Project planning and control Essay Example | Topics and Well Written Essays - 1000 words

Project planning and control - Essay Example Planning and control is constituted by four main activities that include scheduling, loading, sequencing and monitoring, and control. Whereas scheduling is about the timing of operations, loading involves the quantity of work to be done according to available capacity. Sequencing, in turn, involves the order in which the work is to be done (Johnston, Chambers and Slack, 2007). Consequently, monitoring and control involves ensuring that all the other components are going according to plan. Organizations are frequently involved with processes, movement of materials, finished goods and services that need proper planning and control. It is, therefore, important to any firm that wants to effectively perform and compete in today’s highly sophisticated operational business environment (Kerzner, 2009). To successfully coordinate all functions in line with an organization’s goals and objectives, management is increasingly being faced with the need for proper planning and control . Managers, therefore, need to properly understand the basic components of proper planning and analysis of projects. ... All these day-to-day activities of a project coordinator therefore need proper planning and control techniques, and hence my interest in this area. As a project coordinator, I therefore feel most aligned to the selected topic. Effects / Benefits Having pointed out my work as a project coordinator as the main reason for identifying the topic, it is important also to point out the effects or benefits it has on my personal objectives in line with my career. First is the issue of scheduling as discussed in the overview of the selected topic. My work as a project coordinator usually involves a lot of allocations and timing for various events, processes and individuals involved. A critical and comprehensive overview of the component that forms an important element of my daily operations is therefore of great benefit to my work as a project coordinator because it further equips me with the technical as well as the theoretical knowhow on the subject. The success of any project relies on prop er planning, and no project coordinator can ignore planning (Carmichael, 2006). Planning, in turn, depends on appropriate scheduling and control measures that have been put in place to ensure that it succeeds. Another area of project coordination is that of preventing risks associated with failures or uncertainties that are associated with unrecognized future drawbacks in the course of planning. Proper control measures learnt in this topic such as demand forecasting and push or pull control mechanisms will go a long way in ensuring that my work is based on an enlightened point of view rather than working towards a failure. Moreover, managing the staff for a

Review of Literature Essay Example for Free

Review of Literature Essay 2.1Introduction This chapter reviewed the available literatures written on this topic and in other related areas in this chapter. This was made possible by the identification, collection and review of these literatures from various sources such as text books, journals, reports and the internet. 2.2The Concept of ATM ATM is typically made up of the CPU for controlling the user interface and transaction devices, magnetic or Chip card reader for identifying the customer, display which is used by the customer for performing the transaction, function buttons usually close to the display or a Touch screen used to select the various aspects of the transaction and a record printer which provides the customer with a record of a transaction (Cronin and Mary, 1997). Most ATMs are connected to inter bank networks, enabling people to withdraw and deposit money from machines not belonging to the bank where they have their account or in the country where their accounts are held thus enabling cash withdrawals in local currency (Maxwell, 1990). They are often identified by signs above them indicating the name of the bank owning them. 2.2.1Evolution of ATM ATM is said to have evolved from early cash dispenser and is said to have first been introduced in the early 1970’s. The dispensers were operated by a token inform of a punch card. This enables a customer to withdraw as sachets of suitable values of bank notes. These sachets processes and then return the card to the customers. Another source has it that ATM concept was started around 1967, and that it was first installed in Endfield town, on the London Borough of Endfield by Barclays Bank. Thomas (1996). This is said to have been accredited to John Shepherded Baron, although George Simon registered patent in New York and Don Wetzel and two other Engineers from Docatel Company also registered patent in June/ April 1973. Brendan (1996). This in the second generation was improved to the extent that made it possible to count proved money. 2.2.2Operation of ATM ATMs typically connect directly to their ATM Controller via either a dial-up modem over a telephone line or directly via a leased line. Leased lines are preferable because they require less time to establish a connection. Musiime and Biyaki, (2010). It is observed that, most modern ATMs, the customer is identified by inserting a plastic ATM card with a magnetic stripe or a plastic smartcard with a chip that contains a unique card number. Security is provided by the customer entering a personal identification number (PIN). For one to access ATM service, he/ she (the card holder) has to insert the card (magnetic strip card) into the machine (ATM), which then reads the strip and makes contact with the central computer to confirm the genuity of the card which is either accepted rejected depending on whether it is valid or not. When accepted, the customer then punches his/ her PIN number which is then verified according to its compatibility with the information stored in the card. After w hich it then perform the service requested of like (issuing cash, accepting cash/ cheque deposit, balance enquiry, mini-statement) etc, and finally ejects the card. 2.3Effectiveness of ATM Without usage of technology the banking sector cannot provide customers with effective services (Patricio et al., 2003). Effective service delivery is a new or significantly improved service concept that is taken into practice (Drake, 2001). Customer expectations concerning service encounter experiences and service delivery mechanisms as well as the entire concept of what constitutes quality service are therefore key issues that need to be considered prior to the implementation of any structural change. Patricio et al. (2003). Effective service delivery is a service product or service process that is based on some technology or systematic method. It can be a new customer interaction channel, a distribution system or a technological concept or a combination of them. (Kelley et al. 1990). Kumbhar (2011). Observed that effectiveness of service provision have a significant relationship with overall customer satisfaction. Effective service delivery is positively related to customer satisf action in that, when a customer perceives that the delivery mode of the transactions that the bank is supposed to offer is quite good, the more the customers will be satisfied with the bank services. The Concept of Customer Satisfaction Cacioppo (2000) defines Customer satisfaction as the state of mind that customers have about a company when their expectations have been met or exceeded over the lifetime of the product or service as quoted by MALCOLM (2008). Increased customer expectations have created a competitive climate whereby the quality of the relationship between the customer and bank has taken on a greater significance in some cases than the product itself. (Musiime and Biyaki, 2010). Krishnan et al (1999). Point out that, the banking industry strives to succeed by putting the topic of rapid and changing customers needs to their agenda. This can be achieved through good customer care and offering attractive services or products that other competitors may not offer. Therefore, customer satisfaction is seen as a key performance indicator within business. The concept of customer satisfaction occupies a central position in marketing and practice (Cardozo, 1965). Customer satisfaction is a person’s feelings of pleasure or disappointment resulting from comparing a product’s perceived performance or outcome in relation to his or her expectations. (Musiime and Biyaki, 2010). In summary, Customer Satisfaction is the actual meeting of customer’s expectation after he or she has completed consuming a product or service. 