Cmgt410 V19project Methodology Selection And Rationalecmgt410 V19pag ✓ Solved

CMGT/410 v19 Project Methodology Selection and Rationale CMGT/410 v19 Project Methodology Selection and Rationale Questions 1. Which methodology, Agile or waterfall, do you think is most appropriate for a project characterized by innovation, loosely defined requirements, and high risk? Why? Be sure to cite at least two sources to support your rationale. 2.

Which methodology, Agile or waterfall, do you think is most appropriate for a project characterized by comprehensively defined requirements and low risk? Why? Be sure to cite at least two sources to support your rationale. 3. For the project you chose as a good fit for Agile, describe the following roles: project manager, project sponsor, business analyst, and scrum master.

4. For the project you chose as a good fit for waterfall, describe the following roles: project manager, project sponsor, business analyst, and program manager. 5. Define project , project life cycle, and software development life cycle . How does a project’s software development life cycle differ from the project life cycle?

1. Complete this chart. Make sure all your activities support each other and align with the anchor standard. See below for guidance/prompts. Balanced Literacy Block Your Example Read-Aloud/Shared Reading Word Study Guided Reading Independent Reading ‘ Balanced Literacy Block Guidance—Do not include this column in your chart Read-Aloud/Shared Reading (30 minutes) In this block, the teacher activates prior knowledge and interactively reads aloud a piece of quality writing to the whole class.

The teacher will stop at planned points to ask a variety of questions that elicit student response. Following the teacher’s modeling and prompting, students learn to think deeply about text, to listen to others, and to develop their own ideas. This block is not meant for students to just listen to the teacher reading aloud; it is designed for students to interact with the teacher and learn how to think about text from the teacher. The teacher uses this time to explicitly model reading strategies and skills that the students need to learn. For younger readers, you might want to read from a “big book†that has large print and pictures.

Logistically, you could also use the document camera to show the book pages on the big screen. Traditionally, teachers have read on the carpet as well. You need to somehow arrange it so students can see your text. Describe or show via video how you will read aloud the text and how you will model questioning and thinking strategies. Be very specific about listing the questions you will ask and at which points in the book or text you will ask the questions or model the critical thinking.

Indicate page numbers, etc. Write this out so that a substitute teacher can implement your lesson plans. Word Study (10 minutes) In this block, the teacher works with the whole class to develop word study or vocabulary skills. Word study is the study of our alphabetic symbol system. This includes mini-lessons that address one of more of the following: phonics (letter/sound relationships), morphemic analysis (using word parts to denote meaning), and automaticity for sight words.

Word study involves both the decoding (reading) and encoding (phonics and spelling) of our symbol system; the objectives of word study are to help students make meaning from an author’s message and to help them convey meaning in their own messages. Describe one word study activity that supports your Read-Aloud and that can be implemented to the whole class. How would you present this to your whole class? How will you facilitate the students’ learning and make sure they are all engaged and challenged? Write this out so that a substitute teacher can implement your lesson plans.

Guided Reading (40 minutes; you will meet with each group for 10-20 minutes) Guided reading groups are also known as strategy groups. In this block, the teacher meets with a small group of students who read at the same reading level. The teacher works on specific strategies or skills. Each student has a copy of the text, which can be a basal, passage, or trade book. The teacher uses this time to explicitly model and practice.

Create a guided reading lesson plan for one of the following reading level groups: Far Below Grade Level Reading Expectations, Below Grade Level Reading Expectations, At Grade Level Reading Expectations, Above Grade Level Reading Expectations, or Far Above Grade Level Reading Expectations. Your guided reading lesson plan must include the following components: group level, text, objectives, phonics skills or word study, pre-reading, new vocabulary, during-reading, after reading, and writing connection. Write this out so that a substitute teacher can implement your lesson plans. Independent Reading In this block, the teacher sets up routines for students to engage in independent reading. There may be time for SSR or DEAR, but for the most part, teachers are conducting guided reading group lessons while students are independently reading and/or participating in literacy centers.

Independent reading is a time when students read text (either self-selected or teacher recommended) at their independent reading level to practice reading strategies and/or develop fluency and automaticity. This is not free reading; it is purposeful reading. Teachers may also confer with individual students at this time for brief reading conferences. Teachers also have students respond to the text in meaningful ways through writing, sketching, etc. Describe how you will accommodate independent reading.

Be specific about routines, student expectations, teacher expectations, texts, etc. Include a description of your classroom library. Write this out so that a substitute teacher can implement your lesson plans.

Paper for above instructions

CMGT/410 V19 Project Methodology Selection and Rationale
In the field of project management, methodology selection is crucial for the success of a project. This analysis will focus on two different methodologies - Agile and Waterfall - and their appropriateness in projects characterized by varying degrees of innovation, risk, and requirement clarity. The subsequent sections will explore the appropriate roles within each chosen methodology and define the concepts of project management related to project and software development life cycles.

1. Methodology Selection for High Innovation, Loosely Defined Requirements, and High Risk

For projects characterized by innovation, loosely defined requirements, and high risk, Agile methodology is most appropriate. Agile emphasizes adaptability and customer collaboration, making it suitable for projects where the end product's requirements may evolve as stakeholders provide feedback (Schwalbe, 2018). The Agile approach allows teams to work in iterative cycles (sprints), adapting to changes swiftly and continuously improving the product through ongoing stakeholder engagement (Beck et al., 2001).
According to a study by Highsmith (2009), Agile methodologies facilitate the rapid response to change, an essential aspect when dealing with innovative projects where customer needs might not be fully understood from the start. Agile principles support experimentation and adaptation, which are necessary for high-risk initiatives that might encounter unforeseen challenges.

