Bba222 Project Management Final Assignment Task Brief Rubricstask ✓ Solved
BBA222 PROJECT MANAGEMENT Final Assignment Task brief & rubrics Task Students are required to answer all the questions and develop an individual report addressing the specific tasks set out in the guideline below. Task briefing: How to manage an Industrial Development. As a Project Leader, you have to organize the steps of the development of a new product: The first activity is to define detailed specifications before starting the prototype. In this phase, we will create a preliminary design, made by William and Louis, two engineers, in twenty-five days. Once the design is made, Louis and Peter (a new engineer) will determine the functional characteristics and specifications.
They need for this task seven days. When the specifications are defined, we will create the prototype. The first operation to do is to construct the basic structure in 13 days, made by Peter and Susan, his assistant. At the same time, we have to design an electronic system, independent to the structure. For this task we will need John and he will spend 10 days.
Once we finish both activities, we have to assembly the prototype. This task is for Peter and John and they will take two days. When the designs and prototype are made, we start the tests. The first test will be made by Mary, a Quality Department technician, in five days. William and Susan will work in the second test, and they will spend other five days.
After these two test, John and Susan will make a simulation. For this new test we need to work in the laboratory for twelve days. Finally, the product will be accepted (milestone). Once we know the project is valid, we must write the project report. To do this document, Robert, after the second test, writes a draft in two days.
This preliminary document is the base for the final report, written by two assistants in two weeks. The report is corrected, and the final version is available in three weeks. With this report we can start the training program for all the employees. The responsible of this training are Susan and Mary. This activity can start when the report is corrected.
The first session is for Top Management (we need only one day) and then, the rest of workers (in a week). Finally, the company must launch the new product. After the training program, Joseph, the Marketing Manager will develop the Marketing Plan in seven days. After this, Tom and George, the sellers, will study in fifteen days the specifications and the Marketing Plan to guarantee the success of the product in the market. At the same tame we prepare the launch, Victor, the Production Manager, starts to organize the production.
He says that in twenty-five days the first units will be available. Questions: 1. Construct the Work Breakdown Structure of this project, including Tasks, times, resources, and predecessors. (30 points) 2. Draw the Project Timing with a Gantt Chart and a PERT or Network Diagram. What is the total project completion time? (30 points) 3.
Determine the Critical Path. (15 points) 4. Draw the Resource Graph. What are the maximum and minimum resource needs? (25 points) Formalities • Individual work. • Minimum length of the assignment 1500 words – Maximum 2000 words. • Relate your work to the concepts delivered in class. • Font: Arial 12,5pts. Line-spacing: default. Text-align: Justified. • Bibliography/References, if needed, has to be quoted in Harvard style. • You may use Appendixes.
These and the References do not count for the total wordcount. DELIVERY: WEEK 13 – Submission on Moodle 9th May 2021, at 23:59 CET. This task is worth 30% of your overall grade for this subject. It assesses the following learning outcomes: • Describe the need for a project-based approach inside organizations. • Understand the role of project management as a strategic element inside organizations. • Critically assess the roles and responsibilities of a project manager • Evaluate how to select, develop, plan, schedule and measure its outcomes and risks. Rubrics Exceptional 90-100 Good 80-89 Fair 70-79 Fail <70 Critical analysis (25%) Student effectively assesses the impact of project on the company.
Student engages with theory/data in a critical manner. Student fairly assesses the impact of project on the company. Students attempt to engage with theory/data in a critical manner. Student fairly assesses the impact of project on the company, although some key aspects might be missing. Student may be unsuccessful in attempts to engage critically with theory/data.
Student fail to assesses the impact of project on the company, although some key aspects might be missing. Student makes no attempt to engage with theory/data in a critical manner. Critical evaluation (25%) Student effectively engages in critical evaluation of all aspects presented in the brief. Student makes a good attempt at engaging in critical evaluation of most aspects presented in the brief. Student makes a fair attempt at engaging in critical evaluation of some aspects presented in the brief (argument might be weak).
Student makes an insufficient attempt to critically evaluate aspects presented in the brief. Critical discussion & formulation of solutions (25%) Student effectively leads discussion towards strong theory/data-driven solutions. Student makes a good attempt at leading discussion towards theory/data-driven solutions. Student makes a fair attempt at leading discussion towards theory/data-driven solutions. Student fails to lead discussion towards relevant solutions.
