Project Placement Learning Contract Development And Analysis For Project Management Skill Enhancement

Introduction to the Project

The project background gives an overview about the PPDI that will enhance and build some skills that are necessary for developing the strategies and analyzing the problem while working on the project (Wall, Russell and Moore, 2017). The aim of the project is being discussed and analyzed based on the context of the assignment. It is an agreement about placement learning contract for the tutor and me. The project has a learning outcomes that need to be covered and completed. There are group of members working as a staff for simulation of a project (Banihashemi et al., 2017). The business for the restaurant would cater by taking away and eat in the service that are based on the residents of London. The members of the project have allocated the role for payment and digitalization. The project is about the business of Kings and Queen Restaurant which was owned by Maxwell in which it need to be worked for the Cesim simulation of a project where they have 3 members. The restaurant has diverse audience for adults and children that are having a comfortable area for sitting. The restaurant has a service for home delivery with the radius of 1-mile from the current location. The main purpose of the Cesim simulation project is to receive a group member that has got an opportunity were real life experience and skills could be develop as per there is a requirement of a project manager that will help in completing the ongoing project (Carvalho and Rabechini, 2017). The team members have a risk free and cost effective Cesim simulation through some skills of decision-making and training to build a skills of project management through practical experience. In the project, the finder of the gallop strength develops the traits for progressing in the studies. Presently, skills will be develop based on the experience of the work at present that will improve the communication and build the skills for the team that will undertake the module. The project has provided a learning outcomes, justification of Cesim simulation, methods, timetable, and evidence of accomplishment.

Save Time On Research and Writing
Hire a Pro to Write You a 100% Plagiarism-Free Paper.
Get My Paper

In the Cesim simulation, the students get an opportunity to learn and correct their mistake while they work with the project from whatever experiences they gain. The project placement of PPDI has a method chosen from Cesim simulation.

The students have employable skills that increase the societal demand and have a work-based learning as this has theories underpin with range of models (Fan and Lin, 2017). Students has a work-based learning that provide practical experience working in an environment having real life. There are skills, training and personal identity that are helpful in developing a collective form with experiences having forms with identity. The method that has been chosen for simulation has develop an awareness about the theories that are enabled by the student. The flaw of Cesim simulation does not permit students to learn experimentally from their own experience (Carvalho and Rabechini, 2017). The employability skills that have been develop enables employers to have work placement at the training and education. The students are provided with some personal skills by the work placement which are develop and transferred to the employment of the future. There have a skills extended for positive transferee that the individual has developed.

Cesim Simulation and Employable Skills

With the analysis being done in the project, the pathway of Cesim simulation is the method that is most suitable for students to identify the skills of the project management (Martens and Carvalho, 2017). This skill could be developing and learn by making some mistakes on project work from which the experience and the skills are learned. Here, the pathway of Cesim simulation transferred to future employment which would take place from week 1 to week 10. The evidence could get collected through records of the log with critical incidents, feedback of the tutor, log book and learning contract for the weekly activities (Wall et al., 2017). However, the activities are logged and record that helps the students to understand the negative and positive aspects of project work.

The project has five weekly activities that has to be evaluated. During the phase, the Cesim simulation has plan to achieve and complete the project objectives and the learning outcomes (Joubert et al., 2017). The PPDI has ensure that the contracts for learning has completed on time. The group having the team members could ensure every activity with relation to the task have adequate planning and co-ordination. Moreover, during the process of stimulation there will be a communication skill develop by the team were two-way communication is enable and a feedback from the team members individually and assure that every member whoever take the task understand it and clearly interact about it (Wiele et al., 2017). There will be a procedure that has to be followed adequately with proper guide lines through which a team could create a weekly Gantt chart for the activities complied and are to be followed through the stage having final contracts of learning it completely.

Save Time On Research and Writing
Hire a Pro to Write You a 100% Plagiarism-Free Paper.
Get My Paper

The PPDI5039 and EVRA5017 creates a module that are schedule for the semester which is the foundation of some particular theories. There is some experimental learning which is used for adding some value which has to be taken place (Henderson and Trede, 2017). The activities have weekly simulation whose effectiveness are evaluated for every week.

In the first week, the semester starts with the formation of tutorial or lecturer for the group members that have a team (Riley, 2017). Followed by the formation, a leader has been nominated from the group and stimulation has been practice that will meet for better understanding to know about the processes. There will be a discussion and planning made by the team for the activities that are made for three weeks based on the dates set and review the targets to meet the progress of the team members (Cooper, 2017).

Weekly Activities and Skill Development

In the second week, individual members have a conversation with the team leaders about their weaknesses and strength. There are ways that are develop to proceed with the activities of the next planned within the 3 weeks. The members of the Cesim simulation have develop and it has activities that need to be clarified and consider some theories that need to be completed (Tena-Chollet et al., 2017). There is some learning outcome which could be achieve that have outlined the assessment of the PPDI.

