Managing a successful business project pearson

Managing a Successful Business Project/Module Booklet/MSBP Assessment Guidelines.docx
Answer Guideline

RQF Unit 6

Managing a Successful Business Project

Unit level

4

Unit code

D/508/0491

Module Leader

Jonathan Sandling

ASSIGNMENT

SECTIONS

LEARNING OUTCOME

ASSIGNMENT QUESTION

EVIDENCE TO ACHIEVE TASK

PART 1

P1

LO1

Devise clear aims and objectives for your project.

Expectations of the learner:

· State clear aims for their project.

· State clear objectives for their project.

· Aims and objectives should ideally be stated explicitly but it is also acceptable if aims and objectives are incorporated into larger sections of text as long as they can be clearly identified.

· No justification of objectives is required but objectives should incorporate elements of SMART to ensure they are suitable.

· Objectives must relate to the actual project being conducted and cannot be too general or related to a broader initiative.

· NB: Setting appropriate objectives is vital as they need to be referred to in other tasks within the assignment. Without clear objectives the student will struggle to achieve other criteria in this assignment.

P2

LO1

Produce a project management plan incorporating: costs, scope, time, quality, communication, risk and resources.

Expectations of the learner:

· This should be a written plan covering:

· Scope of the project

· Timescales and time management

· Costs

· Quality management

· Communication

· Risks

· Resources

· To achieve a pass no detailed analysis or justification is required but the contents of the plan should demonstrate that the student has applied some rationale and consideration for the plan they are presenting.

P3

LO1

Produce a work breakdown structure and a Gantt chart to provide timeframes and stages for completion.

Expectations of the learner:

· The work breakdown should outline the key tasks and activities which need to be completed to ensure the project is successful. This can be presented as a written breakdown or could be incorporated into the Gantt chart or other visual representation.

· The Gantt chart needs to include a range of key project elements and the timescales of each should be clearly outlined. The Gantt chart should be used to demonstrate how different project elements overlap and operate simultaneously throughout the duration of the project. The durations and timescales provided should also be realistic and must be relevant to the timescale of the unit. Gantt charts which cover the next five years for example are appropriate – the Gantt chart needs to be provide a clear plan for the actual project the student is undertaking.

M1

LO1

Produce a comprehensive project management plan with clearly planned milestones and a schedule for monitoring and completing the aims and objectives of the project. You are not required to produce an additional document but rather incorporate this level of detail into the ‘Project Management Plan’ you completed for P1, P2 and P3.

Expectations of the learner:

· The learner is expected to build upon the work they have completed for P1, P2 and P3.

· Referring to the Gantt chart, work breakdown and project plan, the learner should incorporate the following:

· Milestone plan – project milestones should be identified and incorporated into the project plan.

· Monitoring and completion plan – a plan should be incorporated which demonstrates how project aims and objectives will be monitored over the duration of the project along with acknowledgement of when and how they will be completed.

· It is not just additional detail that is required for M1 but the content should be suitable, relevant and realistic in relation to the project plan.

PART 2

P4

LO2

Carry out small-scale research by applying qualitative and quantitative research methods appropriate for meeting project aims and objectives.

Expectations of the learner:

· Both qualitative and quantitative research should be evident within the student’s work.

· The research conducted should be directly relevant to the aims and objectives of the project.

· Evidence that the research has been carried out will be partly provided through the use of the ‘Project Log Book’ and also from the results that are analysed within P5.

M2

LO2

Complete the M2 section of the ‘Project Log Book’. In this section you are asked to evaluate the accuracy and reliability of the different research methods you have applied to your project.

Expectations of the learner:

· Referring to the research completed for P4, the student should evaluate the research methods used.

· An evaluation is required so there must be a discussion around the advantages and disadvantages of the research methods used.

· The evaluation needs to relate to two factors:

· The accuracy of the information obtained.

· The reliability of the information obtained.

D1

LO2 & 3

Complete the D1 section of the ‘Project Log Book’. In this section you are required to reflect on your Project Management Plan (completed in part 1) and your ‘Project Log Book’ in order to critically evaluate the project management process and the research methods used.

Expectations of the learner:

· To achieve D1 a critical evaluation is required. To achieve this the learner is expected to consider the advantages and disadvantages of the topic citing examples and research to support decisions, opinions and judgements made.

