2) For a 0.46 wt%C Ni-Cr steel plate, show any calculations to support your responses to the following queries:
After pouring the melt into a refractory container and allowed to furnace cool to 728°C, calculate the fractional amounts of the equilibrated phases formed within a plate.
For a steel with the attached time-temperature-transformation (TTT) diagram, give the processing of three steel items – one plate with a microstructure of 25% upper bainite, another plate of 100% martensite minimized for cracking, and the third plate with 75% lower bainite.
For 2B and 2C, sketch carefully each microstructure expected for the four plates with all the phases identified with their corresponding temperatures.
3) For high technological industries, you evaluate metals and ceramics beyond the Fe-C alloys to more costly applications. A. For one process, elect three alloying components for Ti alloys to give alpha-gamma
phase from an eutectoid reaction and another process, give three alloying components added to Ti to give alpha-gamma phases near a peritectoid reaction. Be sure to describe each process in not more than three sentences.
B. What alloying elements should you seek for stainless steel to have a bar or plate with martensitic phase, as well as explain why?
C. For a material of the hypersonic plane, liquid Hf-Nb-Ta alloy infuses into a B4C packed bed and reacts to form a HfB2-HfC-Nb3B4-Nb4C3-TaC-Ta3B2 composite or the same boride-carbide precipitates embedded in a Hf-Nb-Ta alloy matrix. Determine the mass of Hf, Nb, and Ta needed to give you 1 kg of Nb3B4 in metal matrix having 50at%Hf- 45at%Nb-5at%T a.
D. What two refractories or ceramics (no metals) must you consider to hold a Hf-Nb melt at 2500°C in preparation for a proper Hf/Nb ratio and a refractory to eventually add Ta to the Hf-Nb alloy in a subsequent melting of the Hf-Nb-Ta alloy at 3500°C?
E. A hafnium-niobium melt contained in a graphite or carbon crucible (1 cm thick and 5 cm inner diameter) reacts to form an internal layer composed of HfC and NbC between the Hf-Nb liquid and the internal, graphite crucible. The figure below gives the diffusion coefficients of carbon in cm2/s for HfC, TaC, NbC and ZrC.
Determine the carbon diffusion in HfC at 3600°C.
Estimate the carbide having the larger thickness in twelve hours between the Hf-Nb liquid and the internal crucible wall?
F. From the Ta-C phase diagram, below, give the three-phase reactions for a eutectic,
peritectic, peritectoid, congruent, and euctectoid reactions along with their respective temperatures at which they occur.
4) . A Ta2O5 semiconductor at temperatures greater than 1000°C exists with doubly- charged, oxygen vacancies. Your engineering colleague argues strongly that these oxygen ionic defects convert the tantalate lattice into a p-type semiconductor – is he correct and give reasoning?
B. Is the semiconductor n-type or p-type, if Al2O3 is added, instead of Ta2O5, to the NbO lattice and give your reasoning?
For this assignment, think about a company for which you currently work or one for which you worked previously. If one does not come to mind, feel free to create a fictional company. Using your textbook and sources from the CSU Online Library, you will compose a written essay of at least three pages in which you will include the following information:
Identify cyber security risk components that may exist within your real or fictional company.
Develop and describe a cyber security risk mitigation strategy for a real or fictional company.
Describe the challenges and benefits of implementing a cyber security risk mitigation strategy for a real or fictional company.
Please be sure that your written response utilizes proper APA formatting and that all sources used, including the textbook, are referenced; paraphrased and quoted material must have accompanying citations.
Conducting a survey within any organization is an essential examination and analysis process that provides insight into target markets, specific techniques and or data to make business decisions (Hiyari, 2021). Defining the population for a study involves two separate decisions: what unit to study, and the boundaries of the population (Displayr, n.d.). Commonly used units utilized within the population portion of this survey include, users, households, consumers, businesses, etc.. (Berkowitz, 2016). In this case the population assessment would be best made on family practitioners that are qualified during the current year within the region the survey is taking place.
A sampling frame is a database and/or list that can be used to identify quantitative and/or qualitative measures, which provide market research for a specific project, source and/or clientele (Sample Unit, n.d.). A data list and/or record of family practitioners that are associated to a national association in accordance with their geographic locations would be an appropriate suggestion within this case. A sampling unit within marketing research can refer to any type of person and/or thing that is being researched (Berkowitz, 2016). This sampling unit is more of a singular value within a database provided through research conducted (Sample Unit, n.d.). The specific geographic locations in this research example, would be appropriate for a sampling unit, as it offers sizes for grouping methods (Displayr, n.d.).