Communication (25%) Student includes all relevant sections, meeting professional standards of presentation. Correct referencing format. Student includes all relevant sections but falls short of professional standards of presentation. Largely correct referencing format. Student includes most relevant sections but falls short of professional standards of presentation.
Some incorrect referencing. Student fails to submit several relevant sections and/or falls significantly short of professional presentation standards. Largely incorrect referencing format. Reading Guide for Green Grass Running Water As you begin reading what can be a confusing, if nonetheless enriching book, please keep the following in mind. -review your notes on the Thomas King essay we looked at in class, as well as the main ideas about Canada. -make a character chart. There are many characters in the novel and it is important to keep them straight, especially as a comparison of characters is one of your essay options.
Take note of the different character traits, quotes and worldviews. -Keep a look out for main themes: Settler-indigenous relations and colonialism more generally, the different attitudes to Nature and Nation, Themes having to do with Canadian history are particularly worthy of attention. Water, Water, Water. -I will be focusing my teaching on the realistic parts of the story which are set in the recognizable world. Although the mythical plotlines intersect with these, do not let yourself get too bogged down in the shapeshifting and history jumping. We will begin our formal study of the novel in mid April. I encourage you to start reading as soon as possible.
The classes where we will discuss the novel will encompass around 75 pages each session. All of these questions should be considered throughout your study of the novel. I have added the sections as they correspond to initial passages where such topics are introduced. Pp1-16 How does Norma’s view on carpet reflect the moment of creation expressed in the first pages of the novel? The question of Carpet refers to the fundamental foundation of the world.
You can equate it with nature and the worldview that interacts with it. This is also funny and ironic in a typically Thomas King sort of way. What we take to be a rather meaningless consumer decision turns out to be powerfully important. It functions both as a wakeup call and an indication to pay attention to our environment, but also our seemingly mundane choices that have tremendous impact. Does the carpet in Joe Hovaugh’s office fit in with the motif?
Notice Joe Hovaugh is a play on one of the terms for GOD in the Judeo-Christian tradion. He is certainly paying attention to the carpet as he establishes a certain condescending dominance. p.21 Does the described situation reflect your experiences of the classroom and education in general? Old dates, charts, Names etc. What is actually a vitally important series of events that has a desperate need for recognition is reduced to a bunch of boring stuff you memorise for marks. Education as quantified credentialing where everyone, even the teacher, is merely going through the motions and missing the point.
Our ability to appreciate History, Art, Science everthing really, is curtailed to the point where our very societies are imperiled. What is being said about school, academia and students in this scene? p. 24-25 How do the conversational confusion between Babo and her interlocutors fit in with the differing social status and context of the characters? Although it is not explicitly mentioned in the text, Babo is often interpreted as reflecting the fraught history of slavery in the US. There is also a class dimension to this as it speaks to the underappreciation and underacknowledgment of the people whom our society has determined as being lower class or low status.
The irony (this is why a sense of irony can be powerfully political) is that Babo is far wiser than the bumbling Joe Hovaugh. This is an especially important point about how we recognized and reward the people who are actually fundamental to our well-being. I think of the celebrity industrial complex flailing around right now as it is exposed as fundamentally vapid and unimportant. Meanwhile, it is the ill treated and underappreciated who keep us alive, including many of you. Pp25-65 How do Lionel’s misfortunes in Toronto and Salt Lake reflect something of his character?
It emphasizes Lionel’s passivity. He ends up drifting through some of the most important incidents in North American History, primarily the standoff at Pine Ridge. This passivity is also reflected in his bureaucratic job with the Federal Government. Pp 65-199 How do the perspectives of Sifton and Eli reflect different perceptions of Canadian territory? Sifton has an essentially instrumental and practical way of looking at the land.
Eli, after much study of the humanities, has realized its sanctity. How does the portrayal of the tourists and the marketing of the Dead Dog Café present a critique of the tourism industry? Can the café be seen as decolonial? Tourism does not come off all that well in the novel. There are some great jokes here about Canadians and USAmericans.
Both come in for some ribbing. The Americans are loud and brash, the Canadians are quiet, humble and sheeplike. Notice the references to Jeannette Armstrong and Rita Joe, two indigenous authors. The café can be seen as a kind of reappropriation of the fantastical narratives that are embraced by the tourism industry and the tourists themselves. It turns the tables on them through profiting from these stereotypes.