2.4.1 Who is a Customer A customer is the most important visitor on our premises. He is not dependent on us. He is not an interruption to our work. He is the purpose for it. He is not an outsider on our business rather he is part of it, we are not doing him favor by serving him rather he is doing us favor by giving us an opportunity to do so. Wasswa, (2003). Pg 35. He further described a customer as one that enables the organization exists. They are the purpose of our business. In my own view, I believe that, customers are the heart, the life and the soul of our businesses, without whom we can’t hold even for a second to exist in business. Hence they should be accorded utmost respect and care when rendering service to them. 2.4.2Importance of Customer satisfaction Khirallah (2005) defines customer satisfaction as; a customers perception that his or her needs, wishes, expectations, or desires with regard to products and service have been fulfilled. Consumer satisfaction in short can therefore be defined as an evaluative process that contrasts pre-purchase expectations with the actual perceptions of performance during and after consumption experience. In summary, Customer Satisfaction is the meeting or even exceeding of a customer’s expectation after the use product. The outcomes of satisfying a customer are:- Customer loyalty- LOYAL customers are those who have the enthusiasm about the brands or products they use. The more enthusiastic a customer is, the higher the profit contributed to the brand. (MALCOLM 2008). Musiime and Biyaki,(2010). Loyalty is a combination of intentional repurchase behavior and psychological attachments of a customer to a particular service provider. The fundamental assumption of all the loyalty models is that ke eping existing customers is less expensive than acquiring new ones. In summary, Loyalty is customer’s demonstration of faithful adherence to an institution despite the occasional errors. Thus satisfying a customer is very paramount to organizations existence. Customer retention- Customer Retention is the ability to hold on to customers over time. Joseph and Stone (2003). Customer retention is the activity that the selling organization undertakes to reduce customer account defections. It can also be described as a series of actions that the selling organization undertakes to reduce defections. Musiime and Biyaki, (2010). Ganesh et al., (2000)., observed that, long-term, customers become less costly to serve due to the bank’s greater knowledge of the existing customer and to decrease serving costs. They also tend to be less sensitive to comparative marketing activities (Czepiel, 1990). Loosing customers not only leads to opportunity costs because the reduced sales, but also to an increased need for attracting new customers which is five to six times more expensive than customer retention (Joseph and Stone, 2003). 2.4.3The relationship between ATM use and Customer satisfaction Earlier research by Brownlie (1989) has recommended that some consumers have positive attitudes towards ATMs based on dominant perceptions of convenience/accessibility/ease of use. As observed by Malcolm (2008). On the other hand, Reichheld and Sasser (1990) have recognized the benefits that customer satisfaction delivers to a bank. For instance, the longer a customer stays with a bank the more utility the customer generates. This is a result of a number of factors relating to the time the customer spends with a bank. Without usage of technology the banking sector cannot provide customers with a satisfactory service (Patricio et al., 2003). Effective service delivery is a new or significantly improved service concept that is taken into practice. Musiime and Biyaki,(2010). According to, Patricio et al. (2003) customers will use different service delivery systems dependent on their assessment of each channel and how it contributes to the overall service offering. Hence service satisfaction will not merely be based on isolated service encounters and experiences but rather on the overall feelings of satisfaction. With automated teller machines networks already in place in most of the urban areas, the drive is now focused towards the rural areas where the use of automated teller machines is still uncommon. Musiime and Biyaki,(2010). 2.5Conclusion From the review of literature, it can be observed that the operation and use of ATM services in the financial sector, has contributed a lot in changing the way in which financial services and products are being delivered to the banks clients. As the say goes that, for every step forward (development), a lot of challenges must have been faced, fought and overcome. Thus the development of ATM saw the emergency of some challenges for the industry as customers keep demanding for better service, while the financial institutions are very busy searching for the most efficient way by which they can improve on their service provision.

School Vouchers are Good :: Argumentative Persuasive Argument Essays

School Vouchers are Good Wise men say you cannot predict Supreme Court decisions based on questions raised during oral argument, but the justices' go-round on the school voucher question may prove an exception to that rule - as this essay will demonstrate. Lead counsel for each side respectively provided a textbook example of how to argue, and how not to argue, before the High Court. The justices see their share of both types but rarely in the same case. Judith French, assistant attorney general of Ohio, defended the Cleveland program brilliantly. She was poised, calm, deliberative, and engaging. She listened to questions from the bench and fitted her responses within the doctrinal parameters of prevailing case law. Her chief opponent, Robert Chanin, counsel for the National Education Association, at one point or another frustrated or annoyed almost every member of the Court, including those whose support was essential to his cause. He was by turns rigid, hectoring, and evasive, sometimes cutting justices off in mid-question(WCBS). On the merits, his argument was a one-trick pony: Vouchers are but a backdoor transfer of government funds to religious institutions in violation of the Establishment Clause. Doctrinal secularism of this sort warms the blood at ACLU and teachers' union rallies, but it will not bear scrutiny in serious debate. Under the Cleveland program, the state does not distinguish between eligible religious and secular schools and has no control over where the money ends up. Parents and parents alone -- decide which school their children will attend. Chanin's argument might have secured some purchase with the Court 30 years ago, but no longer. The dominant constitutional tests of recent years speak in terms of government neutrality and non-endorsement. The Cleveland program was neutral, French said, because it gave no preference to religious schools, and endorsement was not at issue because tax dollars can get to a recipient institution only after the independent, intervening decision of parents. Chanin's only response was to assert without demonstration that the carefully drawn criteria of the Cleveland plan were sham. But no matter how often he said so, it was strikingly apparent that most of the justices (even those presumably sympathetic to his side) weren't buying his formulaic mantra. Justice Sandra Day O'Connor repeatedly tried to move Chanin beyond ritual incantation toward the specific facts at issue, but he rebuffed the invitation(Supreme Court). By refusing to concede even the slightest constitutional plausibility to the opposing argument, he essentially implied that much of the Court's First Amendment jurisprudence of the past 20 years was wrongly decided.