Peer 2
A sample is designed by collecting data from the target population which in this scenario would be the family practitioners who did not choose to specialize in pediatrics after graduation. The population is defined as “the entire group that you want to draw conclusions about” (Bhandari, 2020). The population for the practitioners that did not choose pediatrics as their specialty includes the family practitioners who were qualified to specialize in pediatrics nationwide but did not choose that specialty after graduating from American Academy of Pediatrics.
Sampling frames is a way to put all possible sampling units together and “the specific group of individuals that you will collect data from” (McCombes, 2022). In this scenario, there is no list of the family practitioners that did not specialize in pediatrics, but samples could be collected from the graduates of many medical colleges in a specific area and gather those samples as one to get a sampling frame. The sampling frame can also be done by accessing the practitioners that are a part of a national association such as American Academy of Pediatrics and determine those who did not choose pediatrics as their specialty in a certain geographical area.
The sampling unit is either an individual or a company sample, which in this case is newly graduated family practitioners who did not specialize in pediatrics after graduation. A sampling frame that can be used would be cluster sampling which “is a probability sampling method in which you divide a population into clusters, such as district of schools, and then randomly select some of these clusters as your sample” (Thomas, 2022)
Create simple store inventory tracking system will use a global linked list in memory to manage the inventory for the items on-hand within a store. Your program must use of the “list” API in the C++sta ndard template library (STL). Your program must keep track of a list of inventory items in a global linked list data structure and must implement at least one class, which will hold the following class variable: An integer variable to hold the Stock Keep Unit (SKU) number for the item. This must be a randomly generated number that consists of exactly six digits. Duplicate entries are not allowed. A string variable to hold the name of the item. An integer variable to hold the number of items in stock. A double variable to hold the price of an individual item. A string variable to hold the date that the item was last ordered. The entered date must be in the form mm/dd/yyyy. If the user enters an invalid date format, print an error and re-prompt the user to enter the date in correct format. Provide the appropriate accessor methods to set and get the data for these class variables. For example getDateLastOrder() and setDateLastOrder(string dateLastOrdered). The main program must provide the following functionality: 1. When the program is first started, it must read a data file called inventory.dat. If the file exists, the program will load the data for each item record into the global inventory linked list data structure. 2. When the program exits, it must save all of the entries within the global linked list into the inventory.dat data file. At this point, if the file does not exist, the program will create it. 3. Provide a simple text-based user interface to allow the user to operate on the inventory linked list. Note that each item record must be placed in a global linked list that holds all of the information for each item in inventory. The program interface will allow the user to do the following: (a) Enter an item – allows the user to enter all fields except the SKU number field, which will be automatically generated random six-digit number. After the data fields are entered, the program will place the record in the global linked list. (b) Search for an item – allows the user to search for an item based on a user provided SKU number. Display a message if the item is not found in the inventory linked list. (c) Modify an item – allows the user to modify any of the fields for an item (except for the SKU number) in the linked list for given record as indicated by the SKU number. Display a message if the item is not found in the inventory linked list. (d) Delete an item – allows the user to delete an item from the inventory linked list using the SKU number as the key. Display a message if the item is not found in the inventory linked list. (e) Display inventory – displays all of the items in the linked list. After displaying all of the items, the program will provide a total cost of the inventory based on the quantity and price for each item. (f) Exit program – Saves all of the items in the inventory and then exists the program
Analyze the importance of production planning and scheduling within an organization. Evaluate a bad experience you have had with an appointment from the perspectives of the customer (you) and the organization with regard to inefficient planning and scheduling.
Analyze the experience you provided from a process perspective. Suggest ways the schedules could have been designed to be more efficient and effective.
Be sure to respond to at least one of your classmates’ posts.
Week 9 Discussion
Please respond to the following:
Select two fast food restaurants and evaluate them in terms of service quality. Suggest ways to improve the service quality.
Evaluate the two fast-food restaurants in terms of the “Seven QC tools” discussed in Chapter 15 of textbook, OM. Determine the top three QC tools that tend to be most valuable to business owners. Explain your rationale.
Be sure to respond to at least one of your classmates’ posts.
Week 10 Discussion
Please respond to the following:
Compare and contrast the lean service system found within Southwest Airlines to a full-service airline such as United Airlines, British Airways, and other large carriers in terms of cabin service, boarding process, baggage handling, and service encounters.
Recommend ways for the airline carriers to improve their lean operation systems in terms of speed and quality while reducing waste and costs. Explain your rationale.
Be sure to respond to at least one of your classmates’ posts.
Week 11 Discussion
The following questions will give you a chance to self-evaluate, to think about what you’ve been learning in this course, and to draw your own conclusions about how you can apply communication, problem solving and innovation in your life. Your answers may be used to determine how to improve the program for future students. Your answers will not be used for marketing purposes. Please respond in a paragraph of at least 5–7 sentences to fully address all questions. Be sure to use your own words!
Think about the skills that you have learned in this course: communication, problem solving, and innovation.
