Prepare an essay that describes techniques for how a large group (i.e. group size 10, 100, or more) can work together effectively along with examples of software teams that utilize that technique.
A non-programming example of large-scale collaboration is the distribution of covid-19 vaccinations across the country to millions of patients. Healthcare workers had to distribute vaccination shots will keeping in mind the social distancing protocol and vaccination expiration dates alongside booster shot timeframes. To reach certain high-risk populations the government set up programs and vaccination sites based on zip-codes – staffed by military and healthcare workers (folks with training instead of volunteers off the street) with an appointment scheduling center and barcodes. They had paper and digital vaccination cards to ensure accurate record-keeping. For your report, please focus on software
production-related concerns.
For example, certain project management techniques may be helpful, or certain leadership structure structures. It might even be the formation of a common agreement, such as a specification file or standards. Please include varying examples in multiple dimensions; such as techniques that could work amongst a team, techniques that work across different teams, techniques that work across different time-zones, or across different organizations. You may reference your experience of group work in this class or any group work in other Brooklyn College classes, however, please try to keep it to examples of producing technical work.
In the spirit of proper essay writing at an academic institution, please ensure that your main argument is clearly identifiable in the first paragraph of the document. Your successive paragraphs should be evidence provided to support your main argument.
Please prepare at least 2 page single-spaced (I” margins, 12pt Times New Roman font) of your points. Be sure to include references with your report since you should demonstrate having done some research for evidence to back up your arguments)
Week 1: Collaboration Café (graded): Introducing Self and Project 7878 unread replies.7878 replies. You will notice this collaboration café prompt is a bit different than what you have had in previous courses; however, you will follow the same guidelines used before with a couple of recommendations. The content for this assignment provides the foundation for the work you will be doing throughout the course and your final assignment – the Business Plan. It is important for your success that you have a workable and accurate PICOT question. Your instructor will be responding individually related to the formation of your PICOT. It is highly recommended that you respond to the instructor’s post to ensure you are on the right track. If you have further questions about your PICOT reach out to your instructor for additional help. During this course you will be relating many of your discussions and assignments to your project proposal you anticipate completing for your practicum. Please introduce yourself to the class and instructor and include the following information. Description of the type of facility by which you are employed. Your current position and for how long Your prior experience in financial management Share the PICO(T) you anticipate using for the final practicum project. * (For review of creating a PICOT see the example below or watch the media presentation located in resources and announcements) What led you to choose this issue/topic? With whom have you collaborated, or will you consult about the issue at your facility? What type of expenses/costs would you need to consider in helping you develop a preliminary budget for your project? PICOT Writing Review Situation: Sunnybrook Health System has started the process for acquiring Magnet status. They have scheduled multiple planning and process meetings over the next year that require attendance of all staff. Staff must attend at least 70% of the meetings live. After three meetings, live attendance of night shift staff has been about 5%. There is concern that with the small amount of interest shown from this group, the benchmark of 70% for live attendance may be jeopardized. Currently, the meeting schedule is communicated to all staff via email and posted announcements. Suzie thinks an incentive of a free meal for live attendance might improve attendance of the night shift crew. How could a PICOT be developed with this information? P = Population – Describes the group upon which the intervention will have an effect. Ex: night shift staff I = Intervention – What we want to do that is different from what we currently do; the thing that is going to impact the population identified Ex. coupons for a free meal in the cafeteria C = Comparison – Here the comparison is a before and after the intervention (incentive in this case) Ex: communication of scheduled meetings via email and posted announcements O = Outcome – What we want to see happen as a result of the intervention. The outcome should meet three criteria: direction (increase, decrease, etc), a baseline, and a goal. Ex: increased mandatory meeting live attendance from 5% to 50% T = Timing or Timeframe – When we expect to see the outcomes. Ex: over the next 4 meetings Now you can create the PICOT: Among night shift staff(P), will offering a coupon for a free meal in the cafeteria(I), as opposed to only email invitations and posted announcements(C), increase mandatory meeting live attendance from 5% to 50% (O) over the next 4 meetings(T)?
Assessment Details Qualification Code/Title BSB50820 Diploma of Project Management Assessment Type Assessment -01 (Written Questions) Time allowed Due Date Location AHIC Term / Year Unit of Competency National Code/Title BSBPMG40 Manage Project Integration Student Details Student Name Student ID Student Declaration: I declare that the work submitted is my own, and has not been copied or plagiarised from any person or source. Signature: ________________ Date: //___ Assessor Details Assessor’s Name RESULTS (Please Circle) SATISFACTORY NOT SATISFACTORY Feedback to student: Student Declaration: I declare that I have been assessed in this unit, and I have been advised of my result. I am also aware of my appeal rights. Assessor Declaration: I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback. Signature Signature Date Date Instructions to the Candidates ? This assessment is to be completed according to the instructions given below in this document. ? Should you not answer the tasks correctly, you will be given feedback on the results and gaps in knowledge. You will be entitled to one (1) resubmit in showing your competence with this unit. ? If you are not sure about any aspect of this assessment, please ask for clarification from your assessor. ? Please refer to the College re-submission and re-sit policy for more information. ? If you have questions and other concerns that may affect your performance in the Assessment, please inform the assessor immediately. ? Please read the Tasks carefully then complete all Tasks. ? To be deemed competent for this unit you must achieve a satisfactory result with tasks of this Assessment along with a satisfactory result for another Assessment. ? This is an Open book assessment which you will do in your own time but complete in the time designated by your assessor. Remember, that it must be your own work and if you use other sources then you must reference these appropriately. ? Resources required completing the assessment tasks are Learner guide, PowerPoint presentation, Unit Assessment Pack (UAP), Access to other learning materials such as textbooks, Access to a computer, the Internet and word-processing system such as MS Word. ? Submitted document must follow the given criteria. Font must be Times New Roman, Font size need to be 12 and line spacing has to be Single line. ? Once you have completed the assessment, please upload the softcopy of the Assessment into AHIC Moodle. ? Plagiarism is copying someone else’s work and submitting it as your own. Any Plagiarism will result in a mark of Zero. Reasonable adjustments • Students with carer responsibilities, cultural or religious obligations, English as an additional language, disability etc. can request for reasonable adjustments. • Please note, academic standards of the unit/course will not be lowered to accommodate the needs of any student, but there is a requirement to be flexible about the way in which it is delivered or assessed. • The Disability Standards for Education requires institutions to take reasonable steps to enable the student with a disability to participate in education on the same basis as a student without a disability. • Trainer/Assessor must complete the section below “Reasonable Adjustment Strategies Matrix” to ensure the explanation and correct strategy have been recorded and implemented if applicable. • Trainer/Assessor must notify the administration/compliance and quality assurance department for any reasonable adjustments made. • All evidence and supplementary documentation must be submitted with the assessment pack to the administration/compliance and quality assurance department. Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete) Category Possible Issue Reasonable Adjustment Strategy (select as applicable) • LLN • Speaking • Reading • Writing • Confidence • Verbal assessment • Presentations • Demonstration of a skill • Use of diagrams • Use of supporting documents such as wordlists • Non-English-Speaking Background • Speaking • Reading • Writing •Cultural background • Confidence • Discuss with the student and supervisor (if applicable) whether language, literacy and numeracy are likely to impact on the assessment process • Use methods that do not require a higher level of language or literacy than is required to perform the job role • Use short sentences that do not contain large amounts of information • Clarify information by rephrasing, confirm understanding • Read any printed information to the student • Use graphics, pictures and colour coding instead of, or to support, text • Offer to write down, or have someone else write, oral responses given by the student • Ensure that the time available to complete the assessment, while meeting enterprise requirements, takes account of the student’s needs • Indigenous • Knowledge and understanding • Flexibility • Services • Inappropriate training and assessment • Culturally appropriate training • Explore understanding of concepts and practical application through oral assessment • Flexible delivery • Using group rather than individual assessments • Assessment through completion of practical tasks in the field after demonstration of skills and knowledge. • Age • Educational background • Limited study skills • Make sure font size is not too small • Trainer/Assessor should refer to the student’s experience • Ensure that the time available to complete the assessment takes account of the student’s needs • Provision of information or course materials in accessible format. • Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures • Supply of specialised equipment or services, e.g. a note-taker for a student who cannot write • Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue • Changes to course design, e.g. substituting an assessment task • Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift • Educational background • Reading • Writing • Numeracy • Limited study skills and/or learning strategies • Discuss with the Student previous learning experience • Ensure learning and assessment methods meet the student’s individual need • Disability • Speaking • Reading • Writing • Numeracy • Limited study skills and/or learning strategies • Identify the issues • Create a climate of support • Ensure access to support that the student has agreed to • Appropriately structure the assessment • Provide information or course materials in accessible format, e.g. a textbook in braille • Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures • Supply of specialised equipment or services, e.g. a note- taker for a student who cannot write • Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue • Changes to course design, e.g. substituting an assessment task • Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift Explanation of reasonable adjustments strategy used (If required) What if you disagree on the assessment outcome? You can appeal against a decision made in regards to your assessment. An appeal should only be made if you have been assessed as ‘Not Yet Competent’ against a specific unit and you feel you have sufficient grounds to believe that you are entitled to be assessed as competent. You must be able to adequately demonstrate that you have the skills and experience to be able to meet the requirements of units you are appealing the assessment of. Your trainer will outline the appeals process, which is available to the student. You can request a form to make an appeal and submit it to your trainer, the course coordinator, or the administration officer. The AHIC will examine the appeal and you will be advised of the outcome within 14 days. Any additional information you wish to provide may be attached to the appeal form. Academic Integrity: Academic Integrity is about the honest presentation of your academic work. It means acknowledging the work of others while developing your own insights, knowledge and ideas. As a student, you are required to: • Undertake studies and research responsibly and with honesty and integrity • Ensure that academic work is in no way falsified • Seek permission to use the work of others, where required • Acknowledge the work of others appropriately • Take reasonable steps to ensure other students cannot copy or misuse your work. Plagiarism: Plagiarism means to take and use another person’s ideas and or manner of expressing them and to pass them off as your own by failing to give appropriate acknowledgement. This includes material sourced from the Internet, RTO staff, other students, and from published and unpublished work. Plagiarism occurs when you fail to acknowledge that the ideas or work of others are being used, which includes: • Paraphrasing and presenting work or ideas without a reference • Copying work either in whole or in part • Presenting designs, codes or images as your own work • Using phrases and passages verbatim without quotation marks or referencing the author or web page • Reproducing lecture notes without proper acknowledgement. Collusion: Collusion means unauthorised collaboration on assessable work (written, oral or practical) with other people. This occurs when a student presents group work as their own or as the work of someone else. Collusion may be with another RTO student or with individuals or student’s external to the RTO. This applies to work assessed by any educational and training body in Australia or overseas. Collusion occurs when you work without the authorisation of the teaching staff to: • Work with one or more people to prepare and produce work • Allow others to copy your work or share your answer to an assessment task • Allow someone else to write or edit your work (without rto approval) • Write or edit work for another student • Offer to complete work or seek payment for completing academic work for other students. Both collusion and plagiarism can occur in group work. For examples of plagiarism, collusion and academic misconduct in group work please refer to the RTO’s policy on Academic integrity, plagiarism and collusion. Plagiarism and collusion constitute cheating. Disciplinary action will be taken against students who engage in plagiarism and collusion as outlined in RTO’s policy. Proven involvement in plagiarism or collusion may be recorded on students’ academic file and could lead to disciplinary action. Assessment Formatting and Answer length Guidance: Your submitted document must follow the given criteria: • Font must be Times New Roman, Font size need to be 12 and line spacing has to be Single line. • Your assessment needs to be submitted as an electronic copy unless requested differently by your assessor. • The Assessment file name for electronic copy should follow : Student Id_Assessment_No ( Example AHI000014_Assessment 1 Referencing Include a reference list at the end of your work on a separate page or as footnotes. You should reference the sources you have used in your assessments in the Harvard Style. To access a web-based tool, see Harvard Style online generator http://www.harvardgenerator.com Assessment Task 1: Instructions Task summary • This is an open book test. • Students need to answer all of the written questions correctly. • Answers must be word processed Required • Access to textbooks/other learning materials • Computer and Microsoft Office • Access to the internet Timing Your assessor will advise you of the due date of this assessment. Submit • Answers to all questions Assessment criteria All questions must be answered correctly in order for you to be assessed as having completed the task satisfactorily. Re-submission opportunities You will be provided feedback on their performance by the Assessor. The feedback will indicate if you have satisfactorily addressed the requirements of each part of this task. If any parts of the task are not satisfactorily completed, the assessor will explain why, and provide you written feedback along with guidance on what you must undertake to demonstrate satisfactory performance. Re-assessment attempt(s) will be arranged at a later time and date. You have the right to appeal the outcome of assessment decisions if you feel that you have been dealt with unfairly or have other appropriate grounds for an appeal. You are encouraged to consult with the assessor prior to attempting this task if you do not understand any part of this task or if you have any learning issues or needs that may hinder you when attempting any part of the assessment. Written answer question guidance The following written questions use a range of “instructional words” such as “identify” or “explain”, which tell you how you should answer the question. Use the definitions below to assist you to provide the type of response expected. Note that the following guidance is the minimum level of response required. Analyse – when a question asks you to analyse something, you should do so in in detail, and identify important points and key features. Generally, you are expected to write a response one or two paragraphs long. Compare – when a question asks you to compare something, you will need to show how two or more things are similar, ensuring that you also indicate the relevance of the consequences. Generally, you are expected to write a response one or two paragraphs long. Contrast – when a question asks you to contrast something, you will need to show how two or more things are different, ensuring you indicate the relevance or the consequences. Generally, you are expected to write a response one or two paragraphs long. Discuss – when a question asks you to discuss something, you are required to point out important issues or features and express some form of critical judgement. Generally, you are expected to write a response one or two paragraphs long. Describe – when a question asks you to describe something, you should state the most noticeable qualities or features. Generally, you are expected to write a response two or three sentences long. Evaluate – when a question asks you to evaluate something, you should do so putting forward arguments for and against something. Generally, you are expected to write a response one or two paragraphs long. Examine – when a question asks you to examine something, this is similar to “analyse”, where you should provide a detailed response with key points and features and provide critical analysis. Generally, you are expected to write a response one or two paragraphs long. Explain – when a question asks you to explain something, you should make clear how or why something happened or the way it is. Generally, you are expected to write a response two or three sentences long. Identify – when a question asks you to identify something, this means that you are asked to briefly describe the required information. Generally, you are expected to write a response two or three sentences long. List – when a question asks you to list something, this means that you are asked to briefly state information in a list format. Outline – when a question asks you to outline something, this means giving only the main points, Generally, you are expected to write a response a few sentences long. Summarise – when a question asks you to summarise something, this means (like “outline”) only giving the main points. Generally, you are expected to write a response a few sentences long.
Assessment Task 1: Written Questions Provide answers to all of the questions below:
Explain project governance and structure. What are the tools used to monitor and control planned activity in a project.
