Justification

The aim of this project is to create automated process for handling of papers in a proper way. The Cesim Project is included of project management concept for balancing schedule goal by means of project budget as well as quality goals. This simulation project is provided with right knowledge, abilities in addition to resources to turn out to be professional in the future (Brook and Corbridge, 2016). Proper project team members are assigned to work on the project work. The team is divided in four teams have own sub-projects such as digitization, payment, internal and customer. The entire completion of project is achieved of greater goals. When a group of people are working in simulation project, then it requires vision and people’s opinions to complete the project work. The project progress is measured through feedback from the project tutor (Atkinson, 2016). Feedback of the project is focused on stakeholder’s satisfaction with Cesim simulation project.

From entire simulation project, I believed that areas like negotiation skills, communication skills, time management, project planning and IT skills develop the simulation work. In order to meet with satisfaction level of stakeholders, problem solving and decision making skills are required. Using the learning contract, it becomes easier to raise skills to evaluate and find where I will get succeed as well as failed in the project (Lyon, 2016). The learning outcome of this project is justification through documentation and demonstration in real world context using simulation skills. Each of the project tasks are performed by single team member. Productivity in the project is gained through innovative set of skills among each team member. The simulation project has two different kinds of tasks such as normal as well as quality tasks.

After analyzing the case of Cesim simulation project, completion of project on schedule is required communication among the team members since they are dependent on progress of this project work. This project work is not possible to complete on estimate schedule without prior communication (Assiter, 2017). The project specifications and project scope are approved with functioning of solutions that are aligned with company’s strategies. The project management is consisted of balancing among time, budget as well as quality goals to meet with project objectives (Cleak et al. 2015). As various project groups are participated in the research study, therefore at last there is determination of project winner, the researcher has transformed time as well as quality to financial terms. Information related to quality and time points are provided within parameters related to simulation.

The team members are required of decision making skills as it is required to take proper decisions regarding to simulation project. It engaged the stakeholders and involved stakeholder’s satisfaction to gain and achieve project success. It enhances forecasts of the employability (Husebø, O’Regan and Nestel, 2015). Using the learning contract tool, it establishes agreement between student and tutor to concrete learning and behavioural objectives. This tool measures where the knowledge and skills are questioned and assessed to find out area of succeed and failures in simulation task.  

Section 4: Methods

I have chosen the project pathway as simulation because it helps to develop knowledge as well as skills for further working in the project. This pathway is required by the student when it is required to engage the stakeholders in the project work (Kumar, 2016). Simulation is required in any project when it is mandatory and compulsory to complete the project on scheduled time. Simulation is encouraged for lower cost budget, lower risk management as well as accurate business environment to control sourcing of information. The information which is transferred from one place to other are controlled properly so that there are no chances of failures. The main priority of any project is to complete the work on scheduled time, therefore on weekly basis the project is updated to the project manager. Apart from the simulation methods, other methods are also available based on selected project such as case study (Smith and Roberts, 2015). Advantage of simulation method in the project work is teamwork and team collaboration. For successful completion of any project, proper team collaboration is required so that all the project tasks and activities are completed on time. Simulation method encouraged the students to analyze as well as evaluate information when changes are occurred and developed the project phases and stages required achieving the selected pathway. Through this case study based simulation, the project management theory is turned in real world application as it will synthesize as well as apply of skills to scenarios of the project management (Johns, 2017). The work structure is created to generate schedule for analyzing the risks, then it will complete each step of processes related to project management using tools and project management software.   

For each project to be succeeded on time completion of project is required and it is highest priority of any project. Timeline is directed to develop time management skills in the organization so that I can get success in the project. A project schedule is created for the project so that all the project activities are scheduled based on start as well as finish time. Planning as well as conducting the research project, the plan is executed (Gould and Taylor, 2017). The timetable is list of project milestone; activities as well as deliverables which are intended to start and finish the project work. The project schedule is timetable to communicate what the tasks are done and progressed and the organizational resources are allocated to complete the project tasks on scheduled timeframe. The project schedule is a document to collect the work required to deliver simulation project on time. Gantt chart is used to provide graphical representation of the schedule which helps the researcher to map, organize as well as pathway the project activities in the project. It presents how the project is running if the project is on track or it is progressing based on scheduled time (Lumpkin, Achen and Dodd, 2015). It reviews the individual tasks, durations as well as sequence of the project tasks. This plan provides entire timeline of the project work as well as its expected time to complete. The schedule assesses how long the project should take, determine the resources required and plan to complete the project tasks (Easterby-Smith and Cunliffe, 2017). Following table shows the project schedule to demonstrate entire project throughout the entire learning style.

Main activities/ stages	Week 1	Week 2	Week 3	Week 4	Week 5	Week 6	Week 7	Week 8
Defining the role of work based learning from simulation project	·
Learning contract	·	·
Planning and learning		·
Teamwork on the simulation project		·	·	·
Group meetings			·	·
Planning for the simulation work				·	·
Research analysis and collection of data					·	·
Writing the report					·	·
Evaluation of simulation report						·
Revision of the work						·
Report draft						·	·
Final submission								·

By the end of this project I will produce a portfolio containing:

• The learning contract and associated appendices
• Project report
• Supporting evidence (log books, critical incident diaries, and employer and/or Tutor feedback)
• Gantt chart of entire project work 

References

Assiter, A., (2017). Transferable skills in higher education. Routledge.

Atkinson, G., (2016). Work-Based Learning and Work-Integrated Learning: Fostering Engagement with Employers. National Centre for Vocational Education Research (NCVER).

Brook, C. and Corbridge, M., (2016). Work-based learning in a business school context: Artefacts, contracts, learning and challenges. Higher Education, Skills and Work-Based Learning, 6(3), pp.249-260.

Cleak, H., Hawkins, L., Laughton, J. and Williams, J., (2015). Creating a standardised teaching and learning framework for social work field placements. Australian Social Work, 68(1), pp.49-64.

Easterby-Smith, M. and Cunliffe, A.L., (2017). From reflection to practical reflexivity: Experiential learning as lived experience. In Organizing reflection (pp. 44-60). Routledge.

Gould, N. and Taylor, I., (2017). Reflective learning for social work: research, theory and practice. Routledge.

Husebø, S.E., O’Regan, S. and Nestel, D., (2015). Reflective practice and its role in simulation. Clinical Simulation in Nursing, 11(8), pp.368-375.

Johns, C. ed., (2017). Becoming a reflective practitioner. John Wiley & Sons.

Kumar, K., 2016. Reflection and its uses in Problem Solving and Personal Development.

Lumpkin, A., Achen, R.M. and Dodd, R.K., (2015). Student perceptions of active learning. College Student Journal, 49(1), pp.121-133.

Lyon, P., (2016). Design education: learning, teaching and researching through design. Routledge.

Smith, J. and Roberts, R., (2015). Reflective practice. Vital Signs for Nurses: An Introduction to Clinical Observations, pp.222-230.