In the third week, the stimulation has the stage were members would have read and research about the Cesim simulation. There has been practice being made for the simulation that could gather data in the weekly activities, logs of learning, logs of critical incidents which are used for analyzing the evidence of producing an accomplishment of the outcome that are for learning (Eckhaus, Klein and Kantor, 2017). Just being analyzed about the information, the team plan activities for the week 3 that cover and have a date to plan and meet the information for review.

In the week four, the stimulation has the stage were data get collected for week 3 and it will review and ensure that the objectives of the PPDI would cover the learning outcome and then decide to complete the week’s activities (Torres and Augusto, 2017).

In the week five, the learning contract of the activities are completed and reviewed by the lecturer that ensure the achievement of the learning contract. Once there is an achievement, there will be a permission that are given by the lecturer to start the individual report and completed by 19th August 2018.

The skills that are develop to solve the task of the problems that are based on work:

Co-ordination skills: This skill is important for completing the project successfully where project managers need to understand ways to control the problems and work towards the project achievement containing the main objective (Maqbool et al., 2017). For the project manager, it is important to create a relationship that are working harmoniously. It is considered that internal and external conflicts are not present for project coordination in the right direction. Thus, it has skills that are vital and needed to be develop for successful project.

Team building: The work of the team member plays the main role is completing the project as for the leaders the project is important because they can manage the members of the team that has adequately plan and pair to enhance the productivity of the team (Chastonay et al., 2017). Through the research it can be seen that, the accomplishment of the project is important for the team members to creatively work and get ideas to share with harmonious relative and increase the innovation and productivity. Thus, a skill is built for the team that has to be develop with the placement of the project.

Building Critical Skills for Project Completion

Communication: Effective communication is the back bone to achieve success in a project. It is essential were team project could be manage. Moreover, through studies it is shown that with effective communication, the conflicts and misunderstandings could be eradicated among the members of the team and through it improve the working relationship of the team (Morreale, Valenzano and Bauer, 2017). Thus, with this, the project managers find it important to develop the communication effectively. The team work are getting influence by the work and are productive that ensure the communication in two-way with effective feedback.

Leadership skills: Activity of an individual get conducted thought the leadership skill. This has a team work which has a shared vision to achieve. The attributes that the leaders have got an intangible skill as such the zeal and willingness that influence the team in accomplishing the goals that are define and considering it to be vital while managing the project team (Maqbool et al., 2017). Furthermore, there are studies that shows that it is essential to have the leadership skill which are important for the success of the projects. Hence, it would be necessary to develop a skill for the leadership that are strongly needed for the development and completion of the project.

Time Management: For a project completion, it is responsibility of the project manager to understand the management of time and communicate with the team members. The project manager tracks and monitors the activities that are vital. They have been allocated with activities to the members of the project. This ensure the members of the project are having target to work on and the completion of the project needs to be done on time (Sundararajan, Bhasi and Pramod, 2017). The project manager develop a skills for time management which makes the things to be done right. This makes the project manager aware of the delegation, keep schedule to be focused on and do multitasking which is necessary in delivery of the project in a timely manner. Therefore, the skills needed for the time management are essential to develop and complete the project placement.  

On the date 13/06/18, a meeting was scheduled for the group at 12 noon and there was no member that have arrive on time. For the members of the team, it was necessary to proceed a meeting where there are weekly targets to be met. The experience that was gain from this action through which the importance of planning could be learnt and meet the times for meeting and before the start of the meeting the members could check that anyone has lose out the information by being late. Through this incident, the importance of attending the meeting on time could be realize by group productivity.

On the date 20/06/18, a meeting was planned for the group at 1.45 pm and discuss about the activities in the week 2 planning. There are reminders being sent out to group leaders with the use of WhatsApp and text message. Each member are allow with a time that are practice for group meeting. At the group meeting it was learnt that for the completion of the task of the project, communication is essential and the theories that are use like the Johari’s window that create a self-awareness which take some note that could reflect on.

On the date 27/06/18, at 12.05 pm, there were group members has got mixed up the EVRA and PPDI. The nominated project manager and members have clarified the way that were interlinked and was able to focus on the PPDI. Through this incident, the group members were aware of the individual reading that have importance in identifying the expectations from the students.

On the date 17/07/18, at 12.30 pm, there was an arrangement for the completion of the project through a practice round. There was one member for whom the practice session could not be finish. The members of the group decided to let that one member to go back to home and let their part to complete at home. The other members of the group agreed to remain behind and proceed with the weekly activity. With this incident, it was understandable that the individual task could be completed with the essence of confirmation that are prior to meeting.

Conclusion

With the evidence of the portfolio of the project, I have learned to create a group for whatsapp account in the week 1 to improve the skill for communication and reflect the importance of team work. With the application of Kolbs theory and Johari’s Window in week 2, I was able to learn about the active planning and experiment that will reflect the abstract and observation and plan the activity for the Gantt chart. In week 3, there was task to complete the learning contract and learnt the importance to comply the GSM code of conduct while reviewing about the ethics. While working with the project management, the importance of leadership, collaboration and communication were learned easily. There were Cesim project that the group has to understand in the week 5 and use them to apply in the group task. I have learned to allocate the task through individual skills. In the practice of Cesim simulation, I learn that the Ptoject Managers are important for the review. In the activity of week 7, I learned to gather information about the role of the Project Manager.