Summarise two project governance models and explain one advantage and disadvantage of each.
Describe the purpose of a Work breakdown structure and the key steps involved in creating a Work breakdown structure.
Describe the concept of decomposition in project management and its role in breaking project objectives into achievable project deliverables.
Explain the role of the project management life cycle in project management and describe each key phase.
Assume that you have been appointed as Project Manager of a firm of lawyers based in Sydney who wishes to establish an additional office in Melbourne. A timeline of 3 months is given plus maximum budget of $20,000 rent per month for the new office. Explain each part of the project life cycle relevant to this project and provide an outline of an appropriate project governance structure.
Identify and describe two organisational documents that can be used to record strategies and goals for project integration.
Describe how a project scope management plan assists with recording strategies and goals for project integration processes.
What project documentation is required in the initiation stages of a project? Provide an example of one of the documents.
What is an impact analysis? Identify all the expected impacts that the proposed change will have on all the areas of the project.
What are the contents of a project management plan. Provide examples. Assessment Task 1 Checklist Student’s name: Did the student provide a sufficient and clear answer that addresses the suggested answer for the following? Completed successfully Comments Yes No Question 1 Question 2 Question 3 Question 4 Question 5 Question 6 Question 7 Question 8 Question 9 Question 10 Question 11 Task Outcome: Satisfactory • Not Satisfactory • Assessor signature Assessor name Date The End Assessment Details Qualification Code/Title BSB50820 Diploma of Project Management Assessment Type Assessment -02 (Project Establishment) Time allowed Due Date Location AHIC Term / Year Unit of Competency National Code/Title BSBPMG540 Manage Project Integration Student Details Student Name Student ID Student Declaration: I declare that the work submitted is my own, and has not been copied or plagiarised from any person or source. Signature: ________________ Date: //___ Assessor Details Assessor’s Name RESULTS (Please Circle) SATISFACTORY NOT SATISFACTORY Feedback to student: Student Declaration: I declare that I have been assessed in this unit, and I have been advised of my result. I am also aware of my appeal rights. Assessor Declaration: I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback. Signature Signature Date Date Instructions to the Candidates ? This assessment is to be completed according to the instructions given below in this document. ? Should you not answer the tasks correctly, you will be given feedback on the results and gaps in knowledge. You will be entitled to one (1) resubmit in showing your competence with this unit. ? If you are not sure about any aspect of this assessment, please ask for clarification from your assessor. ? Please refer to the College re-submission and re-sit policy for more information. ? If you have questions and other concerns that may affect your performance in the Assessment, please inform the assessor immediately. ? Please read the Tasks carefully then complete all Tasks. ? To be deemed competent for this unit you must achieve a satisfactory result with tasks of this Assessment along with a satisfactory result for another Assessment. ? This is an Open book assessment which you will do in your own time but complete in the time designated by your assessor. Remember, that it must be your own work and if you use other sources then you must reference these appropriately. ? Resources required completing the assessment tasks are Learner guide, PowerPoint presentation, Unit Assessment Pack (UAP), Access to other learning materials such as textbooks, Access to a computer, the Internet and word-processing system such as MS Word. ? Submitted document must follow the given criteria. Font must be Times New Roman, Font size need to be 12 and line spacing has to be Single line. ? Once you have completed the assessment, please upload the softcopy of the Assessment into AHIC Moodle. ? Plagiarism is copying someone else’s work and submitting it as your own. Any Plagiarism will result in a mark of Zero. Reasonable adjustments • Students with carer responsibilities, cultural or religious obligations, English as an additional language, disability etc. can request for reasonable adjustments. • Please note, academic standards of the unit/course will not be lowered to accommodate the needs of any student, but there is a requirement to be flexible about the way in which it is delivered or assessed. • The Disability Standards for Education requires institutions to take reasonable steps to enable the student with a disability to participate in education on the same basis as a student without a disability. • Trainer/Assessor must complete the section below “Reasonable Adjustment Strategies Matrix” to ensure the explanation and correct strategy have been recorded and implemented if applicable. • Trainer/Assessor must notify the administration/compliance and quality assurance department for any reasonable adjustments made. • All evidence and supplementary documentation must be submitted with the assessment pack to the administration/compliance and quality assurance department. Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete) Category Possible Issue Reasonable Adjustment Strategy (select as applicable) • LLN • Speaking • Reading • Writing • Confidence • Verbal assessment • Presentations • Demonstration of a skill • Use of diagrams • Use of supporting documents such as wordlists • Non-English-Speaking Background • Speaking • Reading • Writing •Cultural background • Confidence • Discuss with the student and supervisor (if applicable) whether language, literacy and numeracy are likely to impact on the assessment process • Use methods that do not require a higher level of language or literacy than is required to perform the job role • Use short sentences that do not contain large amounts of information • Clarify information by rephrasing, confirm understanding • Read any printed information to the student • Use graphics, pictures and colour coding instead of, or to support, text • Offer to write down, or have someone else write, oral responses given by the student • Ensure that the time available to complete the assessment, while meeting enterprise requirements, takes account of the student’s needs • Indigenous • Knowledge and understanding • Flexibility • Services • Inappropriate training and assessment • Culturally appropriate training • Explore understanding of concepts and practical application through oral assessment • Flexible delivery • Using group rather than individual assessments • Assessment through completion of practical tasks in the field after demonstration of skills and knowledge. • Age • Educational background • Limited study skills • Make sure font size is not too small • Trainer/Assessor should refer to the student’s experience • Ensure that the time available to complete the assessment takes account of the student’s needs • Provision of information or course materials in accessible format. • Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures • Supply of specialised equipment or services, e.g. a note-taker for a student who cannot write • Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue • Changes to course design, e.g. substituting an assessment task • Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift • Educational background • Reading • Writing • Numeracy • Limited study skills and/or learning strategies • Discuss with the Student previous learning experience • Ensure learning and assessment methods meet the student’s individual need • Disability • Speaking • Reading • Writing • Numeracy • Limited study skills and/or learning strategies • Identify the issues • Create a climate of support • Ensure access to support that the student has agreed to • Appropriately structure the assessment • Provide information or course materials in accessible format, e.g. a textbook in braille • Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures • Supply of specialised equipment or services, e.g. a note- taker for a student who cannot write • Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue • Changes to course design, e.g. substituting an assessment task • Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift Explanation of reasonable adjustments strategy used (If required) What if you disagree on the assessment outcome? You can appeal against a decision made in regards to your assessment. An appeal should only be made if you have been assessed as ‘Not Yet Competent’ against a specific unit and you feel you have sufficient grounds to believe that you are entitled to be assessed as competent. You must be able to adequately demonstrate that you have the skills and experience to be able to meet the requirements of units you are appealing the assessment of. Your trainer will outline the appeals process, which is available to the student. You can request a form to make an appeal and submit it to your trainer, the course coordinator, or the administration officer. The AHIC will examine the appeal and you will be advised of the outcome within 14 days. Any additional information you wish to provide may be attached to the appeal form. Academic Integrity: Academic Integrity is about the honest presentation of your academic work. It means acknowledging the work of others while developing your own insights, knowledge and ideas. As a student, you are required to: • Undertake studies and research responsibly and with honesty and integrity • Ensure that academic work is in no way falsified • Seek permission to use the work of others, where required • Acknowledge the work of others appropriately • Take reasonable steps to ensure other students cannot copy or misuse your work. Plagiarism: Plagiarism means to take and use another person’s ideas and or manner of expressing them and to pass them off as your own by failing to give appropriate acknowledgement. This includes material sourced from the