management process, project evaluation offers them a chance to formalize the lessons they have learned. Part 3 of the Individual Project focuses on issues related to evaluating the success of a project and the debriefing process for capturing lessons learned. If conducting an interview, your interviewee must be able to speak to these topics. Alternatively, you may examine a minimum of three organizations that have published descriptions about the evaluation and debriefing process of a health care information technology project.
Interview
To prepare:
Review the Individual Project Overview document linked in this week’s Learning Resources for additional information on this project. Pay particular attention to the questions you should ask in your interview.
Locate a professional who manages or works on special projects in health care and is willing to speak about his or her experience.
If such a person is not readily available to you, find someone in your community who has managed a project for an organization. The organization can be a volunteer service group, a faith-based group, a business, or another that meets your needs. The goal is to find an individual who has been in charge of a project important to the organization.
Review the topics and questions below that should be addressed in your interview.
Think about other related questions you might have for your interviewee and solidify your goals for speaking to and learning from this person.
Topics and Questions:
As in the other interviews, you will need to adapt your questions to the individual,
setting, and projects. You are not required to ask these
specific
questions, but you are
required to address the topics listed below (Note: If the interviewee cannot address a
topic, conduct a literature search to find scholarly information or research on that topic).
Evaluation
·
What tools or strategies do you use to evaluate the success of a project?
·
Can you give an example of a project that failed (or was not successful)?
Lessons Learned
·
Describe the project outcomes
o
What were some successful outcomes of the project? Were the project
goals met?
o
How do you conduct a debriefing of the project with the project team?
o
What happens to the information gained from the debriefing?
o
How do the project team and the organization support project debriefing?
·
Companies have historically looked at technical skills, but more and more
business managers are realizing that the absence of good "people" skills tends to
cripple projects. What are three critically important things a project manager (or
project team member) must do well to help a project succeed?
Please add questions of your own, including asking for advice for the future from your
interviewee.
To complete:
In a 4 ...
How to write an development project evaluation report. Format and principle guidelines for mid-term and for completed projects. This format can be used for any kind of development project.
Irrigation projects are among vital income generating activities as they enhance food security, create employment opportunities, improve nutritional status of a nation and result to good health in the society. Poor performance of the existing public irrigation schemes is an emerging issue of concern since it slows the irrigation transition process. The purpose of this study was to examine the influence of stakeholder communication on performance of Kabonon-Kapkamak irrigation project. The study utilized stakeholder theory. The study employed a descriptive survey research design targeting all employees of irrigation projects in Kenya. Accessible population of 301was subjected to stratified random sampling to obtain a sample size of 185 respondents which are project manager 1, farmers 165, Ministry of Agriculture officials 5 and National Irrigation Board Representatives 14. Primary data was collected using a questionnaire and interview schedule. Pilot study was done to test validity and reliability of research instrument at Perkerra irrigation scheme in Baringo County. Content validity was used as a validity test while reliability was tested using Cronbach’s alpha coefficient. Data collected was analyzed using descriptive and inferential statistics.A multiple regression model was used to measure independent variables against the dependent variable. The study found out that stakeholder communication (β1=0.257; p<0.05 positively and significantly influence irrigation project performance. The findings of this study are expected to provide a basis for formulating irrigation project implementation policies by the government and management practices by other institutions. The academic community will benefit from the results of the study as it will serve as a reference point on empirical data pertaining to stakeholder involvement and also to identify areas for further study. In addition, the study findings are expected to guide Non-governmental organizations (NGOs) wishing to implement stakeholder involvement strategy in enhancing performance of irrigation projects.
03.stakeholders and communication PMI-RMP Risk Management Professionalnanacyrah
PMI- RMP Risk Management Professional. Self-paced Learning with more than 500 Exam questions. For more details and sample questions, visit http://www.pmvision.ca/shop/pmi-rmp-certification-course/
PMVISION Training
World of Affordable Training
WWW.PMVISION.CA
A method for planning and assessing the social effects and internal performance of projects, programs, and organizations.“A project should see itself as a part of an interconnected web of actors, factors and relationships” (Sarah Earl, 2008 IDRC)
A Good Program Can Improve Educational Outcomes.pdfnoblex1
We hope this guide helps practitioners and others strengthen programs designed to increase academic achievement, ultimately broadening access to higher education for youth and adults.
We believe that evaluation is a critical part of program design and is necessary for ongoing program improvement. Evaluation requires collecting reliable, current and compelling information to empower stakeholders to make better decisions about programs and organizational practices that directly affect students. A good evaluation is an effective way of gathering information that strengthens programs, identifies problems, and assesses the extent of change over time. A sound evaluation that prompts program improvement is also a positive sign to funders and other stakeholders, and can help to sustain their commitment to your program.
Theories of change are conceptual maps that show how and why program activities will achieve short-term, interim, and long-term outcomes. The underlying assumptions that promote, support, and sustain a program often seem self-evident to program planners. Consequently, they spend too little time clarifying those assumptions for implementers and participants. Explicit theories of change provoke continuous reflection and shared ownership of the work to be accomplished. Even the most experienced program planners sometimes make the mistake of thinking an innovative design will accomplish goals without checking the linkages among assumptions and plans.
Developing a theory of change is a team effort. The collective knowledge and experience of program staff, stakeholders, and participants contribute to formulating a clear, precise statement about how and why a program will work. Using a theory-based approach, program collaborators state what they are doing and why by working backwards from the outcomes they seek to the interventions they plan, and forward from interventions to desired outcomes. When defining a theory of change, program planners usually begin by deciding expected outcomes, aligning outcomes with goals, deciding on the best indicators to evaluate progress toward desired outcomes, and developing specific measures for evaluating results. The end product is a statement of the expected change that specifies how implementation, resources, and evaluation translate into desired outcomes.
Continuously evaluating a theory of change encourages program planners to keep an eye on their goals. Statements about how and why a program will work must be established using the knowledge of program staff, stakeholders, and participants. This statement represents the theory underlying the program plan and shows planners how resources and activities translate to desired improvements and outcomes. It also becomes a framework for program implementation and evaluation.
Source: https://ebookscheaper.com/2022/04/06/a-good-program-can-improve-educational-outcomes/
Please read the case Fraud at WorldCom in the book provided below .docxchristalgrieg
Please read the case Fraud at WorldCom in the book provided below (chapter 13) Page 310
And answer the following questions
1. What is the dilemma?
2. Do shareholders have de facto control over managers? What decisions do shareholders typically make? Please explain
One double-spaced page.
.
Please read the below two discussion posts and provide the response .docxchristalgrieg
Please read the below two discussion posts and provide the response for each discussion in 75 to 100 words.
Post#1
Nowadays, there are numerous advancements in technology. As a result, the traditional workplace has gradually transformed with home offices and virtual workplaces where employees can hold meetings using video teleconferencing tools and communicate through email and other applications such as Slack (Montrief, et al., 2020). This makes the cloud more busy which brings up the need for improved cloud security.
Generally, in a public cloud, there exists a shared responsibility between the user and the Cloud Service Provider (CSP). Due to the rise of cyber-related crimes over the years, security for things like data classification, network controls and physical security need clear owners. The division of such responsibilities is called shared responsibility model for cloud security. “According to Amazon Web Services (AWS), security responsibility is shared by both CSP and CSC and they called it as Shared Security Responsible Model” (Kumar, Raj, & Jelciana, 2018). “While client and endpoint protection, identity and access management and application level controls are a shared responsibility the responsibility resides largely with the client organization” (Lane, Shrestha, & Ali, 2017). However, the responsibilities may vary depending on the cloud service provider and the cloud environment the user is using to operate. Nevertheless, despite the cloud services used, the burden of protecting data lays upon the user.
Normally, security is broken down into two broad categories: security of the cloud and security in the cloud. Security of the cloud is a section of the shared responsibility model handled by the cloud service provider. It comprises of hardware, host operating systems and physical security of the infrastructure. Most of these logistical challenges are offloaded when an organization moves its operations to the cloud. In contrast, security in the cloud is the security responsibility handled by the user. “The cloud service customer is responsible for securing and managing the applications that run in the cloud, the operating systems, data-at-rest, data-in-transit, policies and other responsibilities” (Bennett & Robertson, 2019). Since access to customer data remains the most critical component in cloud computing, it also determined the level of security in the cloud to be implemented by the customer.
The customer is responsible for the following components. First, the customer is responsible for data security. While the provider is responsible for automatically encrypting data in transit and in storage, the customer is expected to configure file system encryption and protection of network traffic. Secondly, the customer is responsible for physical security of computers and other devices used to access the cloud. Thirdly, the customer is responsible for application security. Security of manag.