Team Dynamics for Managers

|[pic] |Course Design Guide | | |College of Social Sciences | | |PSY/430 Version 5 | | |Team Dynamics for Managers |Copyright  © 2010, 2009, 2008, 2005, 2004, 2003, 2001 by University of Phoenix. All rights reserved. Course Description This course provides an exploration into how managers and employees work in groups for the completion of organizational objectives. Emphasis is placed on the growing dependency on self-directed work teams in the workplace. This course equips student with the ability to manage work teams, work in teams successfully, and to obtain results via team dynamics. In addition, impacts upon customer satisfaction are explored. PoliciesFaculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: †¢ University policies: You must be logged into the student website to view this document. †¢ Instructor policies: This document is posted in the Course Materials forum. U niversity policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials Engleberg, I. N. Wynn, D. R. (2010). Working in groups. (5th ed. ). [University of Phoenix Custom Edition e-text] Boston, MA: Pearson/Allyn & Bacon. Retrieved from University of Phoenix, PSY/430—Team Dynamics for Managers Course website.. All electronic materials are available on the student website. |Week One: Effective Communication in Diverse Groups | | |Details |Due |Points | |Objectives |Explain the relationship between group member diversity and communication style. | | | |Determine effective use of verbal and nonverbal interaction in groups. | | | | |Describe the importance of listening and effective listening techniques. | | | | |Determine appropriate methods of group facilitation. | | | |Readings |Read Ch. 1 of Working in Groups. | | | |Readings |Read Ch. of Working in Groups. | | | |Readings |Read Ch. 3 of Working in Groups. | | | |Readings |Read Ch. 4 of Working in Groups. | | | |Readings |Read Ch. 7 of Working in Groups. | | | |Readings |Read Ch. 8 of Working in Groups. | | | |Readings |Read this week’s Electronic Reserve Readings. | | |Selection of Teammates |By Thursday, please let me know in your Individual forum if you could work with people |By Thursday of | | | |outside your time-zone. |Week One | | | | | | | | |On Friday, I will post a note in the Main forum with the names of the people in each team. | | |Participation |Participate in class discussion. | |2 | |Discussion Questions |Respond to weekly discussion questions. |By Friday of the |2 | | | |first week. | | |Article Review |Complete and Submit article review to thread in Main forum for it. |By Sunday of the |3 | | | |first week. | | |Search through the Electronic Resourc e Reading list consisting of articles from UOPX’s Online| | | | |Library. | | | | | | | | | |Share with your teammates which article you plan to review so that each member reviews a | | | | |different article. | | | | | | | | |Coordinate with teammates so that everyone in your team summarizes a different article. | | | | | | | | | |Submit two aragraphs and a quotation to the Main forum in reply to the post I will be | | | | |posting. | | | | |In the first paragraph, provide a short summary of the article. (100 to 150 words) Add an APA| | | | |citation. | | | |In the second paragraph, relate the information to your work, social, and/or home life. (100 | | | | |to 150 words) | | | | |For the quotation from the article, explain why you think it is an important quote. 50 to 75| | | | |words) Add an APA citation. | | | | |Provide an APA formatted reference. | | | |Individual |Review the Working in Groups videos located on your student website. Choose three of the four|By Monday, the |8 | |Group Communication Video |videos to watch. last day of the | | |Cases | |first week, | | | | | | | | |Review the grading form and use the sample paper provided for this assignment in the Course | | | | |Materials forum. | | | | | | | | | | | | | |Write a 200- to 300-word response to each video clip by answering the following questions. | | | | | | | | |Choose one video that you will use to discuss the relationship between group member diversity| | | | |and communication style. What diversity existed in the group? How did this affect the group | | | | |members' communication styles?Was diversity a hindrance to communication? Determine two | | | | |communication methods that could have been used to better facilitate the group. | | | | | | | | | |Choose another video and describe the verbal and nonverbal interaction among the members of | | | | |the group.What were these interactions communicating? Were they helping or hindering the | | | | |group process? Come up with two c ommunication methods that could have been used to better | | | | |facilitate the group. | | | | | | | | | |Watch the third video and determine the listening techniques used by members of the group. | | | |Describe the importance of listening in group communication and relate it to this scenario. | | | | |Were the listening techniques used in this situation effective? If not, which effective | | | | |techniques should have been used to better facilitate the group process? | | | | | | | | | | | | | |Resources: Three Resources: (1) textbook, (2) one article from the Electronic Reserve | | | | |Readings or another article in UOPX’s Online Library, and (3) one other resource or another | | | | |article from UOPX’s Online Library. | | | |Format your paper according to APA standards. | | | | | | | | | |Include title-sheet, levels with subheadings, citations, and references. | | | |Use sample paper and review grading form; both provided in Course Materials forum. | | | | | | | | | |Submit to the Assignment Section. | | | Week One Individual Participation (2)Discussion Questions (2) Article Review (3) Group Communication Video Cases (8) Individual Total: 15 |Week Two: Cohesion and Decision-Making | | |Details |Due |Points | |Objectives | | | | | |Evaluate individual strengths that apply to the group process. | | | |Apply conflict management techniques to group conflicts. | | | | |Identify problem-solving techniques that facilitate group decision-making. | | | |Readings |Read Ch. 9 of Working in Groups. | | | |Readings |Read Ch. 10 of Working in Groups. | | | |Readings |Read Ch. 1 of Working in Groups. | | | |Readings |Read this week’s Electronic Reserve Readings. | | | |Participation |Participate in class discussion. | |2 | |Discussion Questions |Respond to weekly discussion questions. |By Friday of the |2 | | | |second week | | |Individual |See description in Week One. By Friday of the |3 | |Article Review | |second week | | |Individual |This two -part assignment enables you to reflect on your individual strengths and | | | |Rough Draft |problem-solving skills as they apply to the group process and decision-making. |5 | | | | | | |Individual Strengths and |Review the grading form and use the sample paper provided for this assignment in the Course | | | |Problem-Solving Techniques |Materials forum. | | |paper | | | | | |Prepare a 1,050- to 1,750-word paper formatted according to APA guidelines.The paper must be| | | | |organized according to the following categories: | | | | | | | | | | | | | | |Part 1: Individual Strengths and the Group Process | | | | | | | | | |Describe a group setting or scenario in which you have worked or of which you are | | | | |currently a part. | | | | | | | | | |What are the strengths and skills that you have brought to this group setting? How have they | | | | |benefited the