How does Portland’s interaction with Hollywood shed light on the history of the perception of the indigenous by mainstream culture? Hollywood has a long history of shaping wider culture, in particular the perception of minority and marginalized groups. This is especially important when it comes to indigenous peoples and cultures. GGRW makes the claims, and I agree, that the mythologies (out right romantic lies sometimes) surrounding indigenous peoples and their histories are the founding cultural moments of North American identities. These come out in Hollywood’s treatment of indigenous characters.
There is strong irony that Portland, an actual indigenous person, is considered to not look indigenous enough for film. What is the perspective that Bill Bursum brings to the novel? Bursum is essentially a local agent for Hollywood. His interactions with Lionel and Charlie mirror those between Hollywood and Portland, this highlights the intergenerational nature of the relationship between indigenous and non-indigenous North Americans. Bursum also exposes the toralitarian nature of settler-colonialism with his wall of TVs which purport to capture everything that is essential and important; the tyranny of entertainment triumphing over Art.
Although GGRW being Art and not a politicized screed, there is ample recognition of the importance of entertainment and the false dichotomy which strictly separates Art and Entertainment. Eli himself, esteemed professor of LITERATURE, enjoys the cheapest of cheap entertainments in the pulp fiction he enjoys about the Wild West. .Take a particular note of the stereotypical plot lines laid out by Hollywood’s portrayal of ‘The West’ I’ll leave this up to you but there are several of note: The romanticised vanishing indian, the romantic spiritually wise talisman indian etc. etc. 2. Describe Karen’s reaction to her visit to the Blackfoot community. Karen and her family represent some of the trouble with those we have come to refer to as ‘allies’.
There runs a risk of romanticism, exoticism and in the case of Karen, sexual fetishism (the ‘mystic warrior’ sex scene). Once again, King is an artist, not a polemicist. This is not an indictment of Karen and her family, in fact the novel is rather sympathetic to them. This aspect of the novel is to show the complexities and difficulties, maybe even impossibilities of understanding each other across our differences. 3.
How does Portland’s treatment in Hollywood reflect wider plotlines in the story and in North American culture in general? Portland is robbed of his own identity and then has it sold back to him. To an extent this happens to Alberta, Eli and Lionel. Indeed it could be extended to the entire Blackfoot community as illustrated through the Dead Dog Café and the kerfuffle around the Sun Dance. 4.
How do Charlie and Portland reflect each other as characters? To be short, they both sell out. Portland and his son both agree to fill the role of token indigenous person, respectively to a nature destroying natural resource company and to a culture destroying entertainment industry. 5. How does Lionel’s existential crisis reflect his character?
As with all the characters, and this is why this novel is so great, Lionel is both a real human character but also subject to the structural forces of history and contemporary society as are we all. Lionel, yes suffers from a sort of early onset mid-life crisis but is also batted around by the cultural and economic forces of the Bill Bursums and the Indian and Northern Affairs departments of our world. 6. How does George Morningstar see ‘The West’ and the people in it? He essentially sees it as a make believe fairy land where ‘men can be men’ and where a pure uncorrupted truth exits.
This view of indigenous peoples in particular and the west in general denies people their most basic humanity, starting with his family and ending with entire peoples and geographies. 7. Outline the discussion that Eli has with Sifton about the dam. How does such a conversation reflect wider themes in Canada more generally? I’ve already touched a bit on the relationship between these two characters.
GGRW is a profoundly hopeful book. This comes through strongly in the relationship between Eli and Sifton. Despite their opposition about what is really the central question of a decolonizing Canada: What to do with the Land? These two create and sustain a genuine human connection and loving friendship across their multiple differences. 8.
How is Canada chracterised vis a vis US America? . How is Connie a feminist character? Do she and Alberta make a connection? Connie foregrounds gender as central to the current state of the world. There are also frequent allusions to men being the prime movers of most of the ills that have befallen the world.
Hard to argue with that sadly, alhough I’m not sure this is only because of gender as a singular variable. 2. What is the sly critique of the real estate industry made on p.373? Well, it’s dishonest in its marketing for one. But more profoundly, treating the land and nature solely through the lens of unquestionable private property to be hog traded back and forth to gin up a false market has real social consequences.