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Projects ought to be vehicles for both practical benefits and organizational learning. However, if an organization is designed for the long term, a project exists only for its duration. Project-based organizations face an awkward dilemma: the project-centric nature of their work makes knowledge management, hence learning, difficult.
Individual Project Part 3 Project Evaluation, Lessons Learned, a.docxjoney4
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To prepare:
Review the Individual Project Overview document linked in this week’s Learning Resources for additional information on this project. Pay particular attention to the questions you should ask in your interview.
Locate a professional who manages or works on special projects in health care and is willing to speak about his or her experience.
If such a person is not readily available to you, find someone in your community who has managed a project for an organization. The organization can be a volunteer service group, a faith-based group, a business, or another that meets your needs. The goal is to find an individual who has been in charge of a project important to the organization.
Review the topics and questions below that should be addressed in your interview.
Think about other related questions you might have for your interviewee and solidify your goals for speaking to and learning from this person.
Topics and Questions:
As in the other interviews, you will need to adapt your questions to the individual,
setting, and projects. You are not required to ask these
specific
questions, but you are
required to address the topics listed below (Note: If the interviewee cannot address a
topic, conduct a literature search to find scholarly information or research on that topic).
Evaluation
·
What tools or strategies do you use to evaluate the success of a project?
·
Can you give an example of a project that failed (or was not successful)?
Lessons Learned
·
Describe the project outcomes
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What were some successful outcomes of the project? Were the project
goals met?
o
How do you conduct a debriefing of the project with the project team?
o
What happens to the information gained from the debriefing?
o
How do the project team and the organization support project debriefing?
·
Companies have historically looked at technical skills, but more and more
business managers are realizing that the absence of good "people" skills tends to
cripple projects. What are three critically important things a project manager (or
project team member) must do well to help a project succeed?
Please add questions of your own, including asking for advice for the future from your
interviewee.
To complete:
In a 4 ...
How to write an development project evaluation report. Format and principle guidelines for mid-term and for completed projects. This format can be used for any kind of development project.
Irrigation projects are among vital income generating activities as they enhance food security, create employment opportunities, improve nutritional status of a nation and result to good health in the society. Poor performance of the existing public irrigation schemes is an emerging issue of concern since it slows the irrigation transition process. The purpose of this study was to examine the influence of stakeholder communication on performance of Kabonon-Kapkamak irrigation project. The study utilized stakeholder theory. The study employed a descriptive survey research design targeting all employees of irrigation projects in Kenya. Accessible population of 301was subjected to stratified random sampling to obtain a sample size of 185 respondents which are project manager 1, farmers 165, Ministry of Agriculture officials 5 and National Irrigation Board Representatives 14. Primary data was collected using a questionnaire and interview schedule. Pilot study was done to test validity and reliability of research instrument at Perkerra irrigation scheme in Baringo County. Content validity was used as a validity test while reliability was tested using Cronbach’s alpha coefficient. Data collected was analyzed using descriptive and inferential statistics.A multiple regression model was used to measure independent variables against the dependent variable. The study found out that stakeholder communication (β1=0.257; p<0.05 positively and significantly influence irrigation project performance. The findings of this study are expected to provide a basis for formulating irrigation project implementation policies by the government and management practices by other institutions. The academic community will benefit from the results of the study as it will serve as a reference point on empirical data pertaining to stakeholder involvement and also to identify areas for further study. In addition, the study findings are expected to guide Non-governmental organizations (NGOs) wishing to implement stakeholder involvement strategy in enhancing performance of irrigation projects.
03.stakeholders and communication PMI-RMP Risk Management Professionalnanacyrah
PMI- RMP Risk Management Professional. Self-paced Learning with more than 500 Exam questions. For more details and sample questions, visit http://www.pmvision.ca/shop/pmi-rmp-certification-course/
PMVISION Training
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WWW.PMVISION.CA
A method for planning and assessing the social effects and internal performance of projects, programs, and organizations.“A project should see itself as a part of an interconnected web of actors, factors and relationships” (Sarah Earl, 2008 IDRC)
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We hope this guide helps practitioners and others strengthen programs designed to increase academic achievement, ultimately broadening access to higher education for youth and adults.
We believe that evaluation is a critical part of program design and is necessary for ongoing program improvement. Evaluation requires collecting reliable, current and compelling information to empower stakeholders to make better decisions about programs and organizational practices that directly affect students. A good evaluation is an effective way of gathering information that strengthens programs, identifies problems, and assesses the extent of change over time. A sound evaluation that prompts program improvement is also a positive sign to funders and other stakeholders, and can help to sustain their commitment to your program.
Theories of change are conceptual maps that show how and why program activities will achieve short-term, interim, and long-term outcomes. The underlying assumptions that promote, support, and sustain a program often seem self-evident to program planners. Consequently, they spend too little time clarifying those assumptions for implementers and participants. Explicit theories of change provoke continuous reflection and shared ownership of the work to be accomplished. Even the most experienced program planners sometimes make the mistake of thinking an innovative design will accomplish goals without checking the linkages among assumptions and plans.
Developing a theory of change is a team effort. The collective knowledge and experience of program staff, stakeholders, and participants contribute to formulating a clear, precise statement about how and why a program will work. Using a theory-based approach, program collaborators state what they are doing and why by working backwards from the outcomes they seek to the interventions they plan, and forward from interventions to desired outcomes. When defining a theory of change, program planners usually begin by deciding expected outcomes, aligning outcomes with goals, deciding on the best indicators to evaluate progress toward desired outcomes, and developing specific measures for evaluating results. The end product is a statement of the expected change that specifies how implementation, resources, and evaluation translate into desired outcomes.
Continuously evaluating a theory of change encourages program planners to keep an eye on their goals. Statements about how and why a program will work must be established using the knowledge of program staff, stakeholders, and participants. This statement represents the theory underlying the program plan and shows planners how resources and activities translate to desired improvements and outcomes. It also becomes a framework for program implementation and evaluation.
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Normally, security is broken down into two broad categories: security of the cloud and security in the cloud. Security of the cloud is a section of the shared responsibility model handled by the cloud service provider. It comprises of hardware, host operating systems and physical security of the infrastructure. Most of these logistical challenges are offloaded when an organization moves its operations to the cloud. In contrast, security in the cloud is the security responsibility handled by the user. “The cloud service customer is responsible for securing and managing the applications that run in the cloud, the operating systems, data-at-rest, data-in-transit, policies and other responsibilities” (Bennett & Robertson, 2019). Since access to customer data remains the most critical component in cloud computing, it also determined the level of security in the cloud to be implemented by the customer.
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Ignore BYOD and be more secure: not supporting and implementing a BYOD policy does not mean an enterprise will be less at risk of a data breach, SVP of cloud and hosting sales. The BYOD movement is here to stay. Some experts recommend deploying a mobile content management (MCM) solution, as protecting the data will be what ultimately defines business’ security and compliance requirements. “Despite the Australian Federal Government's ‘cloud-first’ strategy and policies, and the Queensland State Government's ‘digital-first’ strategy, cloud services adoption at local government level has been limited—largely due to data security concerns” (Ali, Shrestha, Chatfield, & Murray, 2020). Cloud data isn’t saved on mobile devices: I still hear people speaking about cloud deployment as if using this service means users are not saving any enterprise data on mobile devices, which this might make device data protection a moot point. Apps that are connecting to de.
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Please read the assignment content throughly
Internet Resources Chart [due Mon]
Assignment Content
Create
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Include
at least two different resources for each of the following topics:
Oral language
Environmental print
Morphemic analysis
Spelling
Vocabulary
Summarize
each resource. A total of 700 words should be used in the chart.
Submit
your assignment.
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1. What is the purpose of this review paper
2. Describe
Incidental teaching
Mand-model
Time delay
Milieu language teaching
How are they the same?
How are they different?
3. What is discrete trial training? How is naturalistic teaching different?
4. What is generalization in language acquisition? How does naturalistic teaching promote generalization in language acquisition?
5. What were the conclusions of this review?
6. Be sure to provide and APA-style source citation for Peterson (2004) at the end of your paper
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Please read the article which appears below. Write and submit an
600 word report.
There is no right or wrong answer. Your report will be graded on your understanding of the problem of teenagers in high school having babies - and the attitude of the teens - whether you agree or disagree it is a good idea for the school to open a day care center to help these mothers (tell us why you agree or disagree), whether you agree or disagree with the teacher who wrote this article - tell us why you agree or disagree - why sociologists might want to study problems like this one, what sociologists might be able to contribute to solving problems like the one described . Link your answer to material we are studying. How well you express yourself - grammatical construction - spelling - is important. Maybe you can't make up your mind about this article. That's OK too. But it is important that you explain WHY.