In the event of group schedule meeting, there were weekly targets that could be met. In this meeting I learn the importance of checking and meeting time for the productivity of the group. In the next group meeting, communication for the project task is used for Johari’s window theories that would create self-awareness. With the mix up of EVRA and PPDI individual reading is identified as per the expectation from the students. The final incident help in understanding the project completion as prior to the meeting of the individual task.

References

Banihashemi, S., Hosseini, M.R., Golizadeh, H. and Sankaran, S., 2017. Critical success factors (CSFs) for integration of sustainability into construction project management practices in developing countries. International Journal of Project Management, 35(6), pp.1103-1119.

Carvalho, M.M. and Rabechini, R., 2017. Can project sustainability management impact project success? An empirical study applying a contingent approach. International Journal of Project Management, 35(6), pp.1120-1132.

Carvalho, M.M. and Rabechini, R., 2017. Can project sustainability management impact project success? An empirical study applying a contingent approach. International Journal of Project Management, 35(6), pp.1120-1132.

Chastonay, P., Jeannot, E., Stoll, B., Mattig, T., Moretti, R., Walker, F. and Kabengele Mpinga, E., 2017. A 25-year experience with a Project-centered Master in Public Health: key to public health relevance and educational efficacy?. Creative Education, 8, pp.461-470.

Cooper, S., 2017. A collaborative assessment of students’ placement learning. Assessment & Evaluation in Higher Education, 42(1), pp.61-76.

Eckhaus, E., Klein, G. and Kantor, J., 2017. Experiential learning in management education. Business, Management and Education, 15(1), pp.42-56.

Fan, K.T. and Lin, F.C., 2017. A New Accounting Teaching Method to Help Student Overcome Communication Apprehension: An Experimental Study. Review of Integrative Business and Economics Research. Vol 6 (1).

Henderson, A. and Trede, F., 2017. Strengthening Attainment of Student Learning Outcomes during Work-Integrated Learning: A Collaborative Governance Framework across Academia, Industry and Students. Asia-Pacific Journal of Cooperative Education, 18(1), pp.73-80.

Joubert, L., Hebel, L., McNeill, A., Firth, S., McFadden, E. and Hocking, A., 2017. Teaching research in social work through academic practitioner partnerships: Knowledge, competency and confidence. Advances in Social Work and Welfare Education, 19(1), p.37.

Maqbool, R., Sudong, Y., Manzoor, N. and Rashid, Y., 2017. The Impact of Emotional Intelligence, Project Managers’ Competencies, and Transformational Leadership on Project Success: An Empirical Perspective. Project Management Journal, 48(3), pp.58-75.

Maqbool, R., Sudong, Y., Manzoor, N. and Rashid, Y., 2017. The Impact of Emotional Intelligence, Project Managers’ Competencies, and Transformational Leadership on Project Success: An Empirical Perspective. Project Management Journal, 48(3), pp.58-75.

Martens, M.L. and Carvalho, M.M., 2017. Key factors of sustainability in project management context: A survey exploring the project managers’ perspective. International Journal of Project Management, 35(6), pp.1084-1102.

Morreale, S.P., Valenzano, J.M. and Bauer, J.A., 2017. Why communication education is important: A third study on the centrality of the discipline’s content and pedagogy. Communication Education, 66(4), pp.402-422.

Riley, T., 2017. Work-based learning for the creative industries: a case study of the development of BA (Hons) web design and social media. Higher Education, Skills and Work-Based Learning, 7(1), pp.79-91.

Sundararajan, S., Bhasi, M. and Pramod, K.V., 2017. Managing software risks in maintenance projects, from a vendor perspective: A case study in global software development. International Journal of Information Technology Project Management (IJITPM), 8(1), pp.35-54.

Tena-Chollet, F., Tixier, J., Dandrieux, A. and Slangen, P., 2017. Training decision-makers: Existing strategies for natural and technological crisis management and specifications of an improved simulation-based tool. Safety science, 97, pp.144-153.

Torres, P. and Augusto, M., 2017. The impact of experiential learning on managers’ strategic competencies and decision style. Journal of Innovation & Knowledge, 2(1), pp.10-14.

Wall, T., Hindley, A., Hunt, T., Peach, J., Preston, M., Hartley, C. and Fairbank, A., 2017. Work-based learning as a catalyst for sustainability: a review and prospects. Higher Education, Skills and Work-Based Learning, 7(2), pp.211-224.

Wall, T., Russell, J. and Moore, N., 2017. Positive emotion in workplace impact: the case of a work-based learning project utilising appreciative inquiry. Journal of Work-Applied Management, 9(2), pp.129-146.

Wiele, P.V., Morris, D., Ribière, V. and Ermine, J.L., 2017. Project Based Learning for professional identity: A case study of collaborative industry projects in Marketing. The Independent Journal of Teaching and Learning, 12(2), pp.44-63.