How can you apply what you learned about communication, problem solving, and innovation to your personal, professional, and academic life?
How will the skills you developed help you be a better persuasive writer? Give a few specific examples of how the skills contribute to persuasive writing
Individual Report: PMBoK versus PRINCE2 or Agile in contemporary projects Individual/Group Individual Length 1,200 words (+/- 10%) Learning Outcomes The Subject Learning Outcomes demonstrated by successful completion of the task below include: a) Assess the importance of project management concepts within an organisational context. b) Compare and contrast project management methodologies and their application within global project contexts. c) Identify and analyse the key processes of a project lifecycle. Weighting 35% Total Marks 100 marks Task Summary Following group discussions, individually write a 1,200-word report that discusses the strengths, weaknesses, similarities, and contrasts of PMBoK and PRINCE2 or Agile in contemporary projects. Context There are several project management methodologies and approaches that are used in contemporary project management. Among these are PMBoK, PRINCE2, Waterfall, Agile, Extreme Programming (XP), and Adaptive Project Framework (APF). Each of them has certain specific elements that proponents say make it easier to use, more applicable, more robust, or otherwise more appropriate for particular environments or circumstances. Whilst these methodologies are all valid and reliable tools for a project manager to use, it is important to be able to contrast them and to form a view of how they may best be used in a project. This analysis includes their usefulness, application in various types of projects, and how they view project risk. Such context can help project managers identify which methodologies/approaches may be best for specific projects. Instructions In this Assessment, you will write a 1,200-word (+/- 10%) report that considers the application of a project management methodology to a project as described in an assigned case study. In particular, you will review the assigned case study, then compare and contrast the application of the PMBoK project management approach to the highlighted project with your choice of one of the following methodologies/approaches: a) PRINCE2, or b) Agile The report must use the following headings:
INTRODUCTION: Develop an introduction to PMBoK and the other methodology/approach you have selected (PRINCE2 or Agile) that includes their background and historical context (approximately 200 words)
SIMILARITIES AND DIFFERENCES: List 2–3 similarities and 2–3 differences between them and why these similarities and differences are relevant to the assigned case study (approximately 200 words combined)
RISK: How each method treats project risk and how these approaches to risk are relevant to the assigned case study (approximately 200 words)
PROJECT CONTEXT: The types of projects in which each is used (approximately 200 words)
LIFECYCLE IMPLICATIONS: How each differs across different phases of a project’s lifecycle (approximately 200 words)
APPLICATION: Explain which methodology you would choose to apply for the project in the assigned case study, and why (approximately 200 words) Be sure to cite any source material, including learning resources or other academic or industry literature you research, used to inform your analysis. You will need to consult the literature and use at least 6 references (and not more than 12 references) from academic and industry sources. The word count does not include the reference list. Each reference must be cited in-text in your report. The assessment requires that you submit your report via Blackboard. You do not need to upload anything relating to your group discussions in Weeks 4 and 5. Referencing It is essential that you use appropriate APA style for citing and referencing research. Please see more information on referencing here: https://library.torrens.edu.au/academicskills/apa/tool Submission Instructions Submit this task via the Assessment 2 link in the main navigation menu in PROJ6000 – Principles of Project Management. The Learning Facilitator will provide feedback via the Grade Centre in the LMS portal. Feedback can be viewed in My Grades. Academic Integrity Declaration I declare that, except where I have referenced, the work I am submitting for this assessment task is my own work. I have read and am aware of Torrens University Australia Academic Integrity Policy and Procedure viewable online at: http://www.torrens.edu.au/policies-and-forms I am aware that I need to keep a copy of all submitted material and their drafts, and I will do so accordingly. Assessment Rubric Assessment Attributes Fail (Yet to achieve minimum standard) 0-49% Pass (Functional) 50-64% Credit (Proficient) 65-74% Distinction (Advanced) 75-84% High Distinction (Exceptional) 85-100% Knowledge and understanding of project management methodologies and approaches Demonstrates knowledge and understanding of PMBoK and either PRINCE2, and/or Agile methodologies/approac hes Percentage for this criterion = 30% Demonstrates a limited understanding of project management methodologies and approaches. Key components of the assignment are not addressed. Demonstrates a functional understanding of project management methodologies and approaches. Often conflates/confuses assertion of personal opinion with information substantiated by evidence from the research/course materials. Demonstrates a thorough knowledge or understanding of project management methodologies and approaches. Demonstrates a capacity to explain and apply relevant concepts. Demonstrates a highly developed knowledge or understanding of project management methodologies and approaches. Demonstrates a capacity to explain in significant detail and thoughtfully apply relevant concepts. Demonstrates a sophisticated understanding of project management methodologies and approaches. Demonstrates an exceptional capacity to explain in substantial and relevant detail critical concepts and apply these concepts in a manner that makes strong connections. Analysis and application with synthesis of new knowledge Compares and evaluates two project management methodologies/approac hes Percentage for this criterion = 30% Limited or no comparison and evaluation of project management methodologies/approache s. Limited application/recommendat ions based upon analysis of methodology similarities and differences. Demonstrated basic comparison and evaluation of project management methodologies/approaches. Demonstrated basic application/recommendation s based upon analysis of methodology similarities and differences. Well-developed comparison and evaluation of project management methodologies/approaches. Well-developed application/recommendatio ns based upon proficient analysis of methodology similarities and differences. Thoroughly developed and creative comparison and evaluation of project management methodologies/approaches. Thoroughly developed