Material you studied about agents of social change, primary and secondary groups in the chapters on
Culture - Socialization- Social Interaction - Social Structures - Groups and Organizations- should give you lots of ideas for your assignment.
They're Having Babies. Are We Helping?
By Patrick Welsh
The girls gather in small groups outside Alexandria's T.C. Williams High School most mornings, standing with their babies on their hips, talking and giggling like sorority sisters. Sometimes their mothers drop the kids (and their kids) off with a carefree smile and a wave. As I watch the girls carry their children into the Tiny Titans day-care center in our new $100 million building, I can't help wondering what Sister Mary Avelina, my 11th-grade English teacher, would have thought.
Okay, I'm an old guy from the 1950s, an era light-years from today. But even in these less censorious times, I'm amazed -- and concerned -- by the apparently nonchalant attitude both these girls and their mothers exhibit in front of teachers, administrators and hundreds of students each day. Last I heard, teen pregnancy is still a major concern in this country -- teenage mothers are less likely to finish school and more likely to live in poverty; their children are more likely to have difficulties in school and with the law; and on and on.
But none of that seems to register with these young women. In fact, "some girls seem to be really into it," says T.C. senior Mary Ball. "They are embracing their pregnancies." Nor is the sight of a pregnant classmate much of a surprise to the students at T.C. anymore. "When I was in middle school, I'd be shocked to see a pregnant eighth-grader," says Ball. "Now it seems so ordinary that we don't even talk about it."
Teenage pregnancy has been bright on American radar screens for the past year: TV teen starlet Jamie Lynn Spears's pregnancy caused a minor media storm last December. The pregnant-teen movie "Juno" won Oscar nods. And there was Bristol Palin, daughter of Alaska Gov. Sarah Palin, bringing the issue front and center d.
Please Read instructions Role Model LeadersChoose one • 1 .docxchristalgrieg
Please Read instructions
Role Model Leaders
Choose one • 1 point
In a study by Kouzes and Posner, who was identified as the person that the majority of people would select as their most important role model for leadership?
Teacher or coach
Business leader
Family member
Community or religious leader
QUESTION 2
Five Practices
Choose one • 1 point
Which of the following is
not
one of the Five Practices of Exemplary Leadership?
Model the Way
Leave a Legacy
Encourage the Heart
Enable Others to Act
QUESTION 3
Organizational Behavior
Choose one • 1 point
Organizational Behavior is a defined business function that has nothing to do with human behavior.
True
False
QUESTION 4
Leader and Constituents
Choose one • 1 point
What strengthens and sustains the relationship between leader and constituents is that leaders are:
Obsessed with what is best for others, not themselves
Obsessed with what is best for making the most money for themselves
Obsessed with what is best for themselves, not others
Obsessed with what is best for the business, not others
QUESTION 5
The Most Fundamental Truth
Choose one • 1 point
According to Kouzes and Posner, which of the Ten Truths about Leadership is the most fundamental truth of all?
Credibility is the Foundation of Leadership
Challenge is the Crucible for Greatness
You Can’t Do It Alone
You Make a Difference
QUESTION 6
Credibility
Choose one • 1 point
A culture of leadership ______________ and ______________ is created when people at all levels genuinely expect each other to be credible, and they hold each other accountable for the actions that build and sustain credibility.
Excellence and integrity
Independence and coerciveness
Confidence and charisma
Dissatisfaction and distrust
QUESTION 7
Organizational Behavior
Choose one • 1 point
The study of Organizational Behavior helps us to understand organizational culture, power, and political behavior.
True
False
QUESTION 8
Organization’s vision and values
Choose one • 1 point
Who is the person that has the most influence over your desire to stay or leave an organization, and your commitment to the organization’s vision and values?
CEO
Co-workers
Board of Directors
Your most immediate manager
QUESTION 9
Willingly Follow
Choose one • 1 point
In a survey by Kouzes and Posner, which of the following characteristics scored the highest that people looked for in someone that they would be willing to follow:
Independent
Supportive
Honest
Straightforward
QUESTION 10
Expectation of Leaders
Choose one • 1 point
In addition to the three factors that measure source credibility, the vast majority of constituents have one other expectation of leaders. They expect leaders to be:
Admired
Forward-looking
Independent
Enthusiastic
QUESTION 11
Leadership is a Relationship
Choose one • 1 point
Leadership is a relationship between those who aspire to lead and those who are learning to lead
.
Tru.
Please read each attachment for instructions, please answer each q.docxchristalgrieg
Please read each attachment for instructions, please answer each question all 8 with an answer after reading each attachment. Do not answer each question in a running paragraph. question/answer in at least 200 -300 word detailed with references from attachments and one extra where needed.
I do not have a second chance to correct
Activity: Counseling Immigrants
Instructions:
This activity is composed of three parts. In order to complete part I, you must read the article “Counseling Haitian Students and their Families: Issues and Interventions.” In order to complete part II, you must read the “APA Immigration Report Executive Summary,” and in order to complete part III, you must read “Counseling Model for Immigrants.”
Part I
1) Explain the differences between what parents are expected to do in American schools and what parents are expected to do in Haitian schools.
2) Why did Jean’s parents did not seek contact with teachers?
3) Haitian students face significant prejudice from teachers and classmates based on their race, the negative image of voudou, their former classification as a high-risk group for AIDS, and the violence and corruption of Haiti’s domestic politics. Name the interventions suggested by Joseph (1984).
Part II
1. The United States today has approximately _______ million immigrants—the largest number in its history. As a nation of immigrants, the United States has successfully negotiated larger proportions of newcomers in its past (______% in 1910 vs. _____% today). Notably, nearly _________ ____________of the foreign-born are naturalized citizens or authorized noncitizens.
2. Nearly a ___________ of children under the age of 18 have an immigrant __________.
3. One third of the foreign-born population in the United States is from ________, and a total of _______% originate from Latin America (U.S. Census Bureau, 2010).The four states with the largest numbers of immigrants (California, __________, New Mexico, and _________) have already become “majority/minority” (______ than ________% White) states (U.S. Census Bureau, 2011a).
4. Immigrants arrive in the United States with varied levels of education. At one end of the spectrum are highly educated immigrant adults (Portes & Rumbaut, 2006) who comprise a ___________ of all U.S. __________, ________% of the nation’s __________ and ____________ workers with bachelor’s degrees, and _______% of scientists with ______________.
5. An estimated ________ languages are currently spoken in homes in the United States.
6. Psychological acculturation refers to the dynamic process that immigrants experience as they __________ to the culture of the new country.
7. The constellation of presenting issues for immigrants tends to fall within the areas of _________________- based presenting problems, __________-based presenting problems, and _________________, ____________, and ______________–based problems.
8. To increase the accessibility and efficacy of services, clinicians and p.
PLEASE READ BEFORE STARTING! 500 WORD PAPER ONLY USING THE NOTES I.docxchristalgrieg
**PLEASE READ BEFORE STARTING! 500 WORD PAPER ONLY USING THE NOTES I HAVE PROVIDED BELOW. ESSAY QUESTION IS RIGHT BELOW AS WELL.**
Three common approaches to understanding leading – traits, behaviors, and situational or contingency approaches - may or may not be effective in leading/managing a healthcare program. Briefly summarize each and its appropriateness for healthcare management.
Health Program Management (Longest, 2015)
“Leading effectively means influencing participants to make contributions that help accomplish the mission and objectives established for a program.” (Longest, 2015, p. 139)
Traits approach
“Based on the proposition that traits - encompassing skills, abilities, or characteristics - inherent in some people explain why they are more effective at leading than others.” (Longest, 2015, p. 140)
Kirkpatrick and Locke (1991, 48) stated, “Key leader traits include: drive (a broad term which includes achievement, motivation, ambition, energy, tenacity, and initiative); leadership, motivation (the desire to lead but not to seek power as an end in itself); honesty and integrity; self-confidence (which is associated with emotional stability); cognitive ability; and knowledge.” (as cited in Longest, 2015, p. 140)
Behaviors approach
“Traits cannot fully explain effectively leading, is based on the assumption that particular behaviors or sets of behaviors that make up a style of leading might be associated with success in leading.” (Longest, 2015, p. 140)
Planning, clarifying, monitoring, problem solving, supporting, recognizing, developing, empowering, advocating change, envisioning change, encouraging innovation, facilitating collective learning, networking, external monitoring, representing (Longest, 2015, p. 142)
Tannenbaum and Schmidt’s continuum of leader styles model: (Longest, 2015, p. 147)
Autocratic leaders - makes decisions and announces them to other participants
Consultative leaders - convince other participants of the correctness of a decision by carefully explaining the rationale for the decision and its effect on the other participants and on the program
Participative leaders - present tentative decisions that will be changed in other participants can make a convincing case for different decisions
Democratic leaders - define the limits of the situation and problem to be solved and permit other participants to make the decision
Laissez-faire leaders - permit other participants to have great discretion in decision making
“Leaders must adapt and change styles to fit different situations.” (Longest, 2015, p. 147)
“An autocratic style might be appropriate in certain clinical situations in programs where work frequently involves a high degree of urgency. But this style could be disastrous in other situations, such as when a manager must decide how to offer a new service in a program or improve communication with participants.” (Longest, 2015, p. 147)
Situational/Contingency approach
“.