· The critical evaluation needs to relate to the following topics:

· The management process involved in planning and conducting the research.

· The research methodologies used within the research.

PART 3

P5

LO3

Analyse your research and data using appropriate tools and techniques.

Expectations of the learner:

· Learners are not expected to use any specific tools or techniques to analyse their data.

· The analysis could be conducted manually, through inputting data into a spreadsheet or via an auto analysis software such as an online survey service. The method used for analysis should be up to the student and can be anything considered suitable for that particular student or project.

· The outcome of the analysis can provide sufficient evidence that the learner has effectively analysed their research data.

P6

LO3

Communicate appropriate recommendations as a result of research and data analysis to draw valid and meaningful conclusions.

Expectations of the learner:

· Learners can communicate the findings and recommendations of their research in any medium they desire. Typically this will be in the form of a table, chart or written summary.

· The recommendations should:

· Be valid in relation to the findings of the research.

· Provide a meaningful conclusion to the findings of the research.

P7

LO4

Reflect on the value of undertaking the research to meet stated objectives and own learning and performance.

Expectations of the learner:

· The learner’s reflection should focus on two aspects of the research:

· A project reflection on the actual project with a main focus on what value the research has provided. Students should also reflect how the research was conducted, what went well and what could be improved if conducted again in the future.

· A personal reflection on the learner’s own learning and performance as a result of undertaking the research/project.

· Both reflections should aim to incorporate reference to the objectives set at the start of the project.

M3

LO3

You are required to complete the M3 section of the ‘Performance Review’. In this section you are required to evaluate your selection of appropriate tools and techniques for accuracy and authenticity to support and justify recommendations.

Expectations of the learner:

· Learners will need to refer P5 where they analysed their research.

· There needs to be an evaluation of the tools and techniques the learner used to analyse their data. This should include a consideration of the benefits and drawbacks of the methods used to analyse their data.

· The evaluation should consider the accuracy and authenticity of the data analysis in order to support and justify the recommendations made in P6.

M4

LO4

You are required to complete the M4 section of the ‘Performance Review’. In this section you are required to evaluate the value of the project management process and use of quality research to meet stated objectives and support own learning and performance.

Expectations of the learner:

· Learners are required to evaluate the value of the project in relation to:

· The process and quality of the research undertaken and the ability to meet the project objectives.

· The learner’s own personal learning and performance through the project and what they can learn and take forwards for future use.

D2

LO3 & 4

You are required to complete the D2 section of the ‘Performance Review’. In this section you are required to review all aspects of Part 3 to critically evaluate and reflect on the project outcomes, the decision-making process and changes or developments of the initial project management plan to support justification of recommendations and learning during the project.

Expectations of the learner:

· For D2 a critical evaluation and reflection is required. This can be achieved by citing examples and research to support decisions, opinions and judgements made.

· The critical evaluation and reflection should consider the project outcomes, the decision making processes and any changes that were made to the original plan. These should all be considered in relation to supporting and justifying the recommendations that have been made and the personal learning that has occurred as a result of the project.

Managing a Successful Business Project/Module Booklet/MSBP brief.pdf
pg. 1 Issue: Feb 2018 Copyright © - All rights reserved - UK College of Business and Computing

HND Business

Assignment Brief

RQF Unit 6 Managing a Successful Business Project

Unit level 4

RQF Unit code D/508/0491

Term Start Date 26 th February 2018

Hand out date w/c 26/02/2018

Submission Deadlines 5th August 2018 11.59 pm

Lectures & Formative Assessments 20 Weeks

Guided learning hours 60

Module Leader Jonathan Sandling

Copyright © - All rights reserved - UK College of Business and Computing

This document is the product and property of the UK College of Business and Computing and therefore may

not be: shared with any external third party; reproduced in full or in part; or used in any other related manner

whatsoever, without prior expressed written permission. This statement is for the attention of students, staff

and external parties. In the case of copyright infringement, legal action will be exercised.

pg. 2 Issue: Feb 2018 Copyright © - All rights reserved - UK College of Business and Computing

Assignment title The Impact of Digital Technology on Business Activity

Word count 3000 words approximately

Assignment Summary:

This is a Pearson-set assignment.