Internet, RTO staff, other students, and from published and unpublished work. Plagiarism occurs when you fail to acknowledge that the ideas or work of others are being used, which includes: • Paraphrasing and presenting work or ideas without a reference • Copying work either in whole or in part • Presenting designs, codes or images as your own work • Using phrases and passages verbatim without quotation marks or referencing the author or web page • Reproducing lecture notes without proper acknowledgement. Collusion: Collusion means unauthorised collaboration on assessable work (written, oral or practical) with other people. This occurs when a student presents group work as their own or as the work of someone else. Collusion may be with another RTO student or with individuals or student’s external to the RTO. This applies to work assessed by any educational and training body in Australia or overseas. Collusion occurs when you work without the authorisation of the teaching staff to: • Work with one or more people to prepare and produce work • Allow others to copy your work or share your answer to an assessment task • Allow someone else to write or edit your work (without rto approval) • Write or edit work for another student • Offer to complete work or seek payment for completing academic work for other students. Both collusion and plagiarism can occur in group work. For examples of plagiarism, collusion and academic misconduct in group work please refer to the RTO’s policy on Academic integrity, plagiarism and collusion. Plagiarism and collusion constitute cheating. Disciplinary action will be taken against students who engage in plagiarism and collusion as outlined in RTO’s policy. Proven involvement in plagiarism or collusion may be recorded on students’ academic file and could lead to disciplinary action. Assessment Formatting and Answer length Guidance: Your submitted document must follow the given criteria: • Font must be Times New Roman, Font size need to be 12 and line spacing has to be Single line. • Your assessment needs to be submitted as an electronic copy unless requested differently by your assessor. • The Assessment file name for electronic copy should follow : Student Id_Assessment_No ( Example AHI000014_Assessment 1 Referencing Include a reference list at the end of your work on a separate page or as footnotes. You should reference the sources you have used in your assessments in the Harvard Style. To access a web-based tool, see Harvard Style online generator http://www.harvardgenerator.com Assessment Task 2: Project Establishment Task summary In the role of Marketing Coordinator of a fictitious company and appointed as Project Manager for a marketing communications project, you are required to establish the project and then plan and design the project. This assessment is to be completed in the simulated work environment in the RTO. Required • Computer and Microsoft Office • Access to the Internet for research • Project Management Policy and Procedures • Project Charter Template • Project Management Plan Template • Space for a meeting • Roleplay participants Timing The assessor will advise you of the due date of this submission. Submit • Email with Draft Project Charter attached • Email with Updated Project Charter attached • Email with Work Breakdown Structure and Draft Project Management Plan attached • Two Emails with Updated Project Management Plan attached Assessment criteria For students’ performance to be deemed satisfactory in this assessment task, they must satisfactorily address all of the assessment criteria. If part of this task is not satisfactorily completed, they will be asked to complete further assessment to demonstrate competence. Re-submission opportunities Students will be provided feedback on their performance by their Assessor. The feedback will indicate if you have satisfactorily addressed the requirements of each part of this task. If any parts of the task are not satisfactorily completed your assessor will explain why and provide you written feedback along with guidance on what you must undertake to demonstrate satisfactory performance. Re-assessment attempt(s) will be arranged at a later time and date. Students have the right to appeal the outcome of assessment decisions if they feel they have been dealt with unfairly or have other appropriate grounds for an appeal. Students are encouraged to consult with their assessor prior to attempting this task if they do not understand any part of this task or if they have any learning issues or needs that may hinder them when attempting any part of the assessment.
Assessment Task 2 Instructions Carefully read the following: Native Bush Spices Australia is based in Coffs Harbour, NSW. The business was established in 2010 to cater for a demand for Australian native food products. The company has organic certification. The company manufactures and retails a range of organic, Australian native foods including: • Native herbs and spices • Native herbal teas • Native fruit jams and conserves. The company’s mission statement is to make Native Bush Spices a preferred shopping destination by delivering high quality, organic, earth friendly foods to all customers and its vision statement is to inspire the way the world eats. The company’s overall business objectives as stated in the recent Strategic Plan that has been developed is to increase sales by 10% each year for the upcoming three years and to create brand awareness, develop a broader product range, as well as expand into overseas markets, which are most likely to be Hong Kong, Japan and Singapore due to an identified demand for Australian organic native foods in these countries. The organisation’s marketing strategy as identified in the Strategic Plan focuses on using a range of marketing communications, with the key focus on the web site as a marketing tool. Currently the business is selling its products through a number of small supermarkets and health stores throughout Australia. The company also has a basic website that includes four pages: home, about us, products and contact details. Most sales occur through existing customers, referrals and passing traffic. The aim is for the new website to be modern and responsive to reflect the company’s objectives. The aim is that the web site is developed and live within 2 months of project commencement with a budget of $15,000, As the web site development is considered to be complex, it is proposed that an outside contractor be used. The company’s target customers are those that enjoy gourmet foods. The age range of Australian consumers buying products is generally between 35 and 65. Most consumers are health conscious, care about protecting the environment and have an average annual income of $80,000. The company currently employs the following staff in its head office: CEO, Operations Manager, Marketing Coordinator, Customer Service Officer and two administration staff. Ten staff are employed in the factory making and distributing the products. The company also has a Board, which comprises of two Directors and the CEO. As the Marketing Coordinator, you have been asked by the Operations Manager to coordinate a project to improve marketing communications in a bid to increase the company’s sales and profile. As indicated, the cornerstone of the marketing communication project is the development of a web site. The company has established procedures for project management as documented in the project management policy and procedure. You have been allocated the Customer Service Officer as a project team member. Complete the following activities:
Establish project The first part of this assessment task requires you to review the case study information provided to you above, as well as the organisation’s Project Management Policy and Procedures. You will need to populate the project charter document according to the case study information and project management policy and procedure and then meet with the CEO to negotiate and discuss the project charter prior to approval and commencement of the project. Developing the Project Charter requires you to consider the features of a modern, responsive web site and provide a clear rationale for these features, including benefits. You will need to negotiate these at the meeting with the CEO. Use the Project Charter Template to guide your work. Save this document as Draft Project Charter.
Send an email to the CEO (your assessor). The text of the email should be in grammatically correct English, written in an appropriate (polite, business-like) style. It should introduce and summarise the contents of the attachment. Attach your Draft Project Charter to the email.
Participate in a meeting with the CEO. The next part of the assessment requires you to participate in a meeting with the CEO (your assessor) to discuss and negotiate the project charter. Explain all of the information in the Project Charter, providing a clear rationale for each aspect of the Charter so as to gain support for the proposed project scope. During the meeting your assessor in the role of the CEO will propose a different viewpoint to that outlined in your Project Charter and you will be required to demonstrate your negotiation skills so as to achieve a win-win outcome. During the meeting, you will need to demonstrate effective communication skills including: • Speaking clearly and concisely • Using non-verbal communication to assist with understanding • Asking questions to identify required information • Responding to questions as required
Update your Project Charter Following the meeting revise your Project Charter to reflect the meeting outcomes. Save this document as Updated Project Charter.
Send an email to the CEO (your assessor). The text of the email should be in grammatically correct English, written in an appropriate (polite, business-like) style. It should introduce and summarise the contents of the attachment. Attach your Updated Project Charter to the email.
Write a Work Breakdown Structure (WBS) Develop a WBS that includes that will enable effective planning and control of the project. The WBS may be in the form of a diagram or a list of activities, but it must contain sufficient detail to enable a Project Schedule to be developed from it.