Please read Patricia Benners Five Stages of Proficiency. Explai.docxchristalgrieg
Please read Patricia Benner's Five Stages of Proficiency. Explain the importance of this theory through a nurse's perspective. No references are required. Your summary should be at least 300 words using good spelling and grammar. Can be single or double spaced.
Attached Files:
Dr. Patricia Benner is a nursing theorist who first developed a model for the stages of clinical competence in her classic book “From Novice to Expert: Excellence and Power in Clinical Nursing Practice”. Her model is one of the most useful frameworks for assessing nurses’ needs at different stages of professional growth. She is the Chief Faculty Development Officer for Educating Nurses, the Director of the Carnegie Foundation for the Advancement of Teaching National Nursing Education and honorary fellow of the Royal College of Nursing.
Dr. Benner was born in Hampton, Virginia, and received her bachelor’s degree in Nursing from Pasadena College in 1964, and later a master’s degree in Medical-Surgical Nursing from the University of California, Berkeley. After completing her doctorate in 1982, she became an Associate Professor in the Department of Physiological Nursing at the University of California, San Francisco. Dr. Benner is an internationally known lecturer and researcher on health, and her work has influenced areas of clinical practice as well as clinical ethics.
This nursing theory proposes that expert nurses develop skills and understanding of patient care over time through a proper educational background as well as a multitude of experiences. Dr. Benner’s theory is not focused on how to be a nurse, rather on how nurses acquire nursing knowledge – one could gain knowledge and skills (“knowing how”), without ever learning the theory (“knowing that”). She used the Dreyfus Model of Skill Acquisition as a foundation for her work. The Dreyfus model, described by brothers Stuart and Hubert Dreyfus, is a model based on observations of chess players, Air Force pilots, army commanders and tank drivers. The Dreyfus brothers believed learning was experiential (learning through experience) as well as situation-based, and that a student had to pass through five very distinct stages in learning, from novice to expert.
Dr. Benner found similar parallels in nursing, where improved practice depended on experience and science, and developing those skills was a long and progressive process. She found when nurses engaged in various situations, and learned from them, they developed “skills of involvement” with patients and family. Her model has also been relevant for ethical development of nurses since perception of ethical issues is also dependent on the nurses’ level of expertise. This model has been applied to several disciplines beyond clinical nursing, and understanding the five stages of clinical competence helps nurses support one another and appreciate that expertise in any field is a process learned over time.
Dr. Benner’s Stages of Clinical Competence
Stage 1 Novice: .
***************Please Read Instructions **************
OBJECTIVES:
Use personal influence with a group or team.
Identify the behaviors that exemplify the leadership truths.
Understand the stages of team development.
Explain how motivation impacts performance.
GOAL:
The purpose of this assignment is to provide an opportunity to express understanding of content associated with the chapters covered in Week Two (
Values Drive Commitment
,
Focusing on the Future Sets Leaders Apart
, and
You Can't Do It Alone
). For this assignment, you must use the Full Sail Online Library resources for at least one source in answering the questions. Make sure you clearly indicate which source(s) are from the online library. To access the Full Sail Library sources, go to Connect/Departments/Library. You will see a list of databases available. The library is open Monday-Friday 8:00 am - 9:00 pm and Saturday 8:00 am - 5:00 pm and can be reached at x8438.
Chapter Five
discusses the importance of
working in teams
and the
importance of emotional intelligence
in both your personal and social skills. How well are you in these areas? The goal of this week's discussion is to use the resources from this week to
develop, create, and implement a team activity with you being the leader.
INSTRUCTIONS:
First Post – due Thursday by 11:59pm EST *Due date extended due to the nature of the activity. Use this time to create an amazing activity!
Persuade at least four to eight people to do some notable activity together for at least two hours
that they would not otherwise do without your intervention. Your only restriction is that you cannot tell them why you are doing this.
The group can be any group of people: friends, family, teammates, club members, neighbors, students, or work colleagues
. It can be almost any activity
except for
watching television, eating, going to a movie, or just sitting around talking. It must be more substantial than that. Some options include a party, an organized debate, a songfest, a long hike, a visit to a museum, or volunteer work such as picking up litter, visiting a nursing home, or helping on a community project.
After completing your leadership activity, be prepared to discuss:
1. What was the activity selected?
Use specifics to describe your activity including
who attended (friends, family, co-workers, etc), location, and date. What did it feel like to make something happen in the world that would not have happened otherwise without you?
2.
Emotional Intelligence (EQ)
is important to develop to build relationships with others. How did you use EQ to empower others, listen to individual needs, and build relationships?
3. With this act of leadership,
what values did you exemplify
? (Use the
Values Drive Commitment c
hapter
concepts in your response.)
4. Were your members a group or a team? Using the
stages of team development
(Forming, Storming, Norming, Performing), describe the specific behaviors that de.
Please react to this student post. remember references and plarigari.docxchristalgrieg
Please react to this student post. remember references and plarigarism
Descending Spinal Tract
Corticospinal, reticulospinal, and vestibulospinal
Sends impulses from the brain to muscle groups
Control muscle tone, posture, and motor movements
Efferent
A
scending Spinal Tract
Spinothalamic and spinocerebellar
Sends sensory signals to accomplish complex tasks
Ascending tracts recognize exact stimulus and location
Contains fibers that discriminate rough from light touch, temperature and pain
Afferent
If the spinal cord is completely severed, then complete loss of function below the point if injury is expected (Ball, Dains, Flynn, Solomon & Stewart, 2015).
The nervous system is a group of nerves and neurons that transmit messages to different parts of the body. It is in charge of coordinating and controlling the body (Ball et al., 2015). The nervous system is divided into the central and the peripheral nervous system, further subdivided into autonomic, sympathetic and parasympathetic. The central nervous system is comprised of the brain. The peripheral nervous systems is comprised of the cranial and spinal nerves and the ascending and descending pathways (Ball et al., 2015). With all parts functioning properly the nervous system is able to receive and identify stimuli, control voluntary and involuntary body functions (Ball et al., 2015).
The three major units of the brain are the cerebrum, the cerebellum and the brainstem (Ball et al., 2015).
The difference between the ascending and descending tracts is that the ascending is sensory (afferent) because it delivers information to the brain and the descending tract delivers motor (efferent) information to the periphery (Ball et al., 2015)
The pituitary gland regulates metabolic processes and controls growth, lactation, and vasoconstriction through hormonal regulation (Ball et al., 2015).
The fourth cranial nerve is called trochlear and it is in charge of the downward and inward movement of the eye (Ball et al., 2015).
Risk factors for cerebrovascular accidents include hypertension, obesity, sedentary lifestyle, smoking, stress, high cholesterol/triglycerides/lipoproteins, congenital conditions and family history of cerebrovascular accidents (Ball et al., 2015).
The 5.07 monofilament test is used to test sensation in different parts of the foot in patients suffering from diabetes mellitus or peripheral neuropathy (Ball et al., 2015).
The 0 to 4+ scale is used to grade the response when testing the reflex. 0 indicates no response and 4+ indicates hyperactive reflex (Ball et al., 2015).
Older adults may be taking medication for other conditions that can affect their balance, mental status and coordination and it is important know this in order to rule out whether a symptom is due to a side effect or a cause for concern (Ball et al., 2015).
Meningitis that occurs during the first year may cause epilepsy later on in life, also any infection in the first year of life can impa.
Please provide the following information about your culture which is.docxchristalgrieg
Please provide the following information about your culture which is the ANCIENT EMPIRE:
Content
Introduction with a thesis statement
Provide a brief history of your culture
Explain how your chosen culture is represented in the United States
Is your culture individualistic or collectivistic? Provide at least one example
What are some of the artistic (art, music, architecture, dance) contributions of your culture?
What are some values of your culture? Provide at least three examples
Discuss your culture’s religion(s)? Include name and basic belief system of at least one of the major faiths
What are some of the sex and gender role differences in your culture? Provide at least three examples
Discuss what we would need to know to acculturate into your culture (if it is a culture from the past, what would we need to do in order to fit in during that timeframe). Provide at least one concrete suggestion
Conclusion
Specific Paper Requirements:
Four-page minimum: six-page maximum (Times New Roman, 1-inch marginsm 12-pt. font, double-spaced)
Quality of writing: Must contain in-text citations in APA format
Spelling and Grammar
Correct APA style format
A minimum of three or more credible sources (books, journal articles, magazine/newspaper articles, etc.)