group? | | | | | | | | |Are there any drawbacks your strengths and skills have brought to the group? Describe how | | | | |t hey have affected the group. | | | | | | | | | |How have other group members’ strengths and skills affected the group process? | | | | | | | | |What are some skills you could improve to foster a more effective group environment? How can | | | | |you improve these skills? | | | | | | | | | |Part 2: Problem Solving Techniques and Group Decision Making | | | | | | | | | |What problem solving techniques do you know or use regularly? | | | | | | | | |How do your techniques influence group decisions? | | | | | | | | | |What other problem solving techniques could you use when making group decisions? | | | | | | | | | |What can you do to develop or improve your problem solving techniques? | | | | | | | | | | | | | |Resources: Three Resources: (1) textbook, (2) one article from the Electronic Reserve | | | | |Readings or another article in UOPX’s Online Library, and (3) one other resource or another | | | | |article from UOPX’s Online Library. | | | | |Format your paper according to APA standards. | | | | | | | | | |Include title-sheet, abstract, levels with subheadings, citations, and references. | | | | | | | | |Use sample paper and review grading form; both provided in Course Materials forum. | | | | | | | | | |On the last day of the second week, submit a working draft of the Job Redesign and Workplace | | | | |Rewards Assessment to the three reviewing services in the Center for Writing Excellence (CWE)| | | | |for evaluation: (1) Write Point, (2) Tutor Review, and (3) Plagiarism Checker. | | | | | | | | |On the last day of the second week, provide proof of your submission by taking a Screen-Shot | | | | |of the My Papers page showing the submission to three reviewing services. | | | | | | | | | |Submit the Screen-Shot to your Individual forum. | | | | | | | | | |In the subject line, type the words, â€Å"Screen-Shot. | | | | | | | | | | | | | | |On the third day of the third week (Thursday), download all three reviews. | | | | | | | | | |Write Point and Plagiarism Checker take 15 minutes to an hour to complete. | | | | | | | | | |Tutor Review takes two to three days to complete. | | | | |By the last day of| | | |Write Point and Tutor Review are Word documents that are easily saved. |the second week | | | | | | | | |The Turnitin report is saved by clicking on the icon, which looks like a piece of paper with | | | | |a downward arrow. It is on the far right of the page. | | | | |By the last day of| | | |Submit them to your Individual forum. |the second week | | | | | | | | |In the subject line, type the words, â€Å"Copies of the Results of the Three Reviewing Services† |By the third day | | | | |of the third week. | |Learning Team |For the Charter, in the first section, complete with the necessary information from each of |By Saturday of the|5 | |Charter and Timeline |the members. In the remaining sections ((1) Team Ground Rules and Guidelines, (2) |second week | | | |Expectations for Time Management and Involvemen t, (3) Ensuring Fair and Even Contribution and| | | | |Collaboration, and (4) Special Considerations. ) complete each as a collaborative effort | | | | |rather than simply submissions from each member. | | | | | | | | |Do not say member A thinks one of the Ground Rules and Guidelines should be that everyone | | | | |posts every day in the learning team forum. Then, member B thinks everyone should post every | | | | |other day, while, member C thinks every three days is fine. In other words, collaborate as a | | | | |team to make one list for each of the following sections: In this way, I will know that | | | | |everyone agrees with each other. Additionally, be sure to answer all  questions in relation to| | | | |each section. | | | | | | | | |For the timeline, use the one in the Course Materials forum. Be sure to  include what each | | | | |member is to do each week to satisfy the successful completion of the project and how the | | | | |team will know that it has been completed . Include dates as to when each step is to be | | | | |finished. | | | | | | | | |Collaboratively complete both the charter and timeline. | | | | |Submit to Assignment Section. | | | Week Two Individual Participation (2) Discussion Questions (2) Article Review (3) Rough Draft: Individual Strengths and Problem-Solving Techniques Paper (5) Learning Team Charter and Timeline (5) Individual Total: 12 Learning Team Total: 5 Week Three: Group Member Roles and Responsibilities | | |Details |Due |Points | |Objectives | | | | | |Identify group member roles and responsibilities. | | | | | | | | | |Identify the qualities of an effective group leader. | | | | | | | | |Explain methods of managing difficult group members. | | | |Readings |Read Ch. 5 of Working in Groups. | | | |Readings |Read Ch. 12 of Working in Groups. | | | |Readings |Read this week’s Electronic Reserve Readings. | | | |Participation |Participate in class discussion. | |2 | |Discussion Questions |Respond to weekly discu ssion questions. By Friday of |2 | | | |the third week | | |Individual |See the details in the first week. |By Friday of |3 | |Article Review | |the third week | | |Individual |Use the results of the three reviewing services to correct any grammar, punctuation, and APA |By the last day|14 | |Final Draft |mechanical errors. |of the third | | | | |week | | |Individual Strengths and |Submit to the Assignments Section. | | |Problem-Solving Techniques | | | | |Paper | | | | |Learning Team |Each team member identifies a conflict that he or she has recently encountered while working |By the last day|10 | |Conflict Resolution |in a group. |of the third | | | | |week | | | |These groups could be work groups or school learning teams. | | | | | | | | |As a team, discuss the conflicts and choose one to focus for the team assignment. | | | | | | | | | | | | | | |Review the grading form and use the sample paper provided for this assignment in the Course | | | | |Materials forum. | | | | | | | | | | | | | |Prepare a 700- to 1,050-word paper in which the team describes the group conflict scenario | | | | |and propose a possible solution. | | | | | | | | | |The focus of the paper should not be on the conflict and possible solution, but on the | | | | |process, the group followed in coming to a solution.In the paper, be sure to address the | | | | |following questions: | | | | | | | | | |Describe the past situation of the conflict, the reasons for the conflict, and the proposed | | | | |solution. | | | | | | | | | |How did individuals in the group use their personal strengths to devise a solution to the | | | | |conflict? | | | | | | | | |What conflict management techniques were used to solve the problem? | | | | | | | | | |How did the group arrive at a decision? | | | | | | | | | |What other conflict management techniques could the group have applied to solve the problem? | | | | | | | | |Resources: Three Resources: (1) textbook, (2) one article from the Electronic Reserve | | | | |Readings or another article in UOPX’s Online Library, and (3) one other resource or another | | | | |article from UOPX’s Online Library. | | | | |Format your paper according to APA standards. | | | | | | | | | |Include title-sheet, abstract, levels with subheadings, citations, and references. | | | | | | | | |Use sample paper and review grading form; both provided in Course Materials forum. | | | | | | | | | |Submit to the Assignment