Develop a draft Project Management Plan (PMP). Using your Project Charter and research, develop a draft Project Management Plan using the Project Management Plan (PMP)) Template provided. Your PMP must include, as a minimum, the following: • Project scope • Milestones and mechanisms to measure, record and report progress of activities • Roles and responsibilities • Project stakeholders • Project communication • Cost management • Risk management • Issue management • Management plan approval process. It should also include an analysis of each of the project management functions (cost, time quality, human resources, communication and information and risk) to identify the links between each function, as well as the constraints associated with each function. Use the Project Management Plan Template to guide your work. Your draft project management plan should be between 2 and 3 pages. Name this document Draft Project Management Plan. Print out a copy of this document to take to the project team meeting with you.
Send an email to the CEO (your assessor). The text of the email should be in grammatically correct English, written in an appropriate (polite, business-like) style. It should introduce and summarise the contents of the attachments, and ask for the place, date and time of your meeting with the project team. Attach your Work Breakdown Structure and Draft Project Management Plan to the email.
Meet with the project team The next part of the assessment requires you to participate in a meeting with the project team to discuss and negotiate the Project Management Plan. Begin by explaining all of the information in your Project Management Plan, providing a clear rationale for each aspect of the Plan so as to gain support for the Plan. During the meeting a member of your team will seek to make changes to the Project Management Plan, which you may not agree with. You will therefore be required to demonstrate your negotiation skills so as to achieve an agreeable outcome to all. During the meeting, you will need to demonstrate effective communication skills including: • Asking questions to identify required information • Using non-verbal communication to assist with understanding • Responding to questions as required • Using active listening techniques to confirm information Take notes at the meeting, as you will be required to adjust your documents to include the input from team members.
Update your project management plan Following the meeting, incorporate the feedback you received during the meeting into your plan. Save this document as Updated Project Management Plan.
Send an email to the CEO (your assessor). The text of the email should be in grammatically correct English, written in an appropriate (polite, business-like) style. It should introduce and summarise the contents of the attachment and ask for their approval. Attach your Updated Project Management Plan to the email.
Send an email to the Project Team (your assessor). The text of the email should be in grammatically correct English, written in an appropriate (polite, business-like) style. It should introduce and summarise the contents of the attachment. The email text should state that the PMP has been confirmed by the CEO and ensure that the team is clear about overall project requirements and the project roles and responsibilities. Attach your Final Project Management Plan to the email.
Assessment Task 2 Checklist Student’s name: Did the student: Completed Successfully Comments Yes No Identify and clarify project initiation documentation by reviewing the case study information, project management policy and procedure and project charter and developing a draft Project Charter? Negotiate project objectives, outcomes and benefits and an outline of the project governance structure through: • Use of clear, reasoned arguments • Use of active listening skills • Proposing win-win outcomes Prepare and submit a final Project Charter for approval using the Project Charter template and that includes: • relationship between the project and broader organisational strategies and goals • project objectives, outcomes and benefits • an outline of the project governance structure with relevant authorities and stakeholders Develop a Work breakdown structure that disaggregates project objectives into achievable project deliverables Develop a project management plan that: • Includes details pertaining to all key project management functions including scope, cost, time, quality, risk, human resources and information and communication. • Outline key project stages and activities to meet objectives • Includes mechanisms to monitor and control planned activity Negotiate approval of project management plan through: • Use of clear, reasoned arguments • Use of active listening skills • Proposing win-win outcomes At the meeting, demonstrate effective communication skills including: • Speaking clearly and concisely • Using non-verbal communication to assist with understanding • Asking questions to identify required information • Responding to questions as required • Using active listening techniques to confirm understanding? Submit final project management plan that incorporates stakeholder feedback control planned activity? Task Outcome: Satisfactory • Not Satisfactory • Assessor signature Assessor name Date The End Assessment Details Qualification Code/Title BSB50820 Diploma of Project Management Assessment Type Assessment -03 (Project Execution, control and finalisation) Time allowed Due Date Location AHIC Term / Year Unit of Competency National Code/Title BSBPMG540 Manage Project Integration Student Details Student Name Student ID Student Declaration: I declare that the work submitted is my own, and has not been copied or plagiarised from any person or source. Signature: ________________ Date: //___ Assessor Details Assessor’s Name RESULTS (Please Circle) SATISFACTORY NOT SATISFACTORY Feedback to student: Student Declaration: I declare that I have been assessed in this unit, and I have been advised of my result. I am also aware of my appeal rights. Assessor Declaration: I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback. Signature Signature Date Date Instructions to the Candidates ? This assessment is to be completed according to the instructions given below in this document. ? Should you not answer the tasks correctly, you will be given feedback on the results and gaps in knowledge. You will be entitled to one (1) resubmit in showing your competence with this unit. ? If you are not sure about any aspect of this assessment, please ask for clarification from your assessor. ? Please refer to the College re-submission and re-sit policy for more information. ? If you have questions and other concerns that may affect your performance in the Assessment, please inform the assessor immediately. ? Please read the Tasks carefully then complete all Tasks. ? To be deemed competent for this unit you must achieve a satisfactory result with tasks of this Assessment along with a satisfactory result for another Assessment. ? This is an Open book assessment which you will do in your own time but complete in the time designated by your assessor. Remember, that it must be your own work and if you use other sources then you must reference these appropriately. ? Resources required completing the assessment tasks are Learner guide, PowerPoint presentation, Unit Assessment Pack (UAP), Access to other learning materials such as textbooks, Access to a computer, the Internet and word-processing system such as MS Word. ? Submitted document must follow the given criteria. Font must be Times New Roman, Font size need to be 12 and line spacing has to be Single line. ? Once you have completed the assessment, please upload the softcopy of the Assessment into AHIC Moodle. ? Plagiarism is copying someone else’s work and submitting it as your own. Any Plagiarism will result in a mark of Zero. Reasonable adjustments • Students with carer responsibilities, cultural or religious obligations, English as an additional language, disability etc. can request for reasonable adjustments. • Please note, academic standards of the unit/course will not be lowered to accommodate the needs of any student, but there is a requirement to be flexible about the way in which it is delivered or assessed. • The Disability Standards for Education requires institutions to take reasonable steps to enable the student with a disability to participate in education on the same basis as a student without a disability. • Trainer/Assessor must complete the section below “Reasonable Adjustment Strategies Matrix” to ensure the explanation and correct strategy have been recorded and implemented if applicable. • Trainer/Assessor must notify the administration/compliance and quality assurance department for any reasonable adjustments made. • All evidence and supplementary documentation must be submitted with the assessment pack to the administration/compliance and quality assurance department. Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete) Category Possible Issue Reasonable Adjustment Strategy (select as applicable) • LLN • Speaking • Reading • Writing • Confidence • Verbal assessment • Presentations • Demonstration of a skill • Use of diagrams • Use of supporting documents such as wordlists • Non-English-Speaking Background • Speaking • Reading • Writing •Cultural background • Confidence • Discuss with the student and supervisor (if applicable) whether language, literacy and numeracy are likely to impact on the assessment process • Use methods that do not require a higher level of language or literacy than is required to perform the job role • Use short sentences that do not contain large amounts of information • Clarify information by rephrasing, confirm understanding • Read any printed information to the student • Use graphics, pictures and colour coding instead of, or to support, text • Offer to write down, or have someone else write, oral responses given by the student • Ensure that the time available to complete the assessment, while meeting enterprise requirements, takes account of the student’s needs • Indigenous • Knowledge and understanding • Flexibility • Services • Inappropriate training and assessment • Culturally appropriate training • Explore understanding of concepts and practical application through oral assessment • Flexible delivery • Using group rather than individual assessments • Assessment through completion of practical tasks in the field after demonstration of skills and knowledge. • Age • Educational background • Limited study skills • Make sure font size is not too small • Trainer/Assessor should refer to the student’s experience • Ensure that the time available to complete the assessment takes account of the student’s needs • Provision of information or course materials in accessible format. • Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures • Supply of specialised equipment or services, e.g. a note-taker for a student who cannot write • Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue • Changes to course design, e.g. substituting an assessment task • Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift • Educational background • Reading • Writing • Numeracy • Limited study skills and/or learning strategies • Discuss with the Student previous learning experience • Ensure learning and assessment methods meet the student’s individual need • Disability • Speaking • Reading • Writing • Numeracy • Limited study skills and/or learning strategies • Identify the issues • Create a climate of support • Ensure access to support that the student has agreed to • Appropriately structure the assessment • Provide information or course materials in accessible format, e.g. a textbook in braille • Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures • Supply of specialised equipment or services, e.g. a note- taker for a student who cannot write • Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue • Changes to course design, e.g. substituting an assessment task • Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift
Explanation of reasonable adjustments strategy used (If required) What if you disagree on the assessment outcome? You can appeal against a decision made in regards to your assessment. An appeal should only be made if you have been assessed as ‘Not Yet Competent’ against a specific unit and you feel you have sufficient grounds to believe that you are entitled to be assessed as competent. You must be able to adequately demonstrate that you have the skills and experience to be able to meet the requirements of units you are appealing the assessment of. Your trainer will outline the appeals process, which is available to the student. You can request a form to make an appeal and submit it to your trainer, the course coordinator, or the administration officer. The AHIC will examine the appeal and you will be advised of the outcome within 14 days. Any additional information you wish to provide may be attached to the appeal form. Academic Integrity: Academic Integrity is about the honest presentation of your academic work. It means acknowledging the work of others while developing your own insights, knowledge and ideas. As a student, you are required to: • Undertake studies and research responsibly and with honesty and integrity • Ensure that academic work is in no way falsified • Seek permission to use the work of others, where required • Acknowledge the work of others appropriately • Take reasonable steps to ensure other students cannot copy or misuse your work. Plagiarism: Plagiarism means to take and use another person’s ideas and or manner of expressing them and to pass them off as your own by failing to give appropriate acknowledgement. This includes material sourced from the Internet, RTO staff, other students, and from published and unpublished work. Plagiarism occurs when you fail to acknowledge that the ideas or work of others are being used, which includes: • Paraphrasing and presenting work or ideas without a reference • Copying work either in whole or in part • Presenting designs, codes or images as your own work • Using phrases and passages verbatim without quotation marks or referencing the author or web page • Reproducing lecture notes without proper acknowledgement. Collusion: Collusion means unauthorised collaboration on assessable work (written, oral or practical) with other people. This occurs when a student presents group work as their own or as the work of someone else. Collusion may be with another RTO student or with individuals or student’s external to the RTO. This applies to work assessed by any educational and training body in Australia or overseas. Collusion occurs when you work without the authorisation of the teaching staff to: • Work with one or more people to prepare and produce work • Allow others to copy your work or share your answer to an assessment task • Allow someone else to write or edit your work (without rto approval) • Write or edit work for another student • Offer to complete work or seek payment for completing academic work for other students. Both collusion and plagiarism can occur in group work. For examples of plagiarism, collusion and academic misconduct in group work please refer to the RTO’s policy on Academic integrity, plagiarism and collusion. Plagiarism and collusion constitute cheating. Disciplinary action will be taken against students who engage in plagiarism and collusion as outlined in RTO’s policy. Proven involvement in plagiarism or collusion may be recorded on students’ academic file and could lead to disciplinary action. Assessment Formatting and Answer length Guidance: Your submitted document must follow the given criteria: • Font must be Times New Roman, Font size need to be 12 and line spacing has to be Single line. • Your assessment needs to be submitted as an electronic copy unless requested differently by your assessor. • The Assessment file name for electronic copy should follow : Student Id_Assessment_No ( Example AHI000014_Assessment 1 Referencing Include a reference list at the end of your work on a separate page or as footnotes. You should reference the sources you have used in your assessments in the Harvard Style. To access a web-based tool, see Harvard Style online generator http://www.harvardgenerator.com Assessment Task 3: Project execution, control and finalisation Task summary For this assessment task, you are required to conduct and monitor the project for the development of the website, including developing a brief for the project to provide to website developers and preparing a project status report. This task will be completed in the simulated work environment in the RTO. Required • Computer and Microsoft Office • Access to the internet for research • Code of Conduct • Website Design Brief Template • Project Progress Report Project Team Member • Project Progress Report Website Developer • Project Evaluation Report Template • Project Register and Log Template • Project Status Report Template • Final Project Status Report • Final Project Finances Report Timing The assessor will advise you of the due date of this submission. Submit • Email with Website Design Brief attached • Email giving response to potential conflict. • Email with Project Status Report attached • Email with Project Register and Log and Final Project Management Plan attached • Email with Project Evaluation Report attached Assessment criteria For students’ performance to be deemed satisfactory in this assessment task, they must satisfactorily address all of the assessment criteria. If part of this task is not satisfactorily completed, they will be asked to complete further assessment to demonstrate competence. Re-submission opportunities Students will be provided feedback on their performance by their Assessor. The feedback will indicate if you have satisfactorily addressed the requirements of each part of this task. If any parts of the task are not satisfactorily completed your assessor will explain why and provide you written feedback along with guidance on what you must undertake to demonstrate satisfactory performance. Re-assessment attempt(s) will be arranged at a later time and date. Students have the right to appeal the outcome of assessment decisions if they feel they have been dealt with unfairly or have other appropriate grounds for an appeal. Students are encouraged to consult with their assessor prior to attempting this task if they do not understand any part of this task or if they have any learning issues or needs that may hinder them when attempting any part of the assessment.
Assessment Task 3 Instructions Complete the following activities:
Develop a website design brief You are required to commence the project according to the agreed work breakdown structure by developing a brief for prospective website designers. This will enable quotes to be obtained from at least three web site designers. Use the case study information from Assessment Task 2 and your Project Charter to develop the website design brief. Your web site design brief must show a clear alignment to organisational objectives. Use the Website Design Brief Template to guide your work.
Send an email to the Project Team Member (your assessor). The text of the email should be in grammatically correct English, written in an appropriate (polite, business-like) style. It should introduce and summarise the contents of the attachment and ask them to send it out to the three selected web site designers for a quote. Attach your Website Design Brief to the email.
A short time later you receive the following email from the Project team member. Dear Project Manager I have received the three quotes from the website designers. I just wanted to let you know that one of them is a friend of mine and although his quote is more expensive than all of the other quotes, I highly recommend him as he has done a lot of really great looking web sites. I therefore recommend that we just go ahead and accept his quote. Kind Regards Project Team Member
Resolve project conflicts Review the Native Bush Spices Code of Conduct and consider how you would address this in accordance with the Code of Conduct. Send an email to the Project Team Member (your assessor) giving them your response. Ensure that your email is written in a positive manner so as to resolve any potential further conflicts.
Develop a project status report It is four weeks into the project for the development of the web site. You have received progress reports from the website developers and the project team member. Review the Project Progress Report Project Team Member and the Project Progress Report Website Developer. Analyse the information provided and prepare a project status report. As one of the project status reports shows the need for change, your report should include an analysis of the impact of the change on the project and a request for approval for change as required. Use the Project Status Report Template to guide your work.