The fact that my generation and yours are largely unable to afford to own our homes is not unrelated to the fact that we also live during an environmental collapse. 3. What is the reference to Quebec made on p. 376? How does this relate to the overall novel?
I’ll let you do some research here, although we already spoke about it in the context of Abitibi Canyon. Duck Duck Go ‘James Bay and Northern Quebec Agreement’ hopefully this is a revision from High School for most of you. 4. Formulate a philosophical reason for why individuals or groups might resist having their photo taken? What does such a resistance say about our modern world?
Travel advice 101: never, never stroll around the world like you are on a human safari or enjoying a bit of innocent poverty porn. I’ve seen some truly shocking behaviour by my fellow wealthy westerners in my jaunts around our home planet. Don’t be that guy… Sorry for that. I’m having trouble transitioning to our new digital teaching environment –The Regina Prophet (twitter account an old group of students set up for me and I’ve never touched) In our current age which focusses so much on visual culture and its control and manipulation, largely to our detriment I might add. Maybe a few months of sweatpants, hair growth etc. etc. will prove beneficial.
At any rate, the control of images is powerful stuff. Many indigenous and non-indigenous societies saw making images of oneself or others as inherently destructive. It removes us from the movement and from those around us, it fixes us in place and pretends we don’t change. It is used to exploit us and sell us insecurity and anxiety which is then used to sell us junk we don’t need. One old adage has it that it steals your very soul.
Most indigenous leaders on the prairies refused to have their picture taken. The role Bill Bursum and Hollywood play is crucial here. They focus on and function exclusively through images. Words make you think. Pictures make you gawk.
5. On 391 there is a repetition of the argument put forward in the King essay we studied. How does GGRW reflect such a strong assertion of the power and importance of narrative and story more generally? I’ll leave this for you I hope this is helpful. Feel free to comment or post questions or your own analyses in our class forum or communicate them directly to me.
Remember, there are no right answers in English Class. Hope you and yours are well. Paul
Paper for above instructions
Project Title: Designing and Launching a New Product
1. Work Breakdown Structure (WBS)
The Work Breakdown Structure (WBS) is a fundamental project management tool that allows for a systematic breakdown of project tasks into manageable components. For the purpose of organizing our new product development project, we will break down the tasks, display the duration, assign resources, and identify dependencies.
1.1 WBS Overview
| Task ID | Task Description | Duration (Days) | Resources | Predecessors |
|---------|--------------------------------------------|-----------------|-------------------|--------------|
| 1 | Define detailed specifications | 25 | William, Louis | |
| 2 | Determine functional characteristics | 7 | Louis, Peter | 1 |
| 3 | Construct basic structure | 13 | Peter, Susan | 2 |
| 4 | Design electronic system | 10 | John | 2 |
| 5 | Assemble the prototype | 2 | Peter, John | 3, 4 |
| 6 | Conduct 1st test | 5 | Mary | 5 |
| 7 | Conduct 2nd test | 5 | William, Susan | 6 |
| 8 | Conduct simulation | 12 | John, Susan | 7 |
| 9 | Write preliminary project report | 2 | Robert | 7 |
| 10 | Create the final report | 21 | Assistants | 9 |
| 11 | Training for Top Management | 1 | Susan, Mary | 10 |
| 12 | Training for rest of the Employees | 7 | Susan, Mary | 11 |
| 13 | Develop Marketing Plan | 7 | Joseph | 12 |
| 14 | Analyze specifications and Marketing Plan | 15 | Tom, George | 13 |
| 15 | Organize production | 25 | Victor | 14 |
| 16 | Product Launch | 0 | All | 15 |
1.2 Explanation
1. Task 1 involves the definition of specifications which encapsulates the goals of the project and is fundamental to the success of subsequent tasks (Wysocki, 2014).
2. Task 2 is a crucial continuation where functional characteristics are determined based on the defined specifications.
3. Tasks 3-4 run concurrently in the time allocated for developing the prototype.
4. Task 5 involves the assembly of the prototype and is dependent on Tasks 3 and 4.
5. Quality evaluations (Tasks 6-8) ensure that the product meets set standards (Kerzner, 2017).
6. Tasks 9-10 involve the writing of project reports, encapsulating the entire project’s findings and conclusions.
7. The training tasks (11-12) will commence post-report finalization to ensure the smooth integration of the new product into the company’s operations.