Section. | | | Week Three Individual Participation (2) Discussion Questions (2) Article Review (3) Final Draft: Individual Strengths and Problem-Solving Techniques Paper (14) Learning Team Conflict Resolution (10) Individual Total: 21 Learning Team Total: 10 Week Four: Implementing Group Motivation Strategies and Rewards | | |Details |Due |Points | |Objectives | | | | | |Determine appropriate group incentives for reaching goals. | | | | | | | | | |Design rewards based on effective group dynamics and desired results. | | |Readings |R ead Ch. 6 of Working in Groups. | | | |Readings |Read this week’s Electronic Reserve Readings. | | | |Participation |Participate in class discussion. | |2 | |Discussion Questions |Respond to weekly discussion questions. |By Friday of |2 | | | |the fourth week| | |Individual |See the details in the first week. By Friday of |3 | |Article Review | |the fourth week| | |Individual |Complete the â€Å"Group Motivation Inventory† at the end of Ch. 6 of the textbook. Determine your|By the last day|10 | |Group Motivation Inventory |score and post it to your Individual forum and your Learning Team forum. |of the fourth | | |Paper | |week | | | |Review the grading form and use the sample paper provided for this assignment in the Course | | | | |Materials forum. | | | | | | | | |Then write a 1,400- to 1,800-word paper, formatted consistent with APA guidelines, that | | | | |includes the following information: | | | | | | | | | | | | | | |Scoring and Interpretation of Group Motiva tion Inventory | | | | | | | | | |Were the group expectations unclear or unreasonable? What did you like about the | | | | |expectations, and what did you dislike? | | | | | | | | |Did some members make it difficult for others to participate? Why was working with them | | | | |difficult? | | | | | | | | | |Are some members doing most of the interesting work, while others do routine assignments? In | | | | |the future, what can you do to make sure the interesting work is shared? | | | | | | | | |Were some members ignored? What could you have done to help people not feel this way? | | | | | | | | | |Personal Interpretations | | | | | | | | | |Describe what you learned about yourself in this exercise. | | | | | | | | |How does this knowledge affect the way you interact in groups? | | | | | | | | | |What will you do differently in future groups as a result of this exercise? | | | | | | | | | |Based on your results, what may you do to be more motivated? | | | | | | | | |What incentives w ould help you be more motivated when working in a group? | | | | | | | | | |What considerations would you have to make for incentives when group members’ motivations are| | | | |different? | | | | | | | | | | | | | |Resources: Three Resources: (1) textbook, (2) one article from the Electronic Reserve | | | | |Readings or another article in UOPX’s Online Library, and (3) one other resource. | | | | | | | | | |Format your paper according to APA standards. | | | | | | | | |Include title-sheet, abstract, levels with subheadings, citations, and references. | | | | |Use sample paper and review grading form; both provided in Course Materials forum. | | | | | | | | | |Submit to the Assignment Section. | | | Week Four Individual Participation (2) Discussion Questions (2) Article Review (3) Group Motivation Inventory Paper (10) Individual Total: 17 Week Five: Group Presentation Tools | | |Details |Due |Points | |Objectives | | | | | |Identify advantages and disadvantages of usin g presentation aids in group presentations. | | | |Readings |Read Ch. 13 of Working in Groups. | | | |Readings |Read Ch. 14 of Working in Groups. | | | |Readings |Read this week’s Electronic Reserve Readings. | | | |Participation |Participate in class discussion. | |2 | |Article Review |See the details in the first week. |By Friday of |3 | | | the fifth week | | |Learning Team |Write a 2,150- to 2,500-word paper, formatted consistent with APA guidelines, that includes |By the last day|10 | |Group Incentives and |the following information: |of the fifth | | |Problem-Solving Techniques | |week | | | |Review the grading form and use the sample paper provided for this assignment in the Course | | | | |Materials forum. | | | | | | | | | |Incentives | | | | | | | | | |Each member is to compile his or her team results from the â€Å"Group Motivation Inventory† in a | | | | |brief, informal summary. | | | | | | | | |Each member is to discuss the team incentives each team membe r identified in his or her | | | | |individual assignment. | | | | | | | | | |As a team, explain how each member’s incentives will help this team achieve desired results. | | | | | | | | | |As a team, design two incentives created specifically for this team’s dynamics. | | | | | | | | | | | | | |Problem-Solving Techniques | | | | | | | | | |Name two problem-solving techniques this team used in the last five weeks? What were the | | | | |reasons for using them? | | | | | | | | |Which problem-solving techniques were helpful, and which ones were not beneficial? | | | | | | | | | |What other problem solving techniques could this team have used during the past five weeks | | | | |when making group decisions? | | | | | | | | |Resources: Three Resources: (1) textbook, (2) one article from the Electronic Reserve | | | | |Readings or another article in UOPX’s Online Library, and (3) one other resource or another | | | | |article from UOPX’s Online Library. | | | | |Format your paper according to APA standards. | | | | | | | | | |Include title-sheet, abstract, levels with subheadings, citations, and references. | | | | |Use sample paper and review grading form; both provided in Course Materials forum. | | | | | | | | |Submit to the Assignment Section. | | | |Learning Team |Prepare a 10- to 12-slide Microsoft ® PowerPoint presentation with speaker notes, in which the|By the last day|5 | |Presentation Tools |team identifies advantages and disadvantages of using presentation aids in group |of the fifth | | | |presentations.Address the following in your presentation: |week | | | | | | | | |Describe four different presentation aids used in group presentations. | | | | | | | | | |Identify the advantages of your selected aids when used in group presentations. | | | | | | | | |Identify the disadvantages of your selected aids when used in group presentations. | | | | | | | | | |Resources: Two Resources: (1) textbook, and (2) one other resource. | | | | |Format the presentation according to APA standards. | | | | | | | | |Include title-sheet, citations, and references. | | | | |Include an introduction and a conclusion. | | | | |Include speaker’s notes. | | | | | | | | | |Submit to the Assignment Section. | | | Week Five Individual Participation (2) Article Review (3) Learning Team Group Incentives and Problem-Solving Techniques (10) Presentation Tools (5)Individual Total: 5 Learning Team Total: 15 Individual Grand Total: 70 Learning Team Grand Total: 30 Copyright University of Phoenix ® is a registered trademark of Apollo Group, Inc. in the United States and/or other countries. Microsoft ®, Windows ®, and Windows NT ® are registered trademarks of Microsoft Corporation in the United States and/or other countries. All other company and product names are trademarks or registered trademarks of their respective companies. Use of these marks is not intended to imply endorsement, sponsorship, or affiliation. Edited in a ccordance with University of Phoenix ® editorial standards and practices.