Paper Outline:
Introduction
History
Cultural Context
Represented in the United States
Individualistic/Collective
Artistic
Values
Religion
Sex and Gender Roles
Acculturation
Conclusion
References
.
Please proof the paper attached and complete question 6 and 7..docxchristalgrieg
Please proof the paper attached and complete question 6 and 7.
Moore Plumbing Supply Company
Capital Structure
Mort Moore founded Moore Plumbing Supply after returning from duty in the South Pacific during World War II. Before joining the armed forces, he had worked for a locally owned plumbing company and wanted to continue with that type of work once the war effort was over. Shortly after returning to his hometown of Minneapolis, Minnesota, he became aware of an unprecedented construction boom. Returning soldiers needed new housing as they started families and readjusted to civilian life. Mort felt that he could make more money by providing plumbing supplies to contractors rather than performing the labor, and he decided to open a plumbing supply company. Mort’s parents died when he was young and was raised by his older brother, Stan, who ran a successful shoe business during the 1920’s. Stan often shared stories about owning his own business and in particular about a large expansion that was completed just before the market collapsed. Because of the economic times, Stan lost the business but was lucky to find employment with the railroad. He dutifully saved part of each paycheck and was so thankful that his brother returned home safely that he decided to use his sizable savings to help his brother open his business. Mort kept in mind his brother’s failed business and vowed that his company would operate in such a way that it would minimize its vulnerability of general business downturns.
Moore’s extensive inventory and reasonable prices made the company the primary supplier of the major commercial builders in the area. In addition, Mort developed a loyal customer base among the home repair person, as his previous background allowed him to provide excellent advice about specific projects and to solve unique problems. As a result, his business prospered and over the past twenty years, sales have grown faster than the industry. Because of the large orders, the company receives favorable prices from suppliers, allowing Moore Plumbing Supply to remain competitive with the discount houses that have sprung up in the area. Over the years, Mort has kept his pledge and the company has remained a very strong financial position. It had a public sale of stock and additional stock offers to fund expansions including regional supply outlets in Milwaukee, Wisconsin and Sioux City, Iowa.
Recently, Stan decided that the winters were too long and he wanted to spend the coldest months playing golf in Florida. He retired from the day-to-day operations but retained the position of President and brought in his grandson, Tom Moore, to run the company as the new Chief Executive Officer. Tom was an excellent choice for the position. After graduating summa-cum-laud with a degree in communications from the University of Wisconsin, he worked in the Milwaukee operation where he was quickly promoted to manager. In ten years, sa.
Please prepare PPT( 5 Slides and 1 citation slide) and also explain .docxchristalgrieg
Please prepare PPT( 5 Slides and 1 citation slide) and also explain all slides in word format about 300 words to give presentation
Types of Stakeholders:
Suppliers - Sandeep
Owners - Sandeep
Employees - Sandeep
Stakeholder Impact of Ethics on Stakeholders – Ravi/Rushil/Sandeep/Krishna
References
.
Please prepare a one-pageProject Idea that includes the .docxchristalgrieg
Please prepare a
one-page
Project Idea
that includes the following:
1. What type of project
would you like to do: develop a proposal for a new business; develop a plan to green an existing business; creative project; or research project?
2. What is the big idea
that you would like to pursue? (1-2 sentences)
3. Why
did you decide on this idea? (2-3 sentences)
4. If working in a team
, please list each team member and include either one specific role that they will play in the project or one link to a helpful resource that they have found that will inform the team’s project.
If doing an individual project
, please list at least one resource that will inform your thinking.
5. Develop a
proposed timeline
for the project (including the deliverables below, plus additional steps needed to produce the deliverables).
See the project guidelines under Course Documents or linked
here
for more information.
.
Please prepare at least in 275 to 300 words with APA references and .docxchristalgrieg
Please prepare at least in 275 to 300 words with APA references and citation.
1) Please describe the meaning of diversification. How does diversification reduce risk for the investor?
2) What is the opportunity cost of capital? How can a company measure opportunity cost of capital for a project that is considered to have average risk?
.
Please provide references for your original postings in APA form.docxchristalgrieg
Please provide references for your original postings in APA format.
1. Discuss the types of backup locations, per the text and Powerpoint presentation raeadings for the week.
2. Would a single backup location be adequate or should a combination be used? What combination would you recommend?
.
Please provide an update to include information about methodology, n.docxchristalgrieg
Please provide an update to include information about methodology, new literature discovered, or even questions regarding current progress. Topic selection is Cyber Security in Industry 4.0: The Pitfalls of Having Hyperconnected Systems can be found at https://www.jstage.jst.go.jp/article/iasme/10/1/10_100103/_pdf. APA citation is the following. Dawson, M. (2018). Cyber Security in Industry 4.0: The Pitfalls of Having Hyperconnected Systems. Journal of Strategic Management Studies, 10(1), 19-28. (250 words)
.
Please provide an evaluation of the Path to Competitive Advantage an.docxchristalgrieg
Please provide an evaluation of the Path to Competitive Advantage and Motivation and
Feedback and answer the following questions:
1. How can managers enhance employee motivation through performance management
techniques?
2. It is well known that individuals on international assignments operate under unique
contextual and cultural realities. How would motivation differ in such environments?
*********
1 page follow APA 7 citation.
.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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.
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.
Unit 8 - Information and Communication Technology (Paper I).pdf
THESIS RESEARCH REPORT NOTESProject relationship managemen.docx
1. THESIS RESEARCH REPORT NOTES
Project relationship management
and the Stakeholder Circlee
Lynda Bourne
Stakeholder Management Pty. Ltd, Melbourne, Australia, and
Derek H.T. Walker
RMIT University, Melbourne Australia
Abstract
Purpose – The aim of this paper is to summarise a successfully
completed doctoral thesis.
The main purpose of the paper is to provide a summary that
indicates the scope of, and main issues raised
by, the thesis so that readers that are undertaking research in
this area may be aware of current cutting
edge research that could be relevant to them. A second key aim
of the paper is to place this in context with
doctoral study and further research that could take place to
extend knowledge in this area.
Design/methodology/approach – Research reported in this paper
was based upon action learning
from a series of case studies where a project management tool
for managing stakeholder relationships
was tested and refined.
Findings – The tool is useful in helping the project delivery
team identify major influencing
2. stakeholders and visualise their potential impact. This tool then
helped the studied project delivery
teams to develop stakeholder engagement strategies. While it
was initially tested as a planning tool to
be used at the early stages of a project it can be used through
the whole implementation phase of a
project as the flow of major stakeholders and their influence
changes during a project.
Practical implications – The tool was further improved during
2006 and commercialised in 2007
and is currently being used by numerous organisations. In
observing how it is being used and can be
used, it is suggested that over time a useful data base of
stakeholder behaviours is being established
that can be mined and used to better predict stakeholder types
and their likely actions.
Originality/value – This paper provides a summary of cutting-
edge research work and a link to the
published thesis (see URL
www.mosaicprojects.com.au/Resources_Papers_021.html for a
pdf (7meg))
that researchers can use to help them understand how the
research methodology was applied as well
as how it can be extended.
Keywords Stakeholder analysis, Project management, Action
learning
Paper type Research paper
Summary of the research thesis
Project success and failure is directly related to its
stakeholders’ perceptions of the value
created by the project and the nature of their relationship with
3. the project team. This
dissertation (Bourne, 2005) demonstrates a direct link between
the successful management
of the relationships between the project and its stakeholders and
the stakeholder’s
assessment of a successful project outcome. The project’s
success, or failure, is strongly
influenced by both the expectations and perceptions of its
stakeholders, and the capability
and willingness of project managers to manage these factors and
the organisation’s politics.
The current issue and full text archive of this journal is
available at
www.emeraldinsight.com/1753-8378.htm
The authors would like to acknowledge Dr Jennie Carroll who
co-supervised the thesis.
Project
relationship
management
125
Received 2 June 2007
Accepted 3 August 2007
International Journal of Managing
Projects in Business
Vol. 1 No. 1, 2008
pp. 125-130
4. q Emerald Group Publishing Limited
1753-8378
DOI 10.1108/17538370810846450
A stakeholder management methodology and visualisation tool,
the Stakeholder
Circlee (Figure 1), was developed to assist in this process and
was the foundation for
this research. The Stakeholder Circle is based on the premise
that a project can only exist
with the informed consent of its stakeholder community. The
methodology supported
by the tool provides an effective mechanism for assessing the
relative influence of a
project’s stakeholders, understanding their expectations and
defining appropriate
engagement procedures to influence the key stakeholders
expectations and perceptions
to the benefit of the project. Influence is based on power,
proximity and urgency which is
a well established method of gauging stakeholder influence
Cleland (1999, p. 151). The
tool has since become commercialised (See URL
www.stakeholder-management.com for
more details). Key elements of the Stakeholder Circle are:
concentric circle lines that
indicate distance of stakeholders from the project or project
delivery entity; the size of
the block, its relative area, indicates the scale and scope of
influence; and the radial
depth can indicate the degree of impact (Bourne, 2005; Bourne
and Walker, 2005c).
