BMAN22061 Managing Projects Assignment Sample
Here’s the best sample of BMAN22061 Managing Projects Assignment, written by the expert.
Introduction
The paper provides opportunity to examine the real life project management that have been experienced in practical manner. It utilizes dynamic learning framework for structuring the reflection process. In this section, specific project management issues experienced during the flash mob dance event project for charitable purposes has been evaluated and on the basis of suitable principles and concepts, the issues are examined properly. The main issue experienced during the project is the involvement of large number of members in the event as it can lead to increased confusion between their work and responsibilities during the project and late decision making process. The most important concepts and principles of project management on the course for examining the issue are stakeholder analysis, work breakdown structure and raci chart. These concepts will help in understanding the issue for better management of project. The review addresses below mentioned questions.
- What are the current practices suggested by the study around flash mob dance event for charitable purposes in different contexts?
- What are the key principles, concepts, approaches and tools of assessment that impact the social cause?
- How do these strategies evaluate, measure and monitor the progress of event including needs, preferences, readiness, goals and interests?
Course Concepts and Principles
This part relates to the in-depth research and understanding of identified course concepts and principles in relation to the project management. The project is about the Flash mob dance event in collaboration with Feeding India as a charity partner. The main purpose is to provide basic facilities to people who cannot afford and the fund raised by project will be given for the same purpose. This section focuses on the concepts and principles of assessment and on the approaches to the assessment of conceptual understanding, skills, knowledge and attitudes. The common tools for assessment are also considered in this section.
Principles
The main aim and outcome of project is based on the value and worth to charity. This is relevant in the assessment because the aspects of learning can be included in the assessment (Costa, 2008). The resulting assessment validity also depends on this process. So, it is important to understand the basis for assessment and its purposes. The main vehicle for the same is to set out the principles for the assessment that embodies the quality of assessment (Griffith, 2008). At the general level, the key directions or guiding principles are provided below.
- It is pointed out that the key assessment users are the people who use the results to set expectations and set their sights on achievements based on the success of the event.
- Another important point is that appropriate targets are essential because assessment depends on its meaning to do well.
- Accuracy of assessment is important after the clarity in purposes and targets. The method of assessment should be capable of reflecting the targeted value(Lewis, 2000).
- Effective communication has to accompany the sound assessment as it conveys the achievement in different contexts.
Concepts
The committee members of the Indian society of Manchester are organizing the Flash mob event for large group of people to raise the funds for social cause and spread awareness in the city. The primary methods that can be used for assessment can be questioning, observing and evaluation.
- Questioning – It is a natural component through which interactive learning and teaching practices can be implemented(McDowell, et al., 2007). The questions can be direct and short such as learning from the event, increase in awareness level for certain social cause. The questions can be even more open and searching to understand the viewpoint of society. These questions can also be used in formal summative assessments to identify the conceptual understanding and knowledge.
- Observing – To assessment the attitude and skills, observation is a better method than questioning and considered as relevant approach for assessment(Lewis, 2000). The observation can happen in real time such as video recordings of the event while undertaking practical tasks or engaging in the Flash mob event. The assessment observation can focus on the short time interval to a complex intellectual problem solving skills.
- Evaluation – The evaluation takes place after the event in the process of summative assessment. The judgements of the society will be recorded and evaluated through different procedures.
Assessment
The new technologies can also be used in assessment for creation and management of records. It is pointed out that the technology is a powerful tool for designing and implementing the assessment and tap broad cognitive knowledge and skills. The potential of utilizing technology are as follows:
- Concept maps can be used for showing the relationships perceived by society and their understanding of links between concepts. It will indicate the areas of attention so that further monitoring can be conducted on the specific areas of concern.
- Computer programs can support in increasing the effectiveness of assessment by helping the committee members to analyse the responses of society in great details. It will enable society to test their understanding level and keeping track of the responses to monitor the progress.
- Problem solving skills can be explored for adequate assessment for analysing the sequence of actions of the society while working through the problem. The open ended and realistic issues can be represented on screen with relevant illustrations and graphics within the society.
Reflective Assessment
This section relates to the linking of theory and practice by connecting the components of previous sections and exploring the ways to examine the activities of project management effectively. This section considers the ways of assessment in context to the concepts and principles. The project approach to assessment is also discussed for reporting the achievement (awareness level) of society in context to flash mob event and the role of event by the committee members.
The conceptual understanding, skills, knowledge, attitude and actions of the individuals in the society need to be assessed in the study. The main focus is on the learning and takeaway of society from the flash mob event within the city. It is challenging to ensure that conceptual understanding, reasoning, inquiry skills and use of evidences are assessed together and neglecting any of the attributes in the assessment can lead to major problems in the study (Harlen, 2012). The below figure illustrates the summative assessment process to provide detailed understanding of reporting activities. The achievement information can be used in various ways that can have formative functions such as informed decisions about future opportunities and contribute to social causes. The data collection process is conducted relating to the goals of the course or unit of work (Snyder, 2006). The interpretation is conducted by the comparison with standards relating to the goals. The society is judged on the basis of progress and contribution to the social causes.