Pan-Europa Foods

ASSIGNMENT I: Multi Projects Inc. EVALUATING THE CASE STUDY AND PROPOSING A SOLUTION Student Names: Clement Nsala, Thapelo Monyere, Samuel Phiri, and G. Chabane DUE DATE: 16th March 2011 Executive Summary This report evaluated the current problems being faced by Multi Projects, Inc. which is a well established consulting firm employing a strong workforce of 400 people and is enjoying good business from previous clients as well as targeting projects from growing companies. The report identified problems that are affecting the smooth running of the firm.It identified the main problems affecting the firm as over utilization of resources, poor communication and failure to call project kick off meeting. Other problems identified were, over reliance on one resource person, misrepresentation of facts by personnel as well as Problem of running a matrix organization structure. The report recommended the firm to continue using the matrix organizational structure and explore the possibility of creating a position for a programme manager, improve on its communication skills acro ss all functions.There is need for a management development programme for all their project managers. It further suggested the firm to develop more of their systems engineers support and expose them in challenging projects so that they gain the experience and exposure. There was another recommendation to manage people’s working hours and overtime carefully so that they are within legal limits. Introduction There are various organisational structures that firms can use to mange their business.These include functional, pure project and matrix type organizational structure. Matrix-Type Organisation Structure is a mixture of functional and pure project organisation structure and is used by companies that work on several projects at the same time. It is a structure that provides projects and customer focus as well as retaining functional experts and individuals can be assigned to various projects at the same time depending on the situation at hand.Both the project manager and the functional manager have responsibilities on the project team where the functional manager identifies who to be assigned to the project and how tasks will be implemented and where the project manager is the link between the customer, the project and the company. Multi Projects Inc. is a consulting firm with a complement of 400 employees which has a multiple projects running at the same time for various clients most of which are from previous projects due to its good reputation in customer satisfaction.It also needs to expand its customer base by targeting growing companies for future business and has adopted the matrix type organisation structure. Evaluation of the Case Study Although Multi Projects Inc. embarks on several projects at the same time and has a good reputation of satisfying its customers, it is faced with a number of challenges and upon evaluating the Multi Projects Inc. the following challenges were identified as discussed below. It has been observed that Multi Project s Inc. as been awarded a project by the Growin Corporation which it has been long proposed and no feedback has been heard for some time and it was good news to Multi Projects Inc. since it was also their wish to do business with Growin Cooperation. Upon receiving the news from Growin Cooperation, the project manager (Jeff Armstrong) who was drawing the project proposal on behalf of Multi Projects Inc. got too excited as he has been looking forward to embark on a challenging project as well as the Growin Cooperation Project.However, the Project Manager did not call a project kick-off meeting which its aim is to involve all stakeholders and map a better way forward to better handle the project within all agreed budgets and time frame. Project kick off meeting is the best opportunity for a project manager to energize his or her team. Although a project kick off meeting appears to be a simple meeting with stakeholders of the project, a successful project kick off meeting requires proper planning. Available: http://www. tutorialspoint. om/managementy_concept/project_kick_off_meeting. htm, 2011 The other challenge facing the firm is poor communication skills displayed by Jeff. It has been discovered that there are no proper communication channel and plans in the firm. This is evident because in the case study, Jeff displayed un professional conduct by knocking on everyone’s door and inspiring Tyler to his project despite the fact that he is engaged in another project which is of utmost importance to the firm. His approach was unbecoming and it is lack of respect for others in a work place.In a work place and for a company to achieve its objective, it should have a proper communication skills and plan in place so as to build trust and confidence for both employees and clients. Jeff has been seen interrupting Jennifer without considering what Jennifer was doing to tell her he wanted to have Tyler in the Growin’s project. This was not good communication a nd also lack of respect for others. Jeff also implied that Tyler wanted to work on the Growin Project whereas in the actual fact it was not the case. This was misrepresentation of facts which was a result of poor communication skills.Jeff Armstrong failed to display interpersonal relationship with his work mates/peers. The way he approached Jennifer about engaging Tyler on the Growin project was like giving her instruction on what to do in her department whereas Jennifer being Tyler’s functional manger was the one to assign a system engineer to that project. The way he approached Julie on the same issue also is a cause for concern as he interrupted her in her meeting. It has also been observed that Jeff was an ambitious and arrogant individual who would do anything he could to get what he wanted.This is unhealthy for an organisation and can lead to the possibilities of loosing existing and prominent clients. If all other managers go with Jeff, chances are that they may lose b usiness from both Growin and Goodold projects. Goodold awarded Multi Projects Inc. the project because they were promised that Tyler will be working on the project and once he is moved to the Growin Project, Multi Projects Inc. would not have honoured their agreement and Goodold may feel betrayed hence terminate the agreement. Another identified challenge was over reliance on one resource person to implement projects.Over reliance on one resource person is very risky for a company and was a result of lack of delegation and transfer of skills. It is very crucial in an organisation to transfer skills between team members so that the organisation functions fully under any circumstances. The dangers associated with gate keeping (keeping all to oneself) are that if the person that is being relied upon resigns from the company or otherwise, the firm is going to face huge problems in executing projects at hand as well as those, that it intends to acquire as this is going to lead to lead to not satisfying the customer or the project sponsors.It is very imperative for a firm to adopt an in house development aimed at skill transfer so that it positions itself better for any circumstance that may arise. If Tyler had transferred his skills to other team members, conflict regarding the Growin Project would have been avoided and hence assign one of the system engineers. Over reliance on one person is unhealthy for both the institution and an individual because he would be over worked and over stretched and in the final analysis the production would be lowered and customer satisfaction is compromised.Once customer satisfaction is compromised, existing, prominent and