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1. Build a portfolio of evidence using arange of methodologies and activities (log books; critical incident diaries; employer or supervisor feedback)

2. Identify and articulate the development of work related skills mapped to evidence drawn from either the project or placement.

3. Demonstrate knowledge and understanding of the background and context relative to the chosen project or placement opportunity.

4. Evaluate the effectiveness of preparation and planning undertaken prior to the placement or project implementation.

You  are  required  to  complete  a  project  portfolio  containing  the  tasks  outlined below. Please bear in mind that the tasks are generic for all projects types, but your   learning   contract   will   make   the   project   particular   to   you   and your programme.    Therefore  the  area  of  the  project  will  be  agreed  the  module tutor/supervisor  as  per  your  programme  in  the  Learning  Contract  (Task  1) according  to  your  programme  option.  The  Learning  Contract,  when  complete, will  be  a  form  of  written  permission  to  undertake  the  project  related  tasks  or research  methods  that  you  plan  to  undertake  in  order  to  carry  out  the  project and  compile  the  portfolio. The  report  (task  2)  will  normally  focus  on  the experiences  thrown  up  by  the  project,  how  you  solved  problems,  improving practices over the period, or implemented a new process.

You  are  required  to  complete  the  learning  contract , agreed with  the  module  tutor/supervisor.  For  detailed  guidelines  on  learning  contract, please refer to the module handbook and gsm learn.

After you have agreed and signed off your learning contract, you are to complete the project and write a project report which must focus on the following.

1. A brief background and context of the project being discussed and analysed;    

2. To demonstrate trans-disciplinary models / theories to underpin your analysis;  

3. To assess the project phases (preparation and implementation) and evaluate their effectiveness;

4. To discuss the skills that you developed to solve work based problems;  

5. To analyse and evaluate the action you did / did not take and why;                

6. What learning you took from the project by giving a portfolio of evidence (log books, critical incident diaries and feedback, to be included in the appendices)

Analyzing and Demonstrating Trans-disciplinary Models

The learning contract main aim is assisting the student to identify, clarify and define about variety of roles the are in the project. The project has the ability to meet the outlooks and then agreed with the learning outcomes that has been discussed with my lecturer and me. The name of the company for the project group of Cesim Simulaition is A-F-A-O Mobiles has a simulation exercise with four rounds where there are mobile phones for production and sales with individual roles having areas of internal focus, digitalization, payment and customer (Marcelino-Sádaba, González-Jaen and Pérez-Ezcurdia 2015). This are held in the presence of GSM online Cesim project. The achievement is done by utilizing the skills for the current employment. This could be gained with better understanding of addressing the project management with the competencies of listing it namely, negotiation, planning, communication, change management and customer management (Silvius et al. 2017).

The author stated that there is experience for the phases that captures the reflection that has six cycles which include evaluation, description, feelings, analysis, action plan and conclusion. The outcomes of the first three learning would be achieved were it has apprehended the main points for the learning outcome that come in the fourth (Silvius and Schipper 2014). Once the four are achieved, the project will definitely reach the stage of success. Throughout the course I would be able to build the evidence of portfolio with the range of activities and methodologies. Later will draw some evidence based on project or placement and skills will be developed based on work that would identify and articulate (Virapongse et al. 2016). Further, there will be an evaluation being done for undertaking the preparation and planning for the project or placement implementation.

The Cesim Simulation has been chosen for the project placement of PPDI as it is the method were the task will get completed and with self-confidence it get boost up to create real life project management for practical experience (Hornstein 2015). The method has been chosen to learn from the safe environment that are working. With the work based learning application, the practice of learning could occur that could easily bridge the theory and practice gap. It often happen that there is an absence of confidence and absence of knowledge in the management of a project and the practice of placement is apprehensive (Takey and de Carvalho 2015). Furthermore, considering the pathway of the case study, it is too theoretical as it need to focus analytically that could not lead to knowledge acquiring which could allow working on multiple projects.