application/recommendatio ns based upon to analysis of methodology similarities and differences. Highly sophisticated and creative comparison and evaluation of project management methodologies/approaches . Highly developed application/recommendati ons based upon to analysis of methodology similarities and differences. Effective communication (written) Effectively presents two selected project management methodologies/approac hes and their distinguishing/differing elements Limited ability to present information related to two selected project management methodologies/approache s and their distinguishing elements. Specialised language and terminology related to project management methodologies/approache s is rarely or inaccurately employed. Presents in a basic manner information related to two selected project management methodologies/approaches and their distinguishing elements. Occasionally employs specialised language and terminology related to project management methodologies/approaches with accuracy, with some inaccuracies. Presents in a coherent and readable manner information related to two selected project management methodologies/approaches and their distinguishing elements. Accurately employs some specialised language and terminology related to project management methodologies/approaches. Presents coherently and concisely information related to two selected project management methodologies/approaches and their distinguishing elements. Accurately employs a wide range of specialised language and terminology related to project management methodologies/approaches. Communicates eloquently, coherently, concisely, and creatively information related to two selected project management methodologies/approaches and their distinguishing elements. Discerningly selects and precisely employs a wide range of specialised language and terminology related to project management methodologies/approaches . Percentage for this criterion = 30% Meaning is repeatedly obscured by errors in the communication of ideas, including errors in structure, sequence, spelling, grammar, punctuation, and/or the acknowledgment of sources. Meaning is sometimes difficult to follow. Information; arguments and evidence are structured and sequenced in a way that is not always clear and logical. Some errors are evident in spelling, grammar, and/or punctuation. Meaning is easy to follow. Information, arguments, and evidence are structured and sequenced in a way that is clear and logical. Occasional minor errors present in spelling, grammar, and/or punctuation. Engages audience interest. Information, arguments, and evidence are structured and sequenced in a way that is clear and persuasive. Spelling, grammar, and punctuation are mostly free from errors. Engages and sustains audience’s interest. Information, arguments, and evidence are insightful, persuasive, and expertly presented. Spelling, grammar, and punctuation are free from errors. Correct citation of key resources and evidence Percentage for this criterion = 10% Demonstrates inconsistent use of good quality, credible, and relevant resources to support and develop ideas. Less than six references employed. Referencing is omitted or does not resemble APA. Demonstrates use of credible and relevant resources to support and develop ideas, but these are not always explicit or well developed. Referencing resembles APA with frequent or repeated errors. Demonstrates use of credible resources to support and develop ideas. Referencing resembles APA with occasional errors. Demonstrates use of good quality, credible, and relevant resources to support and develop arguments and statements. APA referencing is free from errors. Demonstrates use of highquality, credible, and relevant resources to support and develop arguments and position statements. APA referencing is free from errors. The following Subject Learning Outcomes are addressed in this assessment SLO a) Assess the importance of project management concepts within an organisational context. SLO b) Compare and contrast project management methodologies and their application within global project contexts. SLO c) Identify and analyse the key processes of a project lifecycle
ASSESSMENT 1 BRIEF Subject Code and Title PROJ6000: Principles of Project Management Assessment Assessment 1 – Project Management Lifecycle (PML): Opinion Post and Peer Response Individual/Group Individual Length 800 words: 600 words (+/- 10%) initial discussion forum post and 200 words (+/- 10%) response post Learning Outcomes The Subject Learning Outcomes demonstrated by successful completion of the task below include: a) Assess the importance of project management concepts within an organisational context. b) Compare and contrast project management methodologies and their application within global project contexts. c) Identify and analyse the key processes of a project lifecycle. Submission By 11:55pm AEST/AEDT Sunday of Module 2.2 Weighting 25% Total Marks 100 marks Task Summary Critically read and interpret both the Project Management Lifecycle and the Project Management Body of Knowledge (PMBoK). Engage with other students by posting an initial 600-word discussion forum post and a 200-word critique that details your response to the question below (or the set question). Context The Project Management Lifecycle (PML) is an important component of project management methodology. It incorporates several areas of knowledge from the Project Management Body of Knowledge (PMBoK), and it affects and interacts with the application of PMBoK in a project. Different stages of the PML may require focusing on different areas of the PMBoK, and project managers need to assess the PML for their project in order to identify possible risks, plans for resourcing, and to commence communicating with stakeholders. This assessment requires that you answer the following question: “During which project management lifecycle stage(s) do you believe a project management methodology is most impactful, and how do we ensure alignment between the lifecycle of the project and the implementation of a project management methodology?” PROJ6000_Assessment_1_Brief_Opinion Post_Module 2.2 Page 1 of 6 To answer this question, you will need to: (a) Post a 600-word (+/- 10%) response to this question, based on your informed opinion and demonstrated knowledge of project management concepts, project lifecycles, and PMBoK, to the Discussion Forum on the Learning Portal. (b) Respond to another student’s post by critiquing their opinion and comparing it with yours in 200 words (+/-10%). Instructions
Read about the PMBoK and the Project Management Lifecycle to familiarise yourself with their fundamental concepts. Critically reflect on your readings to form an opinion of both and how they interact together. Write a 600-word opinion piece responding to the set question. Be sure to cite any source material, including learning resources or other academic or industry literature you research, used to inform your opinion. The word count does not include the reference list.