aspiring clients may lose trust in the firm and eventually terminate deals with them. Since Project managers in Multi Projects Inc. over rely on Tyler Bonilla and managers wanted him to work on their projects at the same time, it is likely to experience a situation where other projects would not meet deadlines th us resulting in schedule overrun. The effects of this schedule overrun will ultimately result in the executive spending more time in building customer relations.Another identified challenge was the Problem of running a matrix organization structure. A Matrix Organisation Structure is very good for organisations that are conducting multiple projects all at the same time. This type of organisational structure has a dual reporting structure which requires establishing guidelines for communication plans. If there are no guidelines established lack of balance of power between project and functional mangers may create conflicts between them regarding priorities, work assignments, technical approaches to the work and changes of team members between projects.It is stated in the ehow. co. uk that â€Å"drawbacks of matrix structure include unclear reporting channels and orders, according to the International Journal of Project Management. Since the workforce is responsible both to the depar tmental manager and the project manager, there is a danger of confusion and duplication of effort. For example, an individual assigned to a particular project may find it difficult to work efficiently because of conflicting orders given by the department manager†. Available: http://www. ehow. co. uk/list_6706504_basic-types-organizational-structures. tml#ixzz1G6J8UkEl Another challenge identified during the case study evaluation is that Multi Projects Inc. does not have the position for the programme manager who is the overseer of all projects in an organization. Projectmanagementcertification. com states that â€Å"the programme managers role include resolving any outstanding issues among project teams that cannot be resolved within the team as well as assigning project managers and assisting in project team staffing†. Available: http//projectmanagementcertification. org/managernotes/rules_and_responsibilities. html.If Multi Projects Inc, had this position conflicts ca used by Jeff would not have been experienced because the programme manager would have guided Jeff Armstrong on how to go about it rather than moving around and displayed his ignorance before his peers. PROPOSED SOLUTIONS 1. Project Kick – Off Meeting It is imperative for the kick off meeting to be called by the project manager so that he takes all stakeholders to the project on board. Project kick off meetings are aimed at avoiding conflicts that may arise during the project implementation as well agreeing with functional manager’s about resources allocation.Dennis Lock (2007:325) states that, â€Å"The first execution action of the project manager is usually to call an initial meeting, often called the ‘kick – off’ meeting, which gives the project manager the opportunity to outline the main features of the project to managers whose departments will work on the project, and to the most senior design staff and other key people†. This is the me eting Jeff Armstrong was supposed to call for after his appointment as the project manager so as to assemble his project team and get support and commitment to his project from the functional managers.A lot of issues regarding the project are discussed in this meeting and chief among others is the project risk. The newly assembled project team has to assess all the risks that they might face which might affect the progress of the project and then develop ways to minimize or overcome them. â€Å"If the organization is a matrix, the task is more difficult – even getting people to attend the meeting becomes a question more of invitation and persuasion rather than issuing a direct summons† Dennis Lock (2007:325). 2. Lack of Communication SkillsGood communication skills are an essential skill for project managers since they are the responsible for communication with the client, project team and executive management in the company. Meredith and Mantel (2003:137), defines the benefits of good communication as â€Å"In order to meet the demands of the job of project manager – acquiring adequate resources, acquiring and motivating personnel, dealing with obstacles, making project goal trade – offs, handling failure and fear of failure, and maintaining the appropriate patterns of communication – the project manager must be a highly skilled negotiator†.Suppose Jeff had practised some of these fine skills therefore there wouldn’t have been any conflict at all regarding the request for the release of Tyler for the Growin project. Jennifer as the systems manager was supposed to call for an urgent meeting with Jeff, Julie and all her systems engineers to explain the criticality of the Goodold project and solicit for alternative ideas regarding secondment of a systems engineer to the Growin project on a temporary basis until Tyler completes his assignment on Goodold project.Tyler is supposed to be sent for some short courses on delegation skills soon after the Goodold project. Julie was supposed to postpone her trip so as to attend this important meeting because it has an effect on her project. Clements and Gido (2009:310) state that, â€Å"Effective communication establishes credibility and builds trust†. Jeff needs to learn and improve on the soft skills of communication so as to gain credibility and trust among his new project team so that they could all pull together for the deliverance of the Growin project objective. Projectsmart. om states that, ‘communication is so important to project success that it has been referred to as the lifeblood of a project by more than one practitioner. Jack Vinson talks about the importance of communication across project interfaces – interfaces being boundaries between different groups within an extended project team. He views interfaces as constraints that limit project success. On reflection, I realised that many project communication issues I'v e encountered have, in fact, occurred at interfaces. In this post I explore the notion of an interface as an obstacle to project communication’.Available: http/www. projectsmart. co. uk/obstacle-to-project-communicatio. html Projectmanagementskills. com also states that ‘an accomplished manager in any capacity must be able to communicate effectively whether you are getting the latest budget figures from accounting down the hall or contacting the CEO of a large corporation with the updated schedule’. Available: http/www. projectmanagementskill. com/communication. html 3. Over – Reliance On One Resource Person / Lack of Delegation Tyler is expected to take advantage of the matrix organization structure that Multi Projects, Inc.Company is using so as to impart and transfer his knowledge and skills to the junior systems engineers in the company. Clements and Gido (2009:412) states that â€Å"The matrix type organization provides opportunities for people in th e functional components to pursue career development through assignment to various types of projects†. This is the opportunity that Tyler must be utilising in knowledge transfer, coaching and mentoring junior system engineers so that he doesn’t carry most of the workload. Failure to implement that will only cause him â€Å"burn out† due to working on too many projects and spending too many overtime hours.In his case he could delegate responsibility but still retains accountability so that he maintains the excellent reputation he has with the clients for Multi Projects, Inc. Company. â€Å"Great delegations build trust, develop skills in those to whom the tasks have been delegated and free the leader to work on other things†: http://www. teal. org. uk/EasyPrint/epdelegati. htm Tyler should be encouraged to meet regularly with Jennifer instead of once a month so that he keeps her updated on his progress and problems that he is encountering.This can help Jenn ifer realise what intervention methods she can implement so as to help him. She can send him to short courses on delegation among other development courses. 