Send an email to the CEO (your assessor). The text of the email should be in grammatically correct English, written in an appropriate (polite, business-like) style. It should introduce and summarise the contents of the attachment and seek their feedback and approval to move forward with the project. Attach your Project Status Report to the email.
Complete the Project Register and Log. As set out in the Project Management Policy and Procedures, you should complete the Project Register and Log with details from the Project Status reports. Use the Project Register and Log Template to guide your work.
Revise the Project Management Plan. Update your project management plan from Assessment Task 2 to include the information from this Assessment Task. Name this document Final Project Management Plan
Send an email to the CEO (your assessor). The text of the email should be in grammatically correct English, written in an appropriate (polite, business-like) style. It should introduce and summarise the contents of the attachments. Attach your Project Register and Log and Final Project Management Plan to the email.
Manage project finalisation. Review the Project Management Policy and Procedures to identify project finalisation activities that need to occur. Review the Final Project Status Report and Final Project Finances Report to assist you with your project evaluation. Use Project Evaluation Report Template to guide your work.
Send an email to the CEO (your assessor). The text of the email should be in grammatically correct English, written in an appropriate (polite, business-like) style. It should provide a summary of the project and outcomes and outline the project finalisation activities that you have conducted. Attach your project evaluation report to the email.
Assessment Task 3 Checklist Student’s name: Did the student: Completed successfully Comments Yes No Manage the project to ensure work is conducted effectively throughout the project Ensure the alignment of project objectives to organisational objectives? Resolve conflict with team member through advising them of the of the organisation’s code of conduct requirements? Update the project management plan to reflect the changes to project deliverables and plans at required intervals? Analyse and submit status reports on the project’s progress and issues? Analyse and submit impact analysis of change requests for approval, where required? Maintain relevant project logs and registers accurately and regularly to assist with project audit? Ensure associated plans are updated to reflect project progress against baselines and approved changes? Identify and allocate project finalisation activities? Ensure project products and associated documentation are prepared for handover to client in a timely manner? Finalise financial, legal and contractual obligations?
Working in teams separated by time zones is always a challenge. For this Case you will be assigned to a team of 5 other students. This will provide an opportunity for you to use a collaboration group tool or tools as you research an issue of IT Infrastructure to support your collaborative learning and to share your findings with other members of your team. Have your professor pre-approve this topic for the team. Post a discussion of the team processes and the team’s conclusions on the IT infrastructure topic selected to your individual case area. Be sure to include references to support your discussion. It is very important that you provide a detailed analysis of the team interaction and your opinion of the team results.
Case Assignment
Collaborative Work
You will see the members of your team in the announcement area; your professor will also email the names of your team members. Reach out early and get to know each other. Those who live in time zones that make it difficult to interact with the team or who have some other difficulty can opt to do the project independently with the professor’s approval. In the discussion on group processes, reflection on groups in which you have worked in the past is acceptable.
Each team should agree on which collaboration tool to use (e.g., Skype or Zoom https://www.zoom.us/) for group meeting video conferencing. Using your trident.edu email address gives you access to a free Zoom account for sessions up to 40 minutes. Once an account is created, the team leader can send the Zoom link to all team members for your face-to-face meetings, in which you can also share screens. For document sharing, Google Docs is recommended. Here is a video on how to share Google documents with others (https://www.youtube.com/watch?v=oFE1iCPafTA). A Gmail account is required to use Google Docs. Google Docs allows the team members to access on the same document as you prepare your Case.
In this assignment, you are required to write a report and discuss the following:
*This will provide an opportunity for you to use a collaboration group tool or tools as you research an issue of IT Infrastructure to support your collaborative learning and to share your findings with other members of your team.
*Reflect on your experience with interacting with the team members: what you learn from others and yourself through this collaboration, whether the collaboration is successful, what problems/issues occur and why, how they are addressed, how you can do better next time when the similar circumstances occur. Please note that this reflection on team experience is based on your experience, these questions mean for prompt you for self-reflection, not necessarily mandatory questions that must be addressed since each team is different. Depending on what happened in your team, reflections are different from person to person.
Assignment Expectations
This Case is to cover team processes and the IT infrastructure to support team processes. For the IT infrastructure, refer to Module 3, Lecture 1: Business IT Networks and Components (above). The IT infrastructure consists of components identified as hardware, software, communication systems, data resources, and people. These components apply to information systems, and in Module 3, you will be analyzing collaboration systems. Your Case will:
*Discuss the backgrounds of each
*Present findings on the IT infrastructure to support team processes discussing hardware, software, communication systems, data resources, and people for the selected tool or application, and providing a comparison across the various group collaboration tools.
*Include references to support your discussion with a detailed analysis of the team interaction and your opinion of the team results. (Reflect on teams you have worked with in the past if you did the project independently. If they were not virtual teams, then speculate how the Group Technology would have changed your team experience.)
Describe the nursing care delivery model used at your current or previous employer. Would you utilize this model at SLMC? Discuss current interprofessional collaboration and how you would encourage collaborative efforts. Does the model support the person-centred nursing framework by McCormack and McCance (2017)? Explain your rationale for choosing to use or not use the person-centred nursing framework. Please refer back to the 2017 PCNF overview presented below. Patient-Centered Care: A Person-Centred Care Model Revisited Caring continues to be a central concept in nursing; however, the context for caring is transforming, resulting in conceptual and theoretical advancements related to the evolving healthcare practice settings. McCormack and McCance originally developed a Person-Centred Nursing (PCN) Framework in 2006 and updated it in 2010 that can be applied to practice in complex healthcare systems (McCormack & McCance, 2006; McCormack & McCance, 2017). The PCN Framework provides a standard of care for practice and is a multidimensional process that places emphasis on the person as the center of care delivery (McCance, McCormack, & Dewing, 2011). The PCN Framework fosters outcomes related to therapeutic relationships through respecting individuals as persons and partners in care. The Person-Centred Care Nursing Framework consists of four constructs: prerequisites, the care environment, person-centred processes, and outcomes (McCance et al., 2011). To deliver effective care, one must work from the outer circle first to the core. McCormack, B. & McCance, T. (2017)Prerequisites focus on the attributes of the nurses and include being professionally competent, having developed interpersonal skills, being committed to the job, being able to demonstrate clarity of beliefs and values, and knowing self. The care environment focuses on the context in which care is delivered and includes appropriate skill mix, systems that facilitate shared decision making, effective staff relationships, organizational systems that are supportive, the sharing of power, the potential for innovation and risk taking, and the physical environment. Person-centred processes focus on delivering care through a range of activities and include working with a patient’s beliefs and values to overcome this gap between the concept and the reality of person-centred care we have developed the Person-Centred Nursing Framework…engagement, having sympathetic presence, sharing decision making, and providing holistic care. Outcomes, the central component of the Framework, are the results of effective, person-centred nursing and include: satisfaction with care, involvement in care, feeling of well-being, and creating a therapeutic environment. (McCance, McCormack, & Dewing, 2011).
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To apply a change process using the ACE Star Model of Knowledge Transformation and a systematic review after identifying a clinical topic of concern and related nursing practice issue.
The information from the ‘Illustration’ part of our lessons in Weeks 1-6 will mentor you through this process. Your change process is to be set up as a pilot project.
Course Outcomes
This assignment enables the student to meet the following course outcomes:
CO 2: Proposes leadership and collaboration strategies for use with consumers and other healthcare providers in managing care and/or delegating responsibilities for health promotion, illness prevention, health restoration and maintenance, and rehabilitative activities. (PO 2)
CO 8: Selects vidence for best practices when planning professional nursing care involving systems, processes, and devices for individuals, families, aggregates and communities. (PO 8)
Points
The assignment is worth 225 points.