With internship, practical experience could be provided to students having a first-hand experience that needed to work on an environment with real working experience and it need time to organize and has lengthy nature with the method of stimulation that are cost less and flexible (Too and Weaver 2014). The factors that are considered above have stimulation which is the best method applicable for the pathway of learning process. Through the research, it is found that simulation is the process to learn the action which slowly get increase in the organization (Miterev, Engwall and Jerbrant 2016). This enables the student to effectively communicate and improve the experience of learning. The stimulation process was for 4 weeks that is between weeks 1 to week 12.

Effective Evaluation for Project Phases

The phase that the project need to be assess with effective evaluation which need a Cesim simulation that is schedule for 12 week. The project of PPDI need various task for completion and such task could be completed when the project is in line with module having the learning outcomes. There are certain amount of task that need to be completed at the given allocated time. The task need adequate planning and allocated time for the project completion (Yang, Huang and Hsu 2014). The present semester has undertaken two modules for Project or Placement Implementation and it offers an opportunity that could learn experimentally by gaining and unpin the theories to learn it. In the 12 weeks the simulation is schedule and has taken place for the Cesim simulation between week 4 and week 7. The Cesim simulation start taking place in the semester of the first week that introduces the module having requirement that needs to be elaborated and provide an insight for the students that has the task and the requirements for the implementation of the PPDI project that are helpful in completing the task (Aarseth et al. 2017).

With the task completion the team could achieve the learning outcomes and the objectives that cover the module having activities with 3 weeks.  The simulation of week 2 activities is extended in week 3 which have an activities that lead to week 6. There are various materials to be read and researched by the students to whom guidance being provided by the tutorials and the lecturer and gain a understanding that is better for student as expected. The group members were having difficulties in facing and concern that were raised for them. When the group has completed week 2 activities this information are gathered in week 3 that would be analyzed with the help of effective decision making (Mir and Pinnington 2014). Decisions has to be made for the group were opportunity has to be use that could re-evaluate the week 1 strategies. This ensures that the activities were planned within the given time frame and discuss about the simulation activities for the 3 weeks. Materials are gathered in week 4 which are to be implemented in the learning contract of PPDI project for part 1 and then complete it (Hornstein 2015). Later forwarded to the lecturer for reviewing the written parts were the report writing could be proceed. At this stage, the final decisions were made to last for 3 weeks. The Cesim simulation start as planned from week 1 to week 4 and kept logging in critical incident diary and journal for all the activities and then jotting down the reflection in the group meetings which have been added as a learning contract with the evidence of participation (Kuipers et al. 2014). With the completion of the report referencing being done along with all the materials.

The project has the phase for planning which is important for the success of the given project that was contributed. The planning is inadequate as it can cause failure in the entire project. In it the risk and certain other factors would be overlooked as it was not taken into consideration during the phase of planning. The phase of planning is vital for the project to get successfully completed (Al-Haddad and Kotnour 2015). There are project that has to be successful and for it the manager of the project find it important to apply the negotiation skills throughout the duration of the life cycle of the project. The project cost, quality, scope and time needs to balance by the project manager (Jalili and Ford 2016). Here the stakeholders negotiate with the project. A solid communication plan becomes important to create to make the project successful. The strategy of communication is good at the starting phase of the project when it is getting created (Brière et al. 2015). The team members could create trust and openness among themselves. This helps in enhancing to make the project successful.

Conclusion

The skill of communication is vital which could develop continuously to work as a team for the project. The next skill that is vital for the project manager is to acquire a customer management skill, there are services that is provided by a project manager for the diverse group of customer. There are various changes in the project life cycle that is taking place through constant changes were awareness is very much important for the project manager (Kaiser, El Arbi and Ahlemann 2015). The changes could be adapted and manage by the project manager as it is the vital part for the project manager, as the specification and functionality of the project changes and it successfully get completed were the project need a changes. The current employment and the job role that are aspiring has gained some skilled that is need to a project manager for which the opportunity has been recognized for the skills like negotiation, change management, customer management and communication and planning. The stimulation of the project placement aim at applying for the skills that could be gained with the negotiation of the current employment among the stakeholders and the colleagues through which a strategic decisions could be make easily (de Carvalhom Patah and de Souza Bido 2015). Moreover, the employability skills of Johari’s window has taught in the recent semester about the application of jotting down the incident report by identifying the strength through the finder of Clifton Strength which are applied to meet and complete the learning outcomes of the module (Todorovi? et al. 2015).  