Read another student’s post. Think about their opinion and try to compare and contrast it with your own. This approach will allow you to “critique” their view. You can do this by highlighting the aspects you agree with and those you disagree within their post. You need to justify and explain your critique of their opinion. In your response, you will need to refer to industry and academic literature. Your response will need to be 200 words. The word count does not include the reference list. Referencing It is essential that you use appropriate APA style for citing and referencing research. Please see more information on referencing here: https://library.torrens.edu.au/academicskills/apa/tool Submission Instructions Submit this task via the Assessment 1 link in the main navigation menu in PROJ6000 – Principles of Project Management. The Learning Facilitator will provide feedback via the Grade Centre in the LMS portal. Feedback can be viewed in My Grades. Academic Integrity Declaration I declare that, except where I have referenced, the work I am submitting for this assessment task is my own work. I have read and am aware of Torrens University Australia Academic Integrity Policy and Procedure viewable online at: http://www.torrens.edu.au/policies-and-forms I am aware that I need to keep a copy of all submitted material and their drafts, and I will do so accordingly. PROJ6000_Assessment_1_Brief_Opinion Post_Module 2.2 Page 2 of 6 Assessment Rubric Assessment Attributes Fail (Yet to achieve minimum standard) 0-49% Pass (Functional) 50-64% Credit (Proficient) 65-74% Distinction (Advanced) 75-84% High Distinction (Exceptional) 85-100% Knowledge and understanding of PMBoK and Project Management Lifecycles Demonstrates knowledge and understanding of Project Management Lifecycles and the Project Management Body of Knowledge (PMBoK) Percentage for this criterion = 25% Limited or no understanding demonstrated of required concepts and knowledge. Key components of the assignment are not addressed. Demonstrates basic knowledge or understanding of the field or discipline. Often conflates/confuses assertion of personal opinion with information substantiated by evidence from the research/course materials. Thorough knowledge or understanding of the field or discipline/s demonstrated. Personal opinion and information are substantiated by evidence from the research/course materials. Demonstrates the capacity to explain and apply relevant concepts. Highly developed understanding of the field or discipline/s demonstrated. Discriminates between assertion of personal opinion and information substantiated by robust evidence from the research/course materials and extended reading. Well-demonstrated capacity to explain and apply relevant concepts. A sophisticated understanding of the field or discipline/s demonstrated. Systematically and critically discriminates between assertion of personal opinion and information substantiated by robust evidence from the research/course materials and extended reading. Mastery of concepts and application to new situations/further learning. Analysis and application with synthesis of new knowledge Limited or no synthesis of project management knowledge and analysis/alignment of project lifecycles and Demonstrated basic synthesis of project management knowledge and analysis/alignment of project Well-developed synthesis of project management knowledge and analysis/alignment of Thoroughly developed and creative synthesis of project management knowledge and analysis/alignment of Highly sophisticated and creative synthesis of project management knowledge and analysis/alignment of Synthesises project management knowledge and analysis/alignment of project lifecycles and PMBoK areas of knowledge Percentage for this criterion = 25% PMBoK areas of knowledge. Limited application/recommendat ions based upon analysis. lifecycles and PMBoK areas of knowledge. Shows the basic ability to interpret relevant information and literature. project lifecycles and PMBoK areas of knowledge. Shows thorough ability to interpret relevant information and literature. project lifecycles and PMBoK areas of knowledge. Shows highly-developed ability to interpret relevant information and literature. project lifecycles and PMBoK areas of knowledge. Strong application by way of pretested models and/or independently developed models. Recommendations are clearly justified based on analysis/synthesis. Excellent ability to apply knowledge to new situations/other cases. Effective communication (written) Percentage for this criterion = 10% Post and/or reply lack clarity. Post and/or reply contains numerous spelling/grammatical errors. Post and/or reply demonstrate minimal clarity. Post and/or reply contains several spelling/grammatical errors. Post and reply are communicated in a clear manner. Post and reply contains few spelling/grammatical errors Post and reply are communicated in a clear and thoughtful manner. Post and reply contain no major