Prior to your final summative assignment submission you are required to submit this assignment in

three parts:

Part 1 - Project Management Plan – w/c 13/05/2018 (Formative Assessment)

Part 2 - Project Log Book – w/c 25/06/2018 (Formative Assessment)

Part 3 - Performance Review – w/c 23/07/2018 (Formative Assessment)

Once you have received feedback from your lecturer you will be able to submit all three parts together

for your final summative assessment.

Final Submission Deadline –05/08/2018

Assignment should contain three sections:

1. The Project Management Plan: This will allow you to define how the project is to be planned,

executed and monitored. It should also include the actions that are to be taken to achieve the

project objectives.

2. The Project Log Book: This will allow you to provide evidence of the project development

process and an ongoing reflection. It should show how you have thought about the direction of

the project and in particular, what problems you have encountered and how you have resolved

them.

3. The Performance Review: This will allow you to provide evidence of reflection and evaluation of

the project management process and your own individual performance.

When completing the tasks provided please ensure you directly address each assessment criterion

paying particular attention to the command verb requirements. To support you in this process the

pg. 3 Issue: Feb 2018 Copyright © - All rights reserved - UK College of Business and Computing

relevant command verbs have been underlined within each task.

Pearson-set theme and topic:

You are required to undertake an independent research project which focuses on the theme and topic

outlined below. You should discuss your project scope and aims with your lecturer to ensure it is

achievable and suitable for meeting the requirements of this unit.

Theme: The impact of digital technology on business activity

Topic: How digital technology has transformed business activities, e.g. operations, marketing,

accounting and HR.

Digital technology has revolutionised the way we conduct business. Over the last decade is has

dramatically changed traditional business models and transformed business activities. The use of

digital mobile technology had provided businesses with a wealth of choice and opportunity. This has

enabled existing products to become more profitable and innovative new products to be developed,

leading to increasingly diverse product portfolios. Its impact is evident at the core of all key business

systems:

 Administration – cloud technology enables effective filing, storage and sharing of information.

 Communication – social media and mobile technology allows businesses to connect,

communicate, collaborate and build relationships on a global scale.

 Storage and Distribution – ‘The Internet of Things’ is connecting and integrating systems

throughout business structures.

 Production – artificial intelligence and big data analytics are driving innovation and product

growth.

However, changes in the way we work are not without their challenges as businesses have to adopt and

deal with change management, recruit and sustain creative talent, invest in new technologies and

respond to an ever increasing competitive environment.

This unit will enable students to examine the impact of digital technology on how we conduct business

through the context of a given project. This will provide the opportunity for students to contextualise

the implications of digital technology in the workplace and how it is shaping the future workforce. It

pg. 4 Issue: Feb 2018 Copyright © - All rights reserved - UK College of Business and Computing

will also enable them to explore both the challenges and opportunities that rapid technological

advances represents for businesses.

Part 1

Evidence: Project Management Plan

You are required to use the ‘Project Management Plan’ template to complete this task.

Pass: This task provides you with the opportunity to achieve: P1, P2 and P3.

P1: Devise clear aims and objectives for your project.

P2: Produce a project management plan incorporating: costs, scope, time, quality, communication, risk

and resources.

P3: Produce a work breakdown structure and a Gantt chart to provide timeframes and stages for

completion.

Merit: This task provides you with the opportunity to achieve: M1.

M1: To achieve M1 you are required to produce a comprehensive project management plan with

clearly planned milestones and a schedule for monitoring and completing the aims and objectives of

the project. You are not required to produce an additional document but rather incorporate this level of

detail into the ‘Project Management Plan’ you completed for P1, P2 and P3. .

Formative Submission closes on 20/05/2018

Part 2

Evidence: Project Log Book

You are required to use the ‘Project Log Book’ template to complete this task.

Pass: This task provides you with the opportunity to achieve: P4.

P4: Carry out small-scale research by applying qualitative and quantitative research methods

appropriate for meeting project aims and objectives.

Merit: This task provides you with the opportunity to achieve: M2.