5. Patterns and colours of stakeholder entities indicate their
influence on the project –
for example, orange indicates an upwards direction – these
stakeholders are senior
managers within the performing organisation that are necessary
for ongoing
organisational commitment to the project; green indicates a
downwards direction –
these stakeholders are members of the project team; purple
indicates a sidewards
direction – peers of the project manager essential as
collaborators or competitors; and
blue indicates outwards – these stakeholders represent those
outside the project such
as end-users, government, “the public” shareholders. The final
colour coding is dark
hues and patterns for stakeholders internal to the organisation
and light hues and
patterns for those external to the organisation.
The approach leads to identification of risks and uncertainty.
The Stakeholder
Circle methodology consists of five parts:
. Step 1 – identify;
. Step 2 – prioritise;
Figure 1.
The Stakeholder Circlee
tool
Asset Management Project
Sponsor
6. Project Team
CEO
Senior Leadership Team
Core Team for Stage 1
IT Specialists Assigned to Project
Functional Manager #1
Functional Manager #2
Councillors
Information Management Group
Contractors from Supplier
Asset Specialists Stage 1
Asset Specialists Stage 2, 3, 4 & 5
Auditors
SAM Supplier
The
Project
IJMPB
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7. . Step 3 – visualise;
. Step 4 – engage; and
. Step 5 – monitor (Bourne, 2005, p. 56).
The outcomes from this process is a series of recommendations
for action plans that
lead to risk mitigation plans, stakeholder engagement plans and
while this may appear
to generate reactionary strategies to potential negative outcomes
from the analysis it
actually can trigger proactive strategies as well as being used to
accentuate positive
traits and trends in stakeholder influence.
This research was designed to improve a project’s chances for
success by
identifying ways to develop effective relationships with these
key stakeholders, and
through refinement and testing of the Stakeholder Circle,
develop an effective way to
provide support for the project manger and project team to build
and maintain
relationships with the right stakeholders at the right time.
There are four themes to the research: the first theme is to
identify reasons for
project failure and to address them in the methodology as a link
between project
success and stakeholder management. The second theme is
refinement and testing of
the Stakeholder Circle methodology and visualisation tool for
support of relationship
8. building and maintenance. The third theme is to gauge the
methodology’s effectiveness
in building and maintaining robust project relationships.
Finally, the fourth theme is to
identify the skills and willingness of project managers to build
these relationships with
the support of the tool.
This research adopted a qualitative approach. Data were
collected through
interviews, document analysis, observation and from the results
of the iterative
refinement cycles of the Stakeholder Circle. Case study
descriptions of the six
participant projects provided a rich picture of the project and
the organisation that
supported interpretation of the resulting profiles of each
project’s unique stakeholder
community. The iterative methodology refinement resulted in a
practical methodology
that has been refined until there were no further adverse
comments from the research
participants.
Findings from the research can be categorised into three groups.
The Stakeholder
Circle was evaluated as a valuable tool that can support project
teams in identifying
the “right” stakeholders to engage; the second was an
understanding of the level of
capability and willingness of people in different organisations
to manage project
relationships. Finally, serendipitous findings about the
relationship between the profile
of stakeholder community as shown by the Stakeholder Circle
and the informal power
9. structures of the performing organisation have aroused interest
in the project
management community.
The research contributed to the body of knowledge in at least
five areas. The first
three areas are concerned with synthesis of new theory to
address gaps noted in the
literature. The first area was a synthesis of theory into an
interdependent model of
project success. This model incorporates a balance of focus on
delivery of value, the
management of risk and building effective relationships. The
second gap was that
there was no apparent means of identifying the right
stakeholders for the right time of
the project lifecycle and no organisational or project culture to
encourage it. The
refinement of the prototype Stakeholder Circle and its
development for practical use
addressed this gap. The third gap related to the personal
qualities necessary to build
Project
relationship
management
127
and maintain relationships with key stakeholders. This gap was
addressed through an
identification of levels of skills and experience building to
“wisdom” – the project
10. manager’s willingness and capability to use the Stakeholder
Circle to build and
maintain robust project relationships for project success.
The final two areas are concerned with practical benefits. The
project team benefits
from use of the Stakeholder Circle methodology and tool by
sharing knowledge about
each of the stakeholders, and through the act of building team
relationships through
negotiating for agreement on the relative importance of each
stakeholder. These
experiences will contribute to the growth of the project team
members along the path to
“wisdom”. Their organisations benefit from the increased
awareness of the project
team members of the importance of project relationship
management and how to
achieve it. Through the additional knowledge the project team
gains the organisation
will increase its “knowledge capital”. An additional benefit will
arise from a decrease in
failed projects with the consequential decrease in wasted funds
and resources.
The new approaches to project relationship management in the
form of the theory
implicit in the Stakeholder Circle methodology and
visualisation tool should benefit the
profession through improving the chances of project success.
These approaches should
in turn increase the value of projects to organisations, and with
their continuing
success, improve the reputation of the project management
profession.
11. Context of the thesis
This thesis was the final and summative (See
http://en.wikipedia.org/wiki/
Summative_assessment for a description of this type of
assessment) submission of
work for the Doctor of Project Management (DPM) degree at
RMIT University. The
doctoral program is structured to provide an online doctorate for
practicing project
managers that can take part in the program from anywhere in
the world. They enter
the program with a Masters Degree and a minimum of eight
years of experience in PM
environments.
The DPM is approximately 33 per cent coursework comprising
four core courses
undertaken in an online group work mode together with
individual assignment
assessment. Three of these are compulsory and one is a freely
negotiated elective study
course. Compulsory core courses are concerned with: PM
leadership; knowledge
management and innovation; PM procurement and ethics with a
strong focus on how
procurement processes can be designed and undertaken to
maximise sustainable value
generation rather than being focused on cost competition; an
elective choice course is
also part of the core program component. An important adjunct
to this coursework is
the reflective learning courses. Each of the three compulsory
core courses has an
associated reflective learning course. These are undertaken on
an individual basis
(online) where the candidate and supervising tutor agree on how
12. to best extend an
aspect or aspects of interest to the candidate related to the core
course with a series of
readings to either broaden their knowledge of this area or
deepen a part of that area
and to produce a 5,000-6,000 word individual paper. A number
of these papers have
subsequently been amended and published as conference papers
for example (Bourne
and Walker, 2003, 2005b; Bourne, 2004) and refereed journal
papers (Bourne and
Walker, 2004, 2005c, 2005a, 2006). A research methods course
is also part of the
coursework component of the DPM. The remainder of the
program is devoted to
research undertaken, usually by the candidate in their
workplace, or else in another PM
IJMPB
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128
setting if they are unable to source the research on the projects
they are engaged in.
Thus, the nature of research is very much in tune with the idea
of a reflective
practitioner as espoused by Schön (1983). Further, many of the
candidates undertaking
the DPM research degree component follow an action learning
approach in which they
are active participants who help design interventions based
upon their knowledge of
relevant aspects of PM theory (Coghlan, 2001; Coghlan and
13. Brannick, 2005) that they
then fully participate in and make sense out of. This
sensemaking (Weick, 1995) is an
important facet of the research process.
In the case of this research project, the prime aim was to
demonstrate how to improve
project success through developing a stakeholder engagement
process through
development of a stakeholder influence visualisation tool
together with a set of
strategies that could follow identifying key stakeholders and the
nature of their
influence. Naturally, there was a further aim for the researcher
to demonstrate command
of the relevant literature, research methods and to hone their
researcher skills.
Discussion and conclusions
This thesis provides an example of current work undertaken in a
vital area of PM
theory. Stakeholder management has been one of the core soft
skills area that has been
highlighted as being necessary for PM to advance (Crawford,
2005; Morris et al., 2006;
Winter et al., 2006).
The research thesis substantiated that identifying the right
stakeholder at the
right stage of a project lifecycle did have a positive impact upon
the likelihood of
project success. It also indicated the kind of skills that PM
teams need to develop
to better engage with stakeholders. Case study organisations did
see the need to
develop new skills and changed PM processes to improve
14. stakeholder engagement
and took steps to do so. The tool was commercialised and is
now being rolled out
globally.