On 11/06/18, the four members of the group were selected, then it was expected from the students to gain insight about the complete Cesim project that covers the weekly activities from week 1 to week 10. From this activity I learnt that the project PPDI develop the skills for project management that could manage and lead the project. The theories that was learnt was helpful to describe the learning outcomes and things that has happened through the implementation of Cesim simulation.

On date 13/06/18, at 12.00 pm, the event was that the group had a meeting that was schedule on time in which one of the member has not reached on time. The action that was taken made the team members to proceed with the weekly targets. This action was taken to make understand about the meeting and the importance of it that needed to be met on time and the members has to check the productivity of the group.

On date 20/06/18, at 1.45 pm, the event was planned for group meeting that discusses the activities that was planned for week 2. The action that was taken was by the leader of the group, were they had to send reminders in the message by text or either by whatsapp which allow each member to make a practice of having group meeting. This action made the group member understand about the group meeting through communication which is essential for the completion of the project task. Through the theories of Johari’s window a self-awareness was created.

On date 27/06/18, at 12.05 pm, in the event the EVRA and the PPDI got mixed up from the group members. The action that was taken had nominated the project manager and its members. It was clarified that both were interlinked for the PPDI. With this incident the group were aware about the individual reading so that it could identify what was expected.

On date 17/07/18, at 12.30 pm, in the event a practice round was arranged for the member where one of the member of the group was not able to finish the session for practice. The action that was taken here was to allow the member of the group to agree to complete their part of the task at home meanwhile the other members of the group were made to remain behind and do the weekly activities. This action made them understand the importance of confirmation to complete the individual task prior to the meeting.

Conclusion 

The stimulation process that has happen for 4 weeks that is between weeks 1 to week 12 has weekly logs with group activities. There are evidence to be learnt in the given duration. The activities were recorded to log the ideas, actions, feelings and thoughts with the events having the practice of simulation that could be reviewed later (Savery 2015). I have also learn to keep the record for critical incidence log that are allow for simulation by analysis and deeper understanding.

At week 1, through the practice of skills grid time management, the PPDI module was introduce were a whatsapp account was created by the group to improve the communication. From the skills grid time management, I learned to create a skills health check. The importance of team work, reflecting and effective communication was learnt from it. At the beginning it was little confusing on how to proceed with the task. With the introduction of Cesim project, the roles and activities of the individual would be clarified and covered some modules and understand the group expectation. The outcome of the meeting were the success of the Cesim project was discussed.

At week 2, the theory of Kolbs and Johari’s window was applied and a Gantts Chart was created. The abstract, reflective observation, active experiment and planning was used for the Gantts Chart activity. When all the group member made an agreement for nomination of the group leader, the members of the group had to decide whom to nominate for the Project lead. A name was written by each member whom to nominate in the meeting. The person name that was highest in the nomination was agreed by the group to be the nominated person.

At week 3, there was learning contracts, ethics, project phases that are review for skills mapping and check list. A learning contract and a portfolio evidence was provided. From it I learned the completion of the learning contract for the task, also the importance of GSM code to fill the reviews of ethics. In addition, I have also learn the skills for communication, leadership and collaboration to work on the project management. The progress of the Cesim project activities were successful were the group were able to meet and discussed about the role and faced the difficulties and bring out some ways to develop each other.

At week 4, through learning journal, there was a better understanding gained by the group about the Cesim project and this will help them to apply and use the task in the group. With the group I learnt some skills individually and allocated some task. The outcome of the meeting that provide the completion of the guidelines of the Ethics review which completed the Ethics form provided by GSM and was easy to understand to fill out the ethics review form.

At week 5, with the practice of Cesim project, I learnt that project managers are important and review about the need for practicing Cesim weekly. The practice of Cesim project was completed by knowing the roles to work together and effectively that could cover the parts.