M2: To achieve M2 you are required to complete the M2 section of the ‘Project Log Book’. In this

pg. 5 Issue: Feb 2018 Copyright © - All rights reserved - UK College of Business and Computing

section you are asked to evaluate the accuracy and reliability of the different research methods you

have applied to your project.

Distinction: This task provides you with the opportunity to achieve D1.

D1: To achieve D1 you are required to complete the D1 section of the ‘Project Log Book’. In this section

you are required to reflect on your Project Management Plan (completed in part 1) and your ‘Project

Log Book’ in order to critically evaluate the project management process and the research methods

used.

Formative submission closes on 02/07/2018

Part 3

Evidence: Performance Review

You are required to use the ‘Performance Review’ template to complete this task.

Pass: This task provides you with the opportunity to achieve: P5, P6 and P7.

P5: Analyse your research and data using appropriate tools and techniques.

P6: Communicate appropriate recommendations as a result of research and data analysis to draw valid

and meaningful conclusions.

P7: Reflect on the value of undertaking the research to meet stated objectives and own learning and

performance.

Merit: This task provides you with the opportunity to achieve: M3 and M4.

M3: To achieve M3 you are required to complete the M3 section of the ‘Performance Review’. In this

section you are required to evaluate your selection of appropriate tools and techniques for accuracy

and authenticity to support and justify recommendations.

M4: To achieve M4 you are required to complete the M4 section of the ‘Performance Review’. In this

section you are required to evaluate the value of the project management process and use of quality

research to meet stated objectives and support own learning and performance.

Distinction: This task provides you with the opportunity to achieve D2.

D2: To achieve D2 you are required to complete the D2 section of the ‘Performance Review’. In this

section you are required to review all aspects of Part 3 to critically evaluate and reflect on the project

pg. 6 Issue: Feb 2018 Copyright © - All rights reserved - UK College of Business and Computing

outcomes, the decision-making process and changes or developments of the initial project management

plan to support justification of recommendations and learning during the project.

Formative submission closes on 29/07/2018

Submitting your final assignment

You will have obtained formative feedback from your lecturer for all three parts of this assignment. You

are required to review their feedback provided by your lecturer and make improvements accordingly.

Combine Parts 1, 2 and 3 of the assignment and submit the full assignment for summative assessment.

Final Submission Date: 05/08/2018

The assignment should be in a word document and preferably using Arial font size 12 and 1.5

spacing. Your assignment should be uploaded on the Turnitin Assignment submission section. It

is advisable to use the Turnitin Plagiarism checker before uploading the final piece of work.

Academic Misconduct’ Statement:

‘Academic Misconduct’ is a term used to describe a deliberate attempt by a student to take unfair

advantage over other students to undermine the quality, standards and credibility of the programmes

and qualifications offer by UKCBC. Academic Misconduct includes: plagiarism; collusion; falsification;

replication; cheating; bribery; and impersonation. A student suspected of Academic Misconduct will be

investigated by the College and appropriate action will be taken.

‘Contract Cheating’ Statement:

‘Contract Cheating’ is defined by the Quality Assurance Agency (QAA) as occurring when, “a third party

completes work for a student who then submits it to an education provider as their own, where such

input is not permitted.” Such third party companies have become known as ‘essay mills’, and it is the

responsibility of students to avoid contact and association with such third party companies throughout

their entire period of study. A student suspected of Contract Cheating will be investigated by the

College and appropriate action will be taken.

pg. 7 Issue: Feb 2018 Copyright © - All rights reserved - UK College of Business and Computing

Glossary of relevant command verbs to support assessment

Analyse Examine something in very close detail and from a number of angles. Identify the important points and chief features, and understand their relationships.

Carry Out To undertake or perform a given task or action.

Communicate To convey information and meaning from one person or group to another.

Critically Evaluate

Weigh arguments for and against something, assess the strength of evidence on both sides.

Devise To plan and invent in association with a particular task.

Evaluate Assess the worth or usefulness of something. Use evidence to support your opinion.

Produce To make or manufacture or to bring into existence.

Reflect Look back upon and give a balanced account of the issue or action.

Adapted from Cottrell.S. (2003) The Study Skills Handbook. Basingstoke. Palgrave.