spelling/grammatical errors. Well-demonstrated capacity to explain and apply relevant concepts. Post and reply are communicated in a clear, thoughtful, and professional manner that makes use of advanced concepts and examples. Post and reply contain no major spelling/grammatical errors. Inclusion of and correct citation of key resources and evidence Percentage for this criterion = 15% Demonstrates inconsistent use of good quality, credible and relevant resources to support and develop ideas. Referencing is omitted or does not resemble APA. Demonstrates use of credible and relevant resources to support and develop ideas, but these are not always explicit or well developed. Referencing resembles APA with frequent or repeated errors. Demonstrates use of credible resources to support and develop ideas. Referencing resembles APA with occasional errors. Demonstrates use of good quality, credible, and relevant resources to support and develop arguments and statements. Shows evidence of wide scope within the organisation for sourcing evidence. APA referencing is free from errors. Demonstrates use of highquality, credible, and relevant resources to support and develop arguments and position statements. Shows evidence of wide scope within and without the organisation for sourcing evidence. APA referencing is free from errors. Provides constructive feedback to peers that strengthens their position or offers solutions to challenges Percentage for this criterion = 25% Feedback to peers is missing or lacks any value in support or solution development. Demonstrated feedback to peers that moderately strengthens their position or offers solutions to challenges. Thorough feedback to peers that strengthens their position or offers solutions to challenges. Highly developed feedback to peers that meaningfully strengthens their position or offers solutions to challenges. Sophisticated feedback to peers that significantly strengthens their position or offers solutions to challenges. The following Subject Learning Outcomes are addressed in this assessment SLO a) Assess the importance of project management concepts within an organisational context. SLO b) Compare and contrast project management methodologies and their application within global project contexts. SLO c) Identify and analyse the key processes of a project lifecycle
You are the manager of a busy café within the Blue Healer Hotel and Spa. Apart from you and the owner, there is a full-time chef named Navneet, two sou chefs, two part-time kitchen porters and casual wait staff employed. The casual wait staff are from the local area and are mostly university students or high school students working part-time shifts. The team is tight knit and work well together. The casual wait staff visit the café socially sometimes and the culture is one of sharing and helping each other out when needed.
The café’s vision is to be the most popular café within the local region renown for it’s amazing local food service and vibrant atmosphere.
It’s mission is to grow the café and its popularity by strong leadership, sound communication and the provision of a clear strategic direction that ensures it’s a great place for staff to work; it provides food and beverages that the public wants with a focus on local produce and sustainable practices; and it becomes known for its vibe and atmosphere.
Values listed in its Strategic Plan include:
Operating with trust and integrity with each other, as well as with employees and the community.
Customer focus through appreciation of interests and passion for food that is local, healthy and delicious and sustainably sourced.
Camaraderie through recognising the superior strength and efficiencies of good team work
Innovation through best practice and change
Openness and transparency in communicating with our employees, customers and the broader community.
The organisation has adopted three key strategic goals is to improve local interest in the community and not just rely in the hotel guests for revenue, specifically to:
Increase local traffic by 25% in the new upcoming financial year
Develop and implement a “specials or loyalty” program to use as the basis of weekly advertising in the local area
Provide entertainment to encourage people to stay longer.
A key approach to achieve these will be to establish relationships with local talent to provide entertainment and increase advertising locally.
The owner has asked you to develop a team work plan will include a range of tasks and activities that the café’s staff can carry out over the next twelve months to achieve the key strategic goals and objectives.
In order to develop a plan that will be enthusiastically adopted by the team, you are to conduct a meeting with the staff to inform them of the new key goals, and to workshop innovative ideas they may have that could help the business achieve them. With the participation of the staff, you are to translate their ideas into actions that they will then carry out.