The reporting form depends on the nature of task, which acts as the base for the judgement and audience. In general, the assessment strategies are combined to reflect the development. In context to project management, the information about performance of society can be obtained by special tasks, tests under embedded activities, controlled conditions (Wysocki, 2013). It can also be measured by building the record over the time, summarizing information gathered by committee members over the time.
Project management approach to assessment
The assessment can be conducted in several ways from usual reporting on the individual achievements to filtering the society members into different pathways to evaluate the effectiveness of overall systems. This section focuses on reporting to committee members of Manchester University. The main purpose of activity is to spread awareness about specific issues such as homeless people, starvation in society, promoting good multiracial and multicultural relations, promoting Indian traditions and culture in collaboration with organizations.
The assessment for this activity can be conducted through reporting activities that includes writings by society and it can also be supplemented by face to face discussion involving committee members of university, individuals in the society. The rich report format is appropriate as compared to list of outcomes which are not meaningful in terms of understanding and knowledge of people in the society. The main purpose is to match the summative assessment with the intended use. The possible ways to assess the awareness level of society in context to lines of inquiry and identify the evidence (Harrison, 2004). The outcomes are likely to vary because the process of judging achievement of committee members for social cause decides the effectiveness of communication and standards of criteria about their performance in the event.
The evaluation process provides an opportunity for society to reflect and review on their learning and new skills and also provide evidence for changes to the beliefs, skills and understanding of society. Overall, it is clear that the committee members build the confidence in the aspect of positive change in the society (Crick, 2003). The procedures found effective in improving the assessment practices include stakeholder analysis, project scheduling and responsibility assignment matrix. The stakeholder analysis is systematic gathering of data for determination of different interests of stakeholders for the successful project. For the project of flash mob, communication plan worked as an essential component so that the objective, medium and frequency of communication are synchronized properly (Hattie, 2007). The next important aspect is project management schedule through work breakdown structure to work on manageable sections in efficient manner. Finally, the responsibility matrix evaluation has been conducted to understand the responsibility of specific individuals within the project.
Key Learning points and actions
This section deals with the learning through reflective practice processes and also, identifies the potential implementation routes within the project. The event enables the university students to bring together and learned from the inquiry units and other elements. In this way, the experience have helped committee members consciously to build understanding into powerful ideas, necessary skills and attitudes and most importantly, awareness for social causes and ensuring that the society arrive at the point, where different parts connect with each other. The inclusion of experiences finds good amount of support in views of social concerns.
The two major features reflect the current understanding of learning that is insistence of group work and presentation of the event. The group work ensures that the society needs to argue viewpoints, share ideas, provide evidence for the ideas and justify their claims in accordance with social concerns. The presentation of flash mob event demands reflection and review of learning recognized in development of coherent skills and ideas. The presentation of event have served many purposes and also, reflected the features and goals of the program. The study seeks to assess the event and ensure the integrity levels without monitoring the internal assessment in formal manner. The first implication is that the committee members should consider providing general statements constituting the template that can be used to identification of criteria’s appropriate to particular event. Another implication is that the group moderation of judgements of the committee members should be recommended, where the members can discuss their judgement of awareness of society in context to the set criteria and standards.
Critical Reflection
The critical review of process of preparing the reflective practice paper is helpful in providing the experience of competence development and identifies the improvements in future. This project has led to the added understanding and contributes to comprehensive look at the event that led to the understanding of reasoning skills and the occurrences. The interpretation skills have also been improved with the event evaluations and interactions at surface level. The focus have resulted additions in the existing knowledge and commitment to the access of various resources and perspectives within the reflective process. The reflection has considered many ways of thinking about the event by adding different layers of reflection. These skills can further improve the future developments for lifelong learning and reflection. The reflective practice enables practitioners to change in action by utilizing the observations, theories and articulations to transform and reconceptualise the practices in proper manner.
References
Costa, K., 2008. Learning and leading with habits of mind: 16 essential characteristics for success, Alexandria, VA: ssociation for supervision and Curriculum Development.
Crick, 2003. Testing and motivation for learning, Assessment in Education, London: Routledge.
Griffith, 2008. A proposed model for assessing quality of education, s.l.: International Review of Education.
Harrison, D. L., 2004. Advanced project management: a structured approach, s.l.: Gower Publishing.
Hattie, T., 2007. The power of feedback, s.l.: Review of Educational Research.
Lewis, 2000. The project manager’s desk reference: : a comprehensive guide to project planning, scheduling, evaluation, and systems, s.l.: Wiley.
McDowell, C., Canepa, C. & Ferriera, S., 2007. Reflective practice: an approach for expanding your learning frontiers, s.l.: MIT OpenCourseWare.
Snyder, P., 2006. Introduction to IT Project Management, s.l.: CMAA.
Wysocki, R., 2013. Effective Project Management: Traditional, Adaptive, Extreme. 7 ed. s.l.:John Wiley & Sons.
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