Managing a Successful Business Project/Module Booklet/MSBP Module Booklet.docx
logo-box-line-title-big

BTEC HND in Business Module Booklet
Unit 6

Managing a Successful Business Project

Unit level

4

RQF Unit code

D/508/0491

Unit type

Core

Guided learning hours

60

Module Leader

Jonathan Sandling

Table of Contents

BTEC HND in Business Module Booklet 1 1.1 Introduction 3 1.2 Learning Outcome 3 1.3 Essential Content 3 1.4 Scheme of Work 7 1.5 Teaching Ethos 14 1.6 Methods of Delivery 14 1.7 Plagiarism 14

1.1 Introduction
This unit is assessed by a Pearson-set assignment. The project brief will be set by the centre, based on a theme provided by Pearson (this will change annually). The theme and chosen project within the theme will enable students to explore and examine a relevant and current topical aspect of business in the context of the business environment. The aim of this unit is to offer students an opportunity to demonstrate the skills required for managing and implementing a project. They will undertake independent research and investigation for carrying out and executing a business project which meets appropriate business aims and objectives. On successful completion of this unit students will have the confidence to engage in decision-making, problem-solving and research activities using project management skills. They will have the fundamental knowledge and skills to enable them to investigate and examine relevant business concepts within a work-related context, determine appropriate outcomes, decisions or solutions and present evidence to various stakeholders in an acceptable and understandable format.

1.2 Learning Outcome
By the end of this unit a student will be able to:

1. Establish project aims, objectives and timeframes based on the chosen theme.

2. Conduct small-scale research, information gathering and data collection to generate knowledge to support the project.

3. Present the project and communicate appropriate recommendations based on meaningful conclusions drawn from the evidence findings and/or analysis.

4. Reflect on the value gained from conducting the project and its usefulness to support sustainable organisational performance.

1.3 Essential Content
LO1: Establish project aims, objectives and timeframes based on the chosen theme

Project management:

What is project management and what does it involve?

The key stages of project management.

The advantages of using project management and why it is important.

Initiation of the project and project planning phase:

Scoping a project − defining objectives, scope, purpose and deliverables to be produced.

Steps and documentation required in the initiation phase.

Developing the project plan, including planning for timescales and time management, cost, quality, change, risk and issues.

The work breakdown structure.

Use of Bar and Gantt Charts for effective planning.

LO2: Conduct small-scale research, information gathering and data collection to generate knowledge to support the project

Project execution phase:

Selecting appropriate methods of information gathering, data collection and material resourcing.

The distinct phases which support a coherent and logical argument.

Use of secondary research to inform a primary empirical study.

Qualitative and quantitative research methods.

Field work:

Selecting a sample of the consumer market, businesses or individuals (those who meet certain characteristics relevant to the research theme) is used to gather data (qualitative or quantitative).

Sampling approaches and techniques, including probability and nonprobability sampling.

Ethics, reliability and validity:

All research should be conducted ethically − how is this achieved and reported?

Research should also be reliable (similar results achieved from a similar sample) and valid (the research should measure what it aimed to measure).

Analysing information and data:

Using data collection tools such as interviews and questionnaires.

Using analytical techniques such as trend analysis, coding or typologies.

LO3: Present the project and communicate appropriate recommendations based on meaningful conclusions drawn from the evidence findings and/or analysis

Communicating outcomes:

Consider the method (e.g. written, verbal) and the medium (e.g. report, online, presentation).

Both method and medium will be influenced by the project research and its intended audience.

Convincing arguments:

All findings/outcomes should be convincing and presented logically where the assumption is that the audience has little or no knowledge of the project process.

Developing evaluative conclusions.

Critical and objective analysis and evaluation:

Secondary and primary data should be critiqued and considered with an objective mindset.

Objectivity results in more robust evaluations where an analysis justifies a judgement.

LO4: Reflect on the value gained from conducting the project and its usefulness to support sustainable organisational performance

Reflection for learning and practice:

The difference between reflecting on performance and evaluating a project − the former considers the research process, information gathering and data collection, the latter the quality of the research argument and use of evidence.

The cycle of reflection:

To include reflection in action and reflection on action.

How to use reflection to inform future behaviour, particularly directed towards sustainable performance.

Reflective writing:

Avoiding generalisation and focusing on personal development and the research journey in a critical and objective way.