At week 6, the group members decided to work at home for the activities were the roles of the project managers are researched and the information are gathered which was decided to be discussed in the activity of week 7. The outcome of the project was that all the research will be completed of every individual report writing.  

References

Aarseth, W., Ahola, T., Aaltonen, K., Økland, A. and Andersen, B., 2017. Project sustainability strategies: A systematic literature review. International Journal of Project Management, 35(6), pp.1071-1083.

Al-Haddad, S. and Kotnour, T., 2015. Integrating the organizational change literature: a model for successful change. Journal of Organizational Change Management, 28(2), pp.234-262.

Brière, S., Proulx, D., Flores, O.N. and Laporte, M., 2015. Competencies of project managers in international NGOs: Perceptions of practitioners. International Journal of Project Management, 33(1), pp.116-125.

de Carvalho, M.M., Patah, L.A. and de Souza Bido, D., 2015. Project management and its effects on project success: Cross-country and cross-industry comparisons. International Journal of Project Management, 33(7), pp.1509-1522.

Hornstein, H.A., 2015. The integration of project management and organizational change management is now a necessity. International Journal of Project Management, 33(2), pp.291-298.

Hornstein, H.A., 2015. The integration of project management and organizational change management is now a necessity. International Journal of Project Management, 33(2), pp.291-298.

Jalili, Y. and Ford, D.N., 2016. Quantifying the impacts of rework, schedule pressure, and ripple effect loops on project schedule performance. System Dynamics Review, 32(1), pp.82-96.

Kaiser, M.G., El Arbi, F. and Ahlemann, F., 2015. Successful project portfolio management beyond project selection techniques: Understanding the role of structural alignment. International Journal of Project Management, 33(1), pp.126-139.

Kuipers, B.S., Higgs, M., Kickert, W., Tummers, L., Grandia, J. and Van der Voet, J., 2014. The management of change in public organizations: A literature review. Public administration, 92(1), pp.1-20.

Marcelino-Sádaba, S., González-Jaen, L.F. and Pérez-Ezcurdia, A., 2015. Using project management as a way to sustainability. From a comprehensive review to a framework definition. Journal of cleaner production, 99, pp.1-16.

Mir, F.A. and Pinnington, A.H., 2014. Exploring the value of project management: linking project management performance and project success. International journal of project management, 32(2), pp.202-217.

Miterev, M., Engwall, M. and Jerbrant, A., 2016. Exploring program management competences for various program types. International Journal of Project Management, 34(3), pp.545-557.

Savery, J.R., 2015. Overview of problem-based learning: Definitions and distinctions. Essential readings in problem-based learning: Exploring and extending the legacy of Howard S. Barrows, 9, pp.5-15.

Silvius, A.G., Kampinga, M., Paniagua, S. and Mooi, H., 2017. Considering sustainability in project management decision making; an investigation using Q-methodology. International Journal of Project Management, 35(6), pp.1133-1150.

Silvius, A.J. and Schipper, R.P., 2014. Sustainability in project management: A literature review and impact analysis. Social Business, 4(1), pp.63-96.

Takey, S.M. and de Carvalho, M.M., 2015. Competency mapping in project management: An action research study in an engineering company. International Journal of Project Management, 33(4), pp.784-796.

Todorovi?, M.L., Petrovi?, D.?., Mihi?, M.M., Obradovi?, V.L. and Bushuyev, S.D., 2015. Project success analysis framework: A knowledge-based approach in project management. International Journal of Project Management, 33(4), pp.772-783.

Too, E.G. and Weaver, P., 2014. The management of project management: A conceptual framework for project governance. International Journal of Project Management, 32(8), pp.1382-1394.

Virapongse, A., Brooks, S., Metcalf, E.C., Zedalis, M., Gosz, J., Kliskey, A. and Alessa, L., 2016. A social-ecological systems approach for environmental management. Journal of environmental management, 178, pp.83-91.

Yang, L.R., Huang, C.F. and Hsu, T.J., 2014. Knowledge leadership to improve project and organizational performance. International Journal of Project Management, 32(1), pp.40-53.

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