Directions
Please do not use any of the Nurse Daniel information for your own topic, nursing intervention, or change project. Nurse Daniel serves as an example only to illustrate the change process.
Identify a clinical topic and related nursing practice issue you think needs to be changed.
Locate a systematic review on your topic from the CCN Library databases. Be sure this involves nursing actions.
Work through each step of the ACE Star Model as outlined on the assignment form (Star Points 1-5: Discovery, Summary, Translation, Implementation, and Evaluation). Respond to the instructions provided on the form.
Follow the activities and thinking of Nurse Daniel in Weeks 1-6 in the ‘Illustration’ part of each lesson. He will be working through a clinical topic and nursing practice issue to demonstrate a change (ACE Star Model and systematic review).
Work on a portion of the process each week, as the illustration unfolds.
Best Practices
Please reach out to your instructor for feedback or assistance with your PICOT question as needed.
Required and Additional Background Reading in Weeks 1 and 2 under Readings is available for more information on the ACE Star Model and the use of systematic reviews.
Please see the grading criteria and rubrics on this page.
Please use your browser’s File setting to save or print this page.
Scholarly Sources and Citations
Please cite any references (in APA format) of your systematic review or other scholarly document (optional) as needed.
Paraphrasing information, rather than quoting, is expected. No quotes for this assignment please!
**Academic Integrity**
Chamberlain College of Nursing values honesty and integrity. All students should be aware of the Academic Integrity policy and follow it in all discussions and assignments.
By submitting this assignment, I pledge on my honor that all content contained is my own original work except as quoted and cited appropriately. I have not received any unauthorized assistance on this assignment
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Do some research and answer the following critical thinking questions from this week’s readings. In your analysis, cite a minimum of three (3) references from different sources (the textbook must be one source).
1. Advances in technology are making it easier than ever for people to collaborate, even when they are dispersed globally. Discuss how you could manage potential conflict within your team over the fact that not all members will have the same knowledge of the English language. 2. Compare how the stages of group development might be different for virtual teams compared to traditional face-to-face teams. What would be some of your recommendations for dealing with the differences in group stages of development in virtual teams? 3. Identify and summarize the five barriers to communication. Then, assume you are communicating with someone who has an oversized ego. What actions could you take to increase the effectiveness of your communication with this person?
Your submission should be a minimum of two (2), double-spaced, full pages of analysis with proper reference citation per current APA guidelines
The increased globalization and advent of technology has made it possible for companies to outsource labour and other services. Consequently it has created a multicultural workplace, where the workforce is characterized by differences in cultural aspects such as language. The differences in language, where virtual teams operate in languages other than English can lead to conflicts. Conflicts in virtual teams are regarded as a common occurrence that is difficult to isolate (Gallenkamp, 2011). The most common types of conflicts in virtual teams are process and relationship conflicts.
Relationship and process conflicts can result mainly for lack of effective communication due to language barriers. One of the ways of solving conflicts attributed to language is to adaptation of written and spoken communication. Ivanaj and Bozon (2016) points out that language should be adopted and balanced according to the profile of the team members. Some members may not be proficient in English and the communication process should be adjusted by the group leader to find balance in the group. The other strategy is to offer language and cultural training to overcome language and cultural challenges (Daft & Lane, 2008). Language training removes the need to hire translators.
Group Development in Virtual Teams
Although the virtual teams and traditional face-to-face teams’ group stages are typically the same, the differences occur due to the dynamics that the virtual teams experience. The main five stages that are typically followed in both teams group stage development are forming, storming, norming, performing, and adjourning (Greenberg & Baron, 2000). The main differences between the two teams are largely on selection processes, relationship building, and knowledge exchange and decision making. The traditional teams are selected based on functional skills, while in virtual teams is based on a number of competencies………………………………………………………………………………………………
Develop a 150- to 200-word individual response to the following: Consider the multiple definitions of collaboration. Define collaboration and how you will apply it in this course based upon the discussion with your Learning Team. Be sure to reference and cite your sources. Answer the question individually. (QNT/275 University of Phoenix)
The increased competition, dwindling economic fortunes and increasing demands from the consumers has altered the nature of partnerships between companies and those with its customers. The private sector relies on collaboration with the public for resources and publicity, while for-profit companies collaborate with other companies to increase their bottom lines. According to (Volkmann, Tokarski, & Ernst, 2012, p. 84) collaboration can be defined as the act of building a working relationship with others. The authors point that collaboration is an integrated process, where the parties involved create an integrated solution. (Austin, Hesselbein, & Whitehead, 2010) defines the term collaboration as a strategic alliance between firms. The concept of collaboration can be applied in different ways to create strategic advantage. For example, the concept of collaboration will be applied in building alliance with the non-profit sector in provision of social services to the community. Such collaborations will help in building product brand name, act as source of marketing…………………………………………………………………………………………………
Read Finkelman (2016), Chapter 13: Improving Teamwork: Collaboration, Coordination, and Conflict Resolution, section on Negotiation and Conflict Resolution, pp. 324-333. Observe nurses in a care delivery setting. Identify a recurring conflict with the potential to negatively impact patient care. Decide if delegation was an issue in the conflict. This should be from your practice setting or prelicensure experiences. Provide details of what happened, including who was involved, what was said, where it occurred, and what was the outcome that led you to decide the conflict was unresolved. Identify the type of conflict. Explain your rationale for selecting this type. Outline the four stages of conflict, as described in our text, and how they relate to your example. Propose strategies to resolve the conflict. Search scholarly sources in the library and the Internet for evidence on what may be effective. Discuss if delegation was an issue in the conflict. Be specific. Describe how you would collaborate with a nurse leader to reach consensus on the best strategy to employ to deal with the conflict. Describe the rationale for selecting the best strategy. Provide a summary or conclusion about this experience or assignment and how you may deal with conflict more effectively in the future. Type your paper using Microsoft Word 2010 or later. Follow APA format. Consult your APA manual, and consider using the APA resources provided by Chamberlain. Write a 5-7 page paper (not including the title or References pages) using APA format that includes the following. Describe an unresolved (recurring) conflict that you experienced or observed. Identify the type of conflict. Provide details of what happened, including who was involved, what was said, where it occurred, and what was the outcome that led you to decide the conflict was unresolved. Outline the four stages of conflict, as described in Finkelman, and how the stages relate to your example. Decide if delegation was an issue in the conflict. Be specific. Describe the strategies for conflict resolution and how you would collaborate with a nurse leader to resolve the conflict. Cites the course textbook and two scholarly sources. Provide a conclusion or summary about this experience and how you may deal with conflict more effectively in the future
Planning is the key to successful completion of this course and program-related objectives. The Individual Success Plan (ISP) assignment requires early collaboration with the course faculty and your course preceptor. Students must establish a plan for successful completion of
The required 50 community direct clinical practice experience hours, 50 leadership direct clinical practice hours, and 25 indirect clinical experience hours.
Completion of work associated with program competencies.
Work associated with completion of the student’s capstone project change proposal.
Students will use the “Individual Success Plan” to develop an individual plan for completing practice hours and course objectives. As a part of this process, students will identify the number of hours set aside to meet course goals.
Student expectations and instructions for completing the ISP document are provided in the “Individual Success Plan” resource, located in the Study Materials and in the assignment instructions.
Students should apply concepts from prior courses to critically examine and improve their current practice. Students are expected to integrate scholarly readings to develop case reports that demonstrate increasingly complex and proficient practice.
After the ISP has been developed by the student and approved by the course faculty, students will initiate a preconference with the faculty and preceptor to review the ISP