Generalisation:

Many studies result in generalised findings. Research which has its basis in a specific field such as Human Resource Management (HRM) and in a specific context should avoid generalised conclusions.

Outcomes should be specific and actionable.

Recommended Resources

Books:

COSTLEY, C., ELLIOT, G. and GIBBS, P. (2010) Doing Work Based Research: Approaches to Enquiry for Insider-researchers. London: SAGE.

FLICK, U. (2011) Introducing Research Methodology: A Beginner’s Guide to Doing a Research Project. London: SAGE.

GRAY, D. (2009) Doing Research in the Real World. 2nd Ed. London: SAGE.

SAUNDERS, M., LEWIS, P. and THORNHILL, A. (2012) Research Methods for Business Students. 6th Ed. Harlow: Pearson.

Journals:

International Journal of Quantitative and Qualitative Research. Qualitative Research Journal.

1.4 Scheme of Work
Session

Lecture Outcome

Session Activities:

The learner should be able to;

1

LO1

Topic: The stages of project management.

• Introduction to the unit and the Pearson set assignment.

• Definition of project management.

• The key stages of project management.

• The advantages of project management.

Sample activities:

• Brainstorm the concept of project management.

• Identify the advantages and the importance of implementing project management.

• Group activity – review case study examples and discuss project management in practice.

• Group activity to research and highlight requirements within each stage of the project management process.

• Discuss topic and project presented by the tutor.

2

LO1

Topic: The scope of the project

• Introduction to the first assignment.

• What is meant by ‘scoping the project’?

• Develop a project plan and identify key elements required.

• Logbook completion and how to complete with reflective practice.

Student project planning session:

• Work individually to scope the topic and define the objectives and purpose of the project.

• Work individually to identify which factors affect the implementation of the project e.g. the time required and cost.

• Decide on the key milestones of the project.

• Produce Scope Statement with facilitated support.

• Discuss the use of a logbook and complete first week of logbook.

3

LO1 & 2

Topic: The initiation and planning phase

• What is needed before setting up the project?

• Preparing the business case and different components to the business case.

Sample activities:

• Brainstorm and discuss elements of the initiation and planning stages.

• Research activity – the components of the business case.

• Discussion activity – what type of information is required and how should it be collated?

4

LO1

Topic: Project workshop (part 1)

• Recap the business case.

• Guidance for the independent study sessions.

Sample activities:

• Brief tutor-led overview of assessment requirements.

• Open question and answer activity to address general questions and concerns.

• Review of academic requirements and submission format.

• Individual student queries and questions.

• Recap of topics that may require more explanation.

• Independent study – research and devise a business case for the project.

5

LO1

Topic: Project workshop (part 2)

• Independent workshop for students to research, develop and create the business case for the project.

• Workshop can either be a facilitated session or an independent self-study session.

6

LO1

Topic: Project workshop (part 3)

• Individual appointments with the tutor to review Scope Statement and the business case.

• Review of logbook completion.

7

LO1

Topic: Work breakdown structures and Gantt charts for effective planning

(part 1)

• The work breakdown structure – what it is and how it is used for project management planning.

• What is a Gantt chart and what is the value of using a Gantt chart?

• Demonstrations of how to create a work breakdown structure template and Gantt chart using Microsoft Word/Excel etc.

Sample activities:

• Research and present different examples of project work breakdown structures and Gantt charts.

• Discussion activity – the importance of work breakdown structures and Gantt charts for project planning.

8

LO1

Topic: Work breakdown structures and Gantt charts for effective planning

(part 2)

• Demonstrations of how to create a work breakdown structure template and Gantt chart using Microsoft Word/Excel etc.

Sample activities:

• Complete a Gantt chart and work breakdown structure for the project.

9

LO2

Topic: Gathering and collating data and material

• Sources of primary and secondary research.

• Defining quantitative and qualitative research methods.

• The value of empirical study.

Sample activities:

• Define primary and secondary sources of information, providing examples of different sources.

• Group activity – each group to focus on different methods of gathering data and material. Feedback the advantages and disadvantages.

• Discussion activity – define the terms quantitative and qualitative, and its application to research and appropriate methods to be used.