8. Task 16 denotes the product launch, marking the end of the entire development process (Meredith & Mantel, 2017).
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2. Gantt Chart and Project Timing
2.1 Gantt Chart
The Gantt Chart represents a timeline that visually organizes the tasks to ensure that the project is on schedule.
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| Task | Start Day | End Day | Duration |
|------------------------------------|-----------|---------|----------|
| Define specifications | 1 | 25 | 25 days |
| Determine functional characteristics| 26 | 32 | 7 days |
| Construct basic structure | 33 | 45 | 13 days |
| Design electronic system | 33 | 42 | 10 days |
| Assemble prototype | 46 | 47 | 2 days |
| Conduct 1st test | 48 | 52 | 5 days |
| Conduct 2nd test | 53 | 57 | 5 days |
| Conduct simulation | 58 | 69 | 12 days |
| Write preliminary project report | 70 | 71 | 2 days |
| Create final project report | 72 | 92 | 21 days |
| Conduct training for Top Management | 93 | 93 | 1 day |
| Conduct training for employees | 94 | 100 | 7 days |
| Develop Marketing Plan | 101 | 107 | 7 days |
| Analyze specifications | 108 | 122 | 15 days |
| Organize production | 123 | 147 | 25 days |
| Product Launch | 148 | 148 | 0 days |
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2.2 Total Project Completion Time
The total duration from initiating the specifications to the product launch is 148 days.
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3. Critical Path Analysis
The Critical Path Method (CPM) identifies the longest stretch of dependent activities and measures the time required to complete them. The critical path is the sequence of tasks that dictate the project's minimum completion time.
3.1 Critical Path
- Tasks on the critical path:
1. Define Specifications (1)
2. Determine Functional Characteristics (2)
3. Construct Basic Structure (3)
4. Assemble Prototype (5)
5. Conduct 1st Test (6)
6. Conduct 2nd Test (7)
7. Conduct Simulation (8)
8. Write Preliminary Report (9)
9. Create Final Report (10)
10. Training for Top Management (11)
11. Conduct Training for Employees (12)
12. Develop Marketing Plan (13)
13. Analyze Specifications (14)
14. Organize Production (15)
15. Product Launch (16)
The critical path has the longest timeline, totaling 148 days.
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4. Resource Graph and Demand
4.1 Resource Graph
The Resource Graph visually depicts the project’s resource allocation across the timeline of activities.
4.2 Resource Management
The resources needed in the project are various engineers, technicians, marketing and production staff, leading to fluctuating demand over the project timeline.
- Maximum Resource Need: During the assembly and testing phases, resource demand peaks at five workers (Peter, John, Mary, William, Susan).
- Minimum Resource Need: The activity of product launch requires minimal active workforce involvement beyond essential personnel.
4.3 Effective Resource Management
It's crucial for the project manager to monitor resource allocation to prevent overallocation while ensuring efficiency in task execution (Meredith & Mantel, 2017). Strategies such as resource leveling or early task completion can be beneficial in balancing workloads.
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Conclusion
In conclusion, the development and launch of a new product in the industrial sector necessitates thorough project management practices, as illustrated in our structured approach involving WBS, Gantt Chart, Critical Path, and Resource Graph analysis. These methodologies help ensure both success and product validity within allocated timelines.
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References
1. Meredith, J.R., & Mantel, S.J. (2017). Project Management: A Managerial Approach. John Wiley & Sons.
2. Kerzner, H. (2017). Project Management: A Systems Approach to Planning, Scheduling, and Controlling. Wiley.
3. Wysocki, R.K. (2014). Effective Project Management: Traditional, Agile, Extreme. John Wiley & Sons.
4. PMI. (2021). A Guide to the Project Management Body of Knowledge (PMBOK® Guide). Project Management Institute.
5. Turner, J.R. (2014). The Handbook of Project-based Management. McGraw-Hill.
6. Lock, D. (2014). Project Management. Gower Publishing, Ltd.
7. Gido, J., & Clements, J.P. (2018). Successful Project Management. Cengage Learning.
8. Schwalbe, K. (2018). Information Technology Project Management. Cengage Learning.
9. Verzuh, E. (2015). The Fast Forward MBA in Project Management. Wiley.
10. Dinsmore, P.C., & Rousseau, G. (2015). The Complete Project Management Office Handbook. AMACOM.