Activities
Conduct a meeting with the team
Roleplay scenario The meeting will provide an opportunity for all the café’s employees to contribute to the next stage of the business’s development. You will be collecting ideas about how the team can fulfil the business’s objectives. You are expected to encourage all team members to be innovative and be constructive in their participation. Keep in mind that this unit’s focus is on teams working in an effective way, and you are being assessed on your ability to encourage and support your colleagues to do this. Review the Team Work Plan Template (Appendix 1) to order the information you receive at the meeting. You are being asked here to roleplay a Team Leader, leading colleagues in thinking up new ways of doing things, but you are also a student, asking your student colleagues for new ideas and how they can be translated into actions. Your team members will all most probably have a favourite café. Bring this out at the meeting, getting them to look at their own motivations as to what they enjoy, and look at how this could be used to motivate others, as well as their experiences of events (musical or social activities) that assisted in increasing interest and support of their favourite eatery. Also, be aware that the other students at the meeting will be conducting a meeting on the same topic within a short time of you conducting yours. So, try to establish your own meeting leadership style. It should be uniquely yours, and effective. Be conscious that you will be modelling effective meeting leadership throughout the meeting. You should consciously behave as a role model for your colleagues, behaving in a way that encourages team excellence. Roleplay conditions Your trainer will organise the meeting environment and arrange two other students from your class to participate as team members. Begin the meeting by welcoming the participants and giving a summary of the organisation’s goals and objectives, and how encouraging innovation in the workplace can support these. Your next step is to establish, and document, the team’s purpose and long-term objectives and how these support the business’s goals and objectives. Even though you may think that you know what the business should do, being a leader in this meeting means that you are responsible for engaging and motivating the other meeting participants, leading them in collaboration. Not leading them by telling them what to do. When you have conducted the preliminaries, open the meeting up to ideas that the participants have brought with them. Discuss (and record) the ideas the participants give, asking the others for input , looking at it practically, working out what preparation would be necessary, material, personnel, whatever is relevant to carrying the idea to realisations. While encouraging the team members to find and develop ideas, you are expected to display the following leadership skills during the meeting: Act as a positive role model through your performance Show support for, and commitment to, the business’s strategic goals Interacting with team members in a positive and professional manner. Encourage the team members to take responsibility for their own work. Encourage the team members to develop innovative approaches to their work. Model and encourage open and supportive communication within the team. Share information from the wider business environment with the team as appropriate for the situation Motivate the team members to achieve optimum performance. As you come to the meeting’s conclusion: Summarise the ideas and activities to have come out of the meeting. Tell the participants that you will lead and support them in meeting the outcomes. Finish the meeting by thanking the participants and telling them that you will collate the ideas and the activities selected to undertake into a team work plan. This meeting should take no more than 15 minutes.
Answer:
Develop a teamwork plan
Collate the notes that you took during the meeting, adding any points that you may have missed during the meeting. Where you find that some information is missing, use analytical thinking techniques to generate possible solutions, not forgetting that you can seek input from others as required.
Use the Teamwork Plan Template (Appendix 1) to list and describe activities that were brought up during the meeting, following each idea through its goals, timeframe, and who is responsible for individual tasks.
Ensure that a team member is clearly responsible for each task, and that specific productivity measures are allocated as outcomes for each idea. Each team member’s responsibilities should be allocated so each has a clear understanding of what is expected of them and when.
Save this document as Draft Team Work Plan
Answer:
Revise your team work plan
You received the following email from the CEO.
Dear Operations Manager,
It is a pity that I could not make it to the meeting myself.
Thank you for the draft team work plan. There are some very good ideas there.
I have an idea myself that I would like you to add to the plan. You see, Tristan has worked as a kitchen porter for us for several years now. He is popular, and knows all of the customer by name, and all of the staff too. I think that he could step up and help with some of the activities that we are planning – as he has asked me for any additional hours, we could give him, and he picks up things quickly.
Specially, I think that he drafts a monthly social media post, telling followers about the café’s activities coming up over the next month, and with a few words about the ‘behind the scenes’ or ‘spotlight on the employees’. Tristan is great with words and wit – but doesn’t have very good computer skills – I want to help him in this area too.
Please add this to the work plan and send a copy of your Revised Work Plan to me and the rest of the team.
Then I want you to meet Tristan and delegate this work to them. Now, I realise that you may meet some resistance from him initially, but I am sure that you can get around that. If in doubt, tell him that I requested this, as he has always performed any tasks that I have asked him to do.
Once you have gained agreement, please provide some mentoring and coaching until he can perform the task adequately.
Regards,
CEO
Update your work plan to reflect the feedback given to you by the CEO.
Save this document as Revised Team Work Plan.