4. Lack of respect / Misrepresentation of Facts Successful project managers need to be very good leaders and managers as well at the same time. Jeff needs for to be a good manager so that he command trust from his project team members as well as work colleagues. Lack of respect and misrepresentation of facts can cause people to loose trust in him. Multi Projects, Inc.Company should be best, advised to run a competency based assessment system to evaluate all their project managers’ skills. It might not only be Jeff who in any case has showed his lack of respect and misrepresentation of facts which must be taken seriously because consultancy firms are more customers – focused. The project manager needs to gain credibility amongst customers as well as the project team that he is leading by being honest. Once a need is identified, amongst all the project managers for training and development, therefore there is need for training to be scheduled as soon as possible.This will ultimately transform Jeff to not only earn his team’s respect but also their trust and commitment, as well to the project. 5. Problem of Running A Matrix Organization Structure A matrix organization structure is a hybrid set up consisting of a functional and pure project type organizational structure. There is team work between the project manager who is responsible for delivering the project and the functional manager who is responsible for availing the resources needed to deliver the project. Multi Projects, Inc. Company is encouraged to continue running their business using the matrix organization structure.This set up is more customers focused and lines of communication are very clear and dual in nature. The project manager is the one who communicates with the customer and top management. When problems are imminent the project team communicates directly with the project manager as well as their functional managers. In this way there is a greater chance that problems will be identified and rectified on time. There is efficient utilization of resources and skills are transferred from project to project because people with common discipline are grouped together and learn from one another.Multi Projects, Inc. Company runs too many projects all at the same time and this matrix organization structure is more ideal for their operations. Clements and Gido, (2009) relates that, â€Å"It’s appropriate for companies that are working on multiple projects at any one time and projects that vary in size and complexity† for using matrix organizational structure. 6. No Position For A Programme Manager The programme manager is the head of the projects management office and project managers report to him as well as the projects support office staff.When projects come up in the organization, he assi gns a project manager to the project and at times one project manager can be assigned several different projects depending on the criticality of the project. If Multi Projects, Inc. Company had a position for a programme manager, the conflict that was caused by Jeff would have been solved amicably because one of the responsibilities of the programme manager is to resolve priority conflicts between projects competing for resources within the same organization. Clements and Gido (2009), re-enforces the importance of the position of

Being There by Jerzy Kosinski essays

Being There by Jerzy Kosinski essays In social encounters, people in general project a public or on-stage self, and we think of it as covering our authentic face- the face behind the social mask. People often act in the opposite way of what they are really thinking in order to impress others. However, Chance, in Jerzy Kosinskis Being There, couldnt think or act on his own. His behavior reflects what he has observed on television and in his garden. Chance presents himself to others in such an honest manner. What he shows the public is exactly who he is. He doesnt have a private or public self; he has only one face- the face of true human nature, which is the product of TV images and his garden. Television created Chance as did the garden. The garden seems to give him physical existence while the television gives him a mental existence. However, this mental existence is a false one. Contrary to his life in the garden, in the outside world Chance is a blank page, acceptable to all people because he is like all those characters on television. Because Chances behavior depends on what he has seen on television, he is uninformed and incompetent in many areas. Although this book is a bit far-fetched and ridiculous at times, Kosinski makes a very valid point. He seems to point out that in the culture we live in, superficial perception is everything while real thought is often neglected. The media plays a large part in shaping our notions of leadership. The media creates an image for Chance- they give him an occupation, a relationship of intimacy with the President, and status. They hype him up to make him seem newsworthy and interesting because they have to have people to write about. Even though Chance may not be the brightest person, people are drawn to his personality and his unintentional words of wisdom. People seem to trust him, instinctively. His meaningless utterance ...

Cumulus Humilis Clouds essays

Cumulus Humilis Clouds essays The Development and Evolution of Cumulus Humilis Clouds In order for clouds to form, a few factors are crucial to begin their formation. Clouds, since they are primarily water-based with small amounts of other materials (hygroscopic condensation nuclei), need a ready source of water so evaporation can move the water from a lake or the like, into the atmosphere. Once in the atmosphere, the sun heats the air, causing it to rise, and eventually condense in the colder air, in the higher atmosphere. The frequency of the Cumulus Humilis cloud to form in the afternoon is due to this heating of the air. As dawn approaches, the air gets cool, since just before dawn is when the air is coldest. As the morning progresses, the sun heats the air and as described before starts. As the clouds form and begin to grow, they are limited in one direction of growth. The clouds are prevented from downward expansion because of inversion. Inversion is defined to be, An increase in air temperature with height (Essentials of Metrology, 426). The unusually warm air in this region at the cloud base de-condenses, creating a the sharp base of the cumulus humilis clouds. The top most structure of the cloud is much different. The top of the cloud is puffy because of the rising air. When the cloud tops get very large they are called cumulus congestus, and further vertical development denotes them as cumulonimbus clouds, both also associated with rain showers. As these cumulus humilis clouds age, the edges of the clouds evaporate, cooling the surrounding air, making it increase in density and fall in altitude. The sinking of the air surrounding the cloud prevents further mixing of the warm and cold air, otherwise known as convection. Because of the air being so still, there is no way for warm air to rise then condense creating another cloud. This is the reason for the large amount of b...