2. Methodology Selection for Comprehensively Defined Requirements and Low Risk

Conversely, for projects that have comprehensively defined requirements and are low risk, the Waterfall methodology is a more suitable option. Waterfall's linear and sequential design allows for complete documentation and planning at each project stage (Sommerville, 2011). This structured approach ensures that all requirements are gathered at the beginning, minimizing risks associated with changes mid-project due to undefined stakeholder needs.
In a study by Wysocki (2011), projects with clear parameters and lower risk significantly benefit from Waterfall because it ensures predictability, straightforward progress tracking, and easier resource management. As such, Waterfall is conducive for projects where scope definitions are fixed, reducing the potential for unexpected challenges that Agile methodologies aim to address.

3. Roles in Agile Methodology

In Agile projects, specific roles are crucial to facilitate effective teamwork and project delivery. The following outlines key positions:
- Project Manager: In Agile, the project manager (or equivalent) acts as a facilitator rather than a traditional authoritative figure. They ensure that the team has the appropriate resources and environment to work efficiently, focusing on enhancing team performance (Cohn, 2010).
- Project Sponsor: The project sponsor provides the necessary resources and support for the team, making critical decisions about project direction and priorities. They are essential stakeholders, bridging communication between higher management and the team.
- Business Analyst: The business analyst in Agile is integral to requirements gathering and validation. They communicate with stakeholders to understand needs and help articulate them into user stories that guide the development process (Leffingwell, 2010).
- Scrum Master: The Scrum Master facilitates the Scrum process by ensuring that team members adhere to Agile principles while removing any impediments blocking progress. They guide the team through iterative cycles and coach members on Agile practices (Sutherland, 2014).

4. Roles in Waterfall Methodology

In contrast, the Waterfall project methodology requires different roles:
- Project Manager: The project manager in a Waterfall context is responsible for planning, executing, and closing projects. They monitor progress against the project plan, manage risks, and ensure that project scope is adhered to strictly (Wysocki, 2011).
- Project Sponsor: Similar to Agile, the project sponsor in Waterfall provides overall direction while ensuring that the project aligns with organizational goals. They authorize changes in scope or budget as required throughout the project stages.
- Business Analyst: In Waterfall, the business analyst performs extensive analysis of requirements upfront. Their role is to create detailed specifications that guide the development process, ensuring that all stakeholder needs are documented and addressed before the project moves into the design phase (Sommerville, 2011).
- Program Manager: A program manager oversees multiple related projects to ensure they align with overarching business objectives. They coordinate the resources and ensuring dependencies among projects are managed appropriately (Morris, 2004).

5. Definitions and Differences Between Project Life Cycles

Project: A project is a temporary endeavor undertaken to create a unique product, service, or result. It has a clear beginning and end and is defined by specific objectives (PMI, 2017).
Project Life Cycle: The project life cycle encompasses the phases a project goes through from initiation to closure. It typically includes four phases: initiation, planning, executing, and closing (PMBOK, 2017).
Software Development Life Cycle (SDLC): The software development life cycle is a framework defining the stages involved in producing software applications. It typically consists of planning, defining requirements, designing, building, testing, and deployment.
The primary difference between a project's SDLC and its project life cycle is that while the project life cycle focuses on broader project management aspects, the SDLC specifically pertains to the processes and methodologies for software development. The SDLC can be viewed as a subset of the project life cycle when the project in question is software development.

Conclusion

Selecting the appropriate project management methodology is crucial for project success. Agile proves beneficial for innovative, high-risk projects characterized by changing requirements. In contrast, Waterfall provides a structured approach for well-defined, low-risk projects. Understanding roles within each methodology enhances communication and execution, guiding projects effectively from inception to completion.

References

1. Beck, K., Beedle, M., van Bennekum, A., Cockburn, A., Cunningham, W., Fowler, M., & Thomas, D. (2001). Manifesto for Agile Software Development.
2. Cohn, M. (2010). Succeeding with Agile: Software Development Using Scrum. Addison-Wesley.
3. Highsmith, J. (2009). Agile Project Management: Creating Innovative Products. Addison-Wesley.
4. Leffingwell, D. (2010). Agile Software Requirements: Lean Requirements Practices for Teams, Programs, and the Enterprise. Addison-Wesley.
5. Morris, P.W.G. (2004). The Management of Projects. Thomas Telford.
6. PMI. (2017). A Guide to the Project Management Body of Knowledge (PMBOK Guide). Project Management Institute.
7. Schwalbe, K. (2018). Information Technology Project Management. Cengage Learning.
8. Sommerville, I. (2011). Software Engineering (9th Edition). Addison-Wesley.
9. Sutherland, J. (2014). Scrum: The Art of Doing Twice the Work in Half the Time. Crown Business.
10. Wysocki, R.K. (2011). Effective Project Management: Traditional, Agile, Extreme. Wiley.
By adhering to the concepts clarified within this analysis, project managers are better equipped to make informed decisions on methodology tailored to project needs.