Answer:
Meet with Tristan
Roleplay scenario Identify any barriers to Tristan taking on the tasks and responsibilities that you are going to delegate to him and think through techniques or processes that you could use to overcome them. You will be required to provide mentoring and coaching to support Tristan. Make sure that you understand the differences between mentoring and coaching to ensure that you can provide both during the meeting. You will also be required to evaluate the team member’s skills and provide opportunities for their individual development. Think through how you can do this during the meeting. Roleplay conditions You assessor will organise the meeting environment and play the role of Tristan. The objective of the meeting is for you to coach and mentor Tristan in how to draft a document in Microsoft Word and email it to you. First speak to Tristan about the tasks that you intend to delegate to him. You are required to implement the techniques or processes you have thought of to overcome any barriers that Tristan presents to taking on the job. When you have gained Tristan’s agreement, evaluate their computer skills by asking them to open up their internet account and then create a new Word document. Demonstrate how to do this yourself, opening your internet account, creating new Word document, attach the document to an email and sed it. Describe how emails can be sent to a number of people or a group – and that once your receive the emails you will access it and then copy the information into the social media platform. Ask Tristan to demonstrate to you that they can do this. Coach them through the process as necessary. Before concluding the meeting, ensure that you gain Tristan’s commitment carrying out the tasks that you have assigned him. This meeting should take no more than 15 minutes.
Answer:
Write email to the owner
After 12 months, data shows that your team has exceeded the percentage increase in the number of new local support for the café, and you have decided to recognise your team for their efforts. In particular, one of the casual wait staff, Maggie, took it upon themselves to organise a fund-raising event for their grandparent’s care home and arranged the planning and details of it under your direction and support. This resulted in a regular morning tea outing for seniors and whole new demographic of customers. You should single he our for a personal reward.
The email text should give an evaluation of the team’s performance in terms of the achievement of their goals.
It should introduce and summarise the reward and recognition schemes that you have identified and seek their feedback and approval to move forwards with the project.
Indicate which of the schemes you think would be the most appropriate for the team as per the scenario and why.
You will be assessed on whether your email addresses the required content as described, as well as the clarity of your email.
The owner will respond with authority to implement on of the schemes that you have selected.
Answer:
Write email to the team
It should that them for their efforts in achieving the strategic goals and give the details of the reward and recognition scheme that you are introducing.
The email should mention Maggie’s efforts and state that she will be the first recipient of a personal reward.
Answer:
Write email to Maggies
It should thank her for her efforts and her innovative approach to achieving the strategic goals. Give her the details of the reward that you are awarding her
Using support from your readings this week, in two to three paragraphs reflect on the goals, values, and rationale of applied research within the education profession.
This assignment will be assessed by your instructor using the Portfolio Activity Rubric. https://my.uopeople.edu/pluginfile.php/1589468/mod_assign/intro/5470PA-Rubric.pdf
the assignment should be more of a conclusion from personal reflection or knowledge acquired from the unit. write up to five hundred words
Readings.
Choosing & Using Sources: A guide to academic research. (n.d.). Teaching & Learning, University Libraries. https://ohiostate.pressbooks.pub/choosingsources/
2. Aylesworth, G. (2015). Postmodernism. The Stanford Encyclopedia of Philosophy. http://plato.stanford.edu/archives/sum2013/entries/postmodernism/
4. Baron, M. A. (2008). Guidelines for writing research proposals and dissertations. University of South Dakota. http://www.regent.edu/acad/schedu/pdfs/residency/su09/dissertation_guidelines.pdf
5. Hine, G. S. C. (2013). The importance of action research in teacher education programs. Issues in Educational Research, 23(2). https://www.iier.org.au/iier23/hine.pdf
6. Painter, D. D. (n.d.). Teacher research could change your practice. National Education Association. http://web.archive.org/web/20200217170158/http:/www.nea.org/tools/17289.htm
7. Current trends in education. (2012). TeAchnology. http://www.teach-nology.com/currenttrends/
8. Purdue OWL Online Writing Lab. (n.d.). Where to begin. Purdue OWL Online Writing Lab. https://owl.purdue.edu/owl/general_writing/common_writing_assignments/research_papers/where_do_i_begin.html
Supplemental Readings
1. Guerrero, Y.Y.G. (2012). Exploring the effect of exposure to LD through activities inside the classroom. The University of Pamplona, School of Education. [PowerPoint slides]. SlideShare. https://www.slideshare.net/yeisonguerra/applied-research-proposal-2012
Examining the history of student affairs, there has been a shift within the profession from in loco parentis (in place of the parents) to student services towards student development and finally to student learning. Question: In your opinion has the student affairs profession truly shifted away from all of these philosophies towards a singular philosophical approach or is it a blended philosophical approach?
Enrollment management is a critical component on any college campus. From the first point of contact with potential students to bringing in the freshman class, the enrollment process highly influences the overall student experience. Question: What role should the academic enterprise play in the enrollment process on a college campus? Please provide 1 recent article (2009-Present) that supports your argument
In your opinion, whose (what area of the university) responsibility is academic advising? Furthermore, the book gave reference to several different models-peer to peer, decentralized, centralized, faculty lead, etc.. If you have been tasked with creating an academic advising program at either the institution that you currently work at or at the institution that you were formally a student, what would it be? Please provide evidence with at least 1 recent article (2009-Present) to support your article