Some interesting data resulted from of the analysis of the
Stakeholder Circle
developed for each participant project and the comparisons with
other projects.
The stakeholder communities shown by the visualisation tool
were quite different, in
some cases the same individual had different roles and different
levels of importance
for the projects that they had involvement with. Other projects
from the same sectors
showed very different blends of individuals and relative
importance in their
stakeholder communities. Inferences about meaning of each
Stakeholder Circle were
made through reference to interpretations of the data collected
about the project
organisation and the performing organisation during the
research. These inferences
were presented to the organisations themselves for confirmation
of the researcher’s
interpretations. The prospect that the Stakeholder Circle could
be used to provide
information about perceptions of the organisation’s power
structure and the project’s
connections to the organisation is an exciting one and should be
pursued.
Finally, we believe that researchers can benefit from this
research as it presents a
series of cases where this new tool was developed. The thesis
provides a model of how
15. to develop a new PM tool, how to test the effectiveness of these
tools and how to also
link development of these tools with an effective process of
how to use them. Thus, this
thesis managed to make explicit some of the tacit knowledge
generated about how
stakeholders can be better engaged on projects and as a
consequence has expanded
this area of knowledge in a practical way.
Project
relationship
management
129
References
Bourne, L. (2004), Paradox of Project Control, PMOZ –
Maximising project value, Melbourne,
PMI – Melbourne Chapter (CD-ROM paper).
Bourne, L. (2005), “Project relationship management and the
stakeholder circle”, Doctor of Project
Management, Graduate School of Business, RMIT University,
Melbourne.
Bourne, L. and Walker, D.H.T. (2003), “Tapping into the power
lines-a 3rd dimension of project
management beyond leading and managing”, paper presented at
17th World Congress on
Project Management, Moscow, 3-6 June (CD-ROM).
16. Bourne, L. and Walker, D.H.T. (2004), “Advancing project
management in learning
organizations”, The Learning Organization, MCB University
Press, Vol. 11 No. 3,
pp. 226-43.
Bourne, L. and Walker, D.H.T. (2005a), “The paradox of
control”, Team Performance
Management, Vol. 11 Nos 5/6, pp. 157-78.
Bourne, L. and Walker, D.H.T. (2005b), “Stakeholder
chameleon – ignore at your peril!”, paper
presented at PMI Global Congress 2005 – Asia Pacific,
Singapore, 21-23 February, Project
Management Institute, Newtown Square, PA.
Bourne, L. and Walker, D.H.T. (2005c), “Visualising and
mapping stakeholder influence”,
Management Decision, Vol. 43 No. 5, pp. 649-60.
Bourne, L. and Walker, D.H.T. (2006), “Using a visualising tool
to study stakeholder influence –
two Australian examples”, Journal of Project Management, Vol.
37 No. 1, pp. 5-21.
Cleland, D.I. (1999), Project Management Strategic Design and
Implementation, 3rd ed.,
McGraw-Hill, Singapore.
Coghlan, D. (2001), “Insider action research projects:
implications for practicing managers”,
Management Learning, Vol. 32 No. 1, pp. 49-60.
Coghlan, D. and Brannick, T. (2005), Doing Action Research in
Your Own Organization, 2nd ed.,
Sage, London.
17. Crawford, L. (2005), “Senior management perceptions of
project management competence”,
International Journal of Project Management, Vol. 23 No. 1, pp.
7-16.
Morris, P.W.G., Jamieson, A. and Shepherd, M.M. (2006),
“Research updating the APM Body of
Knowledge 4th edition”, International Journal of Project
Management, Vol. 24 No. 6,
pp. 461-73.
Schön, D.A. (1983), The Reflective Practitioner – How
Professionals Think in Action, BasiAshgate
ARENA, Aldershot.
Weick, K.E. (1995), Sensemaking in Organizations, Sage,
Thousand Oaks, CA.
Winter, M., Smith, C., Morris, P.W.G. and Cicmil, S. (2006),
“Directions for future research in
project management: the main findings of a UK government-
funded research network”,
International Journal of Project Management, Vol. 24 No. 8, pp.
638-49.
Corresponding author
Derek H.T. Walker can be contacted at: [email protected]
IJMPB
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To purchase reprints of this article please e-mail:
[email protected]
Or visit our web site for further details:
18. www.emeraldinsight.com/reprints
Reproduced with permission of the copyright owner. Further
reproduction prohibited without permission.
S P R I N G 2 0 1 5
Timothy J. Kloppenborg
Debbie Tesch
How Executive
Sponsors
Influence Project
Success
The role of project sponsors is often overlooked. But for every
stage of a project, there are key executive sponsor behaviors
that can make the difference between success and failure.
Vol. 56, No. 3 Reprint #56307 http://mitsmr.com/1El4ouy
http://mitsmr.com/1El4ouy
SLOANREVIEW.MIT.EDU SPRING 2015 MIT SLOAN
MANAGEMENT REVIEW 27
How Executive Sponsors
Influence Project
Success
The role of project sponsors is often overlooked. But for every
stage of a project, there are key executive sponsor behaviors
19. that
can make the difference between success and failure.
BY TIMOTHY J. KLOPPENBORG AND DEBBIE TESCH
COMPANIES UNDERTAKE PROJECTS to create and improve
their products, systems and
services. To improve the chances that projects will be
successful, it’s common for organizations to
choose senior executives with an interest in the outcome to act
as the project’s sponsors. Executive
sponsors are responsible for lining up the nec-
essary resources at the beginning, managing (or
personally performing) certain activities while
the project is underway, and ultimately deliver-
ing results.1 Since executive sponsors rarely
have enough time to manage projects person-
ally, they must rely heavily on project managers.
So which activities and behaviors can busy
sponsors perform in the course of a project to
increase the chances of a project’s success?
According to recent studies, this is an im-
portant question. The Project Management
20. Institute, a professional association for project
management professionals based in Newtown
Square, Pennsylvania, states that having exec-
utive sponsors who are actively engaged is the
leading factor in project success.2
In researching what makes for successful
project sponsorship, we used a project life-cycle
model with four stages: (1) initiating — from
the preliminary idea through approved charter;
(2) planning — from approved charter through
approved project plan; (3) executing — from
approved project plan through acceptance of
major deliverables; and (4) closing — from ac-
ceptance of major deliverables through final
THE LEADING
QUESTION
What can
executive
sponsors do
to facilitate
project
success?
21. FINDINGS
�For every project
stage, there are suc-
cess factors that
project sponsors
should consider.
�Effective partner-
ships with project
managers require a
great deal of infor-
mal dialogue.
�When a project is
wrapping up, spon-
sors should work to
apply lessons from
the project.
P R O J E C T M A N A G E M E N T : E X E C U T I V E S
P O N S O R S
28 MIT SLOAN MANAGEMENT REVIEW SPRING 2015
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P O N S O R S
completion. Projects come in many shapes and
sizes, and many life-cycle models are used to guide
behavior and understanding. We chose to use the
22. simplest model.
Most successful organizations are familiar with
the initiating stage of a project. Also well accepted is
that there are steps that need to be taken to close
down the project after the major project deliver-
ables are completed. While the first and last stages
of projects are clear, in some settings, the planning
takes place before executing starts; other times,
there is overlap between planning and executing, or
the two are iterative. To ensure that our research
was valid for all types of projects, we specifically
asked participants in our planning study to focus
on planning behaviors and participants in the exe-
cuting study to focus on executing behaviors.
No matter what stage a project is in, there are
established success factors that project sponsors
should consider. In the past, project success has been
defined by the so-called “iron triangle” of cost,
23. schedule and performance. Thanks to several well-
known studies3 that have tended to build on each
other, our understanding of project success has be-
come broader yet more specific. Essentially, there
are three important success factors. The first in-
volves customer impact: specifically, the extent to
which the project creates deliverables that meet the
needs of the project’s customers — whether those
customers are internal or external to the organiza-
tion. Meeting customer needs is almost always the
most important success measure. The second suc-
cess factor involves meeting agreements: Was
the project completed on time, on budget and to
specifications? The third success factor is tied to
the future benefits to the company — be they new
technology, new products and/or commercial success.
We conducted separate studies of each of the
four project stages (initiating, planning, executing
24. and closing), with literature reviews, focus groups,
surveys and factor analysis in order to examine ex-
ecutive sponsor behavior and project success
factors. (See “About the Research.”) In each project
life-cycle stage, we found that two or three behav-
iors had a significant impact on the project success
factors. (See “Key Executive Sponsor Behaviors.”)
The Initiating Stage
During the initiating stage, we identified three im-
portant sponsor activities and behaviors: setting
performance goals, selecting and mentoring the
project manager, and establishing priorities.
Set performance standards. Part of setting per-
formance standards can be accomplished in the
project charter by stating goals about the project’s
strategic value and how it will be measured. How-
ever, beyond what’s stated in writing, the sponsor
and the project manager need to develop a clear
25. understanding of expectations about performance.
Effective sponsor–project manager partnerships
require a great deal of informal dialogue, especially
during the project’s early phases. Later, as project
managers gain experience and prove themselves
worthy of the sponsor’s trust, the conversations can
take place less often and be less detailed.
Select and mentor the project manager. When
a sponsor selects and mentors a project manager,
both the organization and its customers benefit.
Since the sponsor and the project manager share
responsibility for the project, it’s important to
select the project manager wisely and make sure
that the person is up to the task. Once the project
ABOUT THE RESEARCH
We conducted four separate studies: one for each
of the stages of initiating, planning, executing and
closing. In all, more than 1,000 people participated
in our research (about one-third executives, one-
third managers, and one-third consultants,
educators and researchers). The participants
were recruited from professional groups, confer-
26. ences and networks. About half had more than 25
years of experience. Just over half of the projects
were less than one year in duration. About two-
thirds of the participants were from the United
States. No respondent helped in two consecutive
parts of the research (such as focus group and
pilot survey) or in the studies of two consecutive
stages (such as initiating and planning).
For each study, we started with literature
searches, discovering generally more than 100
possible sponsor behaviors. We then conducted
focus groups with senior managers from various
industries to help us document similar behaviors,
express ideas more clearly and eliminate irrele-
vant data. We conducted pilot surveys to
reduce the length of the study and eliminate any
possible confusion. Then we conducted large-
scale surveys. Finally, for each project stage, we
conducted principal components analysis to iden-
tify, reduce and confirm both sponsor-behavior
factors and project-success factors. To estimate
the effects of sponsor-behavior factors on the
project-success factors, a path model was cre-
ated for each project stage. This identified the
core sponsor behaviors that a sponsor should
perform at each project stage and the specific
success factor each helps achieve. Detailed find-
ings from our research were reported in the
February/March 2014 issue of Project Manage-
ment Journal, in an article coauthored with our
late colleague Chris Manolis.i
27. SLOANREVIEW.MIT.EDU SPRING 2015 MIT SLOAN
MANAGEMENT REVIEW 29
manager has been chosen, the sponsor needs to act
as a mentor. Among the sponsor’s key responsibili-
ties are explaining how the project fits into the big
picture, defining the performance standards and
helping the project manager set priorities.
Establish priorities. In setting priorities, the
most compelling questions are (1) what needs to
happen first? and (2) how should conflicts be set-
tled? Sponsors should address these questions both
at the organizational and project level. The sponsor
needs to ensure that benefits to the business are
clearly explained and fully understood by the proj-
ect manager and the executive team. The sponsor
also needs to make sure that the project manager
knows which aspects of the project are most urgent
and which aspects can be postponed.
28. The Planning Stage
For the planning stage, we identified two critical
sponsor behaviors and activities. The first is to en-
sure that all the necessary planning is accomplished
on a timely basis; the second is to develop produc-
tive relationships with stakeholders.
Ensure planning. Executive sponsors need to
ensure all the necessary planning activities are com-
pleted, although most of these will be performed by
a project manager and team. Sponsors need to pro-
vide leadership so that the project manager and team
can set project goals that align with the vision and
the broader organizational goals. Before committing
to a particular approach, it’s important to consider
different options. Sponsors also usually need to en-
sure that project managers develop a schedule, a
budget, a resource plan, a risk management plan, a
communication plan, a change control process, an
escalation process and a periodic review structure.
29. Develop relationships with stakeholders. We
found that when an executive sponsor personally
works to establish good relationships with the proj-
ect’s key stakeholders, the organization often benefits.
Sponsors should ensure that all stakeholders are
identified and should meet frequently with peers in
client organizations to seek understanding. In addi-
tion to seeing that project stakeholder wants and
needs are identified and understood, executive spon-
sors should make sure that stakeholders’ emotional
concerns are given adequate consideration. Success-
ful executive sponsors create an environment that is
conducive to effective communication between proj-
ect teams and stakeholders. In some circumstances, it
may be necessary for sponsors to become personally
involved in that communication. It’s up to sponsors
to maintain effective communication and to ensure
that the project’s customers are involved in its plan-
30. ning and understand the project’s value.
The Executing Stage
During the executing stage, we found that there
were three important sponsor behaviors and activi-
ties. They are: ensuring adequate and effective
communication, maintaining relationships with
stakeholders and ensuring quality.
Ensure adequate and effective communication.
As the project progresses, communication needs to
take place regularly between the project team, the proj-
ect manager and the stakeholders to make sure that the
expectations are being met. The executive sponsor can
facilitate this communication by visibly empowering
the project manager. However, sponsors must also
stand ready to manage the organizational politics with
internal and external stakeholders. Effective sponsors
can remove obstacles, resolve conflicts and encourage
input. In addition, they can personally communicate
31. their concerns to appropriate executives.
Maintain relationships with stakeholders. Exec-
utive sponsors can work with project managers
behind the scenes to make sure that the project man-
ager and project team communicate effectively. Yet
there may be situations when a team member wants
to interact directly with the sponsor. Effective spon-
sors need to be open to direct feedback from team
KEY EXECUTIVE SPONSOR BEHAVIORS
In each stage of a project’s life cycle, there are two or three
critical
sponsor behaviors.
PROJECT STAGE KEY SPONSOR BEHAVIOR
Initiating Stage •Set performance goals
•Select and mentor project manager
•Establish priorities
Planning Stage •Ensure planning
•Develop relationships with stakeholders
Executing Stage •Ensure adequate and effective communication
•Maintain relationships with stakeholders
32. •Ensure quality
Closing Stage •Identify and capture lessons learned
•Ensure capabilities and benefits are realized
30 MIT SLOAN MANAGEMENT REVIEW SPRING 2015
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P O N S O R S
members, both as individuals and groups. Sponsors
ensure continued customer involvement and ensure
that the expectations of key stakeholders are met.
They should also plan to communicate directly with
key stakeholders to explain significant aspects of the
project and why they are relevant.
Ensure quality. We identified several sponsor
activities and behaviors that help ensure quality. To
begin with, executive sponsors can act as role models
to ensure that ethical standards are upheld. They can
also practice appropriate decision-making methods
33. and work to resolve issues fairly. Finally, they can in-
sist on using proven processes for managing change,
monitoring risk, escalating issues and applying
timely corrective actions. Sponsors should also work
to ensure that the project’s customers are satisfied
with the project deliverables.
The Closing Stage
In the closing stage, we found two activities spon-
sors should stress. The first involves knowledge
management. The second involves verifying that
the organizational capabilities have been improved
and promised project benefits achieved.
Identify and capture lessons learned. During
the closing stage, sponsors need to make sure that
meaningful lessons learned from the project are
identified and captured. Such lessons need to be cat-
egorized, stored and distributed in such a manner
that future project teams will be able to understand
34. and capitalize on them. Sponsors should insist that
any new projects begin with a review of the knowl-
edge repository to determine which lessons from
prior experiences to apply.
Ensure that capabilities and benefits are real-
ized. Part of wrapping up a project is asking how the
organization might increase its capabilities based
upon what employees learned from the project.
These capabilities could include employees becom-
ing more committed and more capable, and
processes that are more effective and more efficient.
Assessing capability increases can begin as soon as
the project ends. A second aspect of a project closing
is verifying that the deliverables that were specified at
the beginning were actually provided, work correctly
and satisfy customers’ needs. It usually makes sense
to wait a few months to see how the project deliver-
ables are actually working. Although there’s a
35. temptation to close the book and move ahead, spon-
sors need to push for this follow-up. Otherwise, it is
unlikely to happen, and the company will miss an
important opportunity to receive valuable input
from the project customers regarding how they use
the deliverables, how well their needs have been met
and ultimately how satisfied they are. This input can
help companies serve their stakeholders better on
future projects. After all, the needs of the project’s
customers are the primary reason for undertaking a
project and the most important measure of success.
Timothy J. Kloppenborg is an emeritus professor of
management and entrepreneurship at Xavier Universi-
ty’s Williams College of Business in Cincinnati, Ohio.
Debbie Tesch is an associate professor of management
information systems at Xavier University. Comment on
this article at http://sloanreview.mit.edu/x/56307, or
contact the authors at [email protected]
REFERENCES
1. See Project Management Institute, “A Guide to the Proj-
ect Management Body of Knowledge” (PMBOK Guide),
fifth ed. (Newtown Square, Pennsylvania: Project Manage-
ment Institute, 2013): 32; and United Kingdom Office of
Government Commerce, “An Introduction to PRINCE2™:
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