10

LO1 & 2

Topic: Conducting primary research

• Different techniques used for conducting research e.g. interviews and questionnaires.

• Ethical considerations.

• How to produce a questionnaire.

Sample activities:

• Review different examples of questionnaires and interview techniques.

• Discussion activity – the advantages and disadvantages of techniques e.g. remote, recorded, face-to-face etc.

• Discussion activity – sampling techniques and definitions of sampling, using examples.

• Group activity – what needs to be included in an ethics form?

11

LO2

Topic: Research techniques and methods

• One-to-one appointments with students to discuss their identified methods and techniques for conducting research.

• Scheduled appointments to be made.

12

LO2

Topic: Field work/conducting small-scale research (part 1)

• These can be drop-in sessions for student support as they conduct their research.

13

LO2

Topic: Field work/conducting small-scale research (part 2)

• These can be drop-in sessions for student support as they conduct their research.

14

LO2

Topic: Field work/conducting small-scale research (part 3)

• These can be drop-in sessions for student support as they conduct their research.

15

LO2

Topic: Analysing information and data

• Introduction to analytical techniques for data and information analysis.

• Explore use of graphs, bar charts, pie charts etc. for presenting data and findings.

• Demonstrate how to use Microsoft Excel and create illustrations.

Sample activities:

• Students use data and information from their research to create graphs, bar charts etc. using Microsoft Excel.

16

LO3 & 4

Topic: Project communication and recommendations

• How to present effective findings.

• Presenting convincing arguments and developing evaluative conclusions.

Sample activities:

• Review different forms of communication and choose the most effective for a specific audience and intended outcomes.

• Evaluate the validity of using data and graphics produced for the project, highlight potential problems and identify improvements.

• Develop key elements (expressing opinion, acknowledging others’ views, providing supporting arguments, showing contrast, reformulating and summarising). Students to apply these skills to an article to develop a convincing argument.

17

LO3 & 4

Topic: Project workshop

•Project workshop to monitor and review

Sample activities:

• Brief tutor-led overview of assessment requirements.

• Open question and answer activity to address general questions and concerns.

• Individual student queries and questions.

• Recap of topics that may require more explanation.

• Independent preparation for submission and presentation of the project.

18

LO3

Topic: Project presentations and submission

• Scheduled assignment submissions and presentations (if required).

• Allocate presentation slots (if applicable).

19

LO4

Topic: Reflection and feedback session

• Reflection of performance and evaluation of the project.

• Models of reflective theory and the cycle of reflection, including Schon’s model of reflective practice and Kolb’s learning cycle.

• Reflective writing. The challenges of reflective writing, the key features of reflective writing and getting the language right.

Sample activities:

• Brainstorm and discuss reflective feedback and the validity of reflection.

• Individual activity – apply models of reflective practice to students’ own experiences.

• Group activity – review examples of reflective writing, comparing different levels of reflection.

20

LO4

Topic: Project workshop

• Final completion and submission for project evaluation and recommendations.

• Logbook submission.

1.5 Teaching Ethos
The college’s approach towards teaching and learning is simple and effective. The main aim of UKCBC is to assist learners in maximising their potential by ensuring that they are taught clearly and effectively. This will enable students to engage in the learning environment and promote success in both their academic studies and subsequent career.

The module tutor(s) will aim to combine lectures, workshops and tutorial activities. This environment will provide opportunities for the student to understand the course material through case study and text and to apply it in a practical way. The intent is to facilitate interactive class activities, and discussion about the significant role of research in a global and local business environment.

1.6 Methods of Delivery
LECTURES:

These will be developed around the key concepts as mentioned in the indicative course content and will use a range of live examples and cases from business practice to demonstrate the application of theoretical concepts. This method is primarily used to identify and explain key aspects of the subject so that learners can utilise their private study time more effectively.

SEMINARS:

These are in addition to the lectures. The seminars are designed to give learners the opportunity to test their understanding of the material covered in the lectures and private study with the help of reference books. This methodology usually carries a set of questions identified in advance. Seminars are interactive sessions led by the learners. This method of study gives the learner an excellent opportunity to clarify any points of difficulty with the tutor and simultaneously develop their oral communication skills.

CASE STUDIES:

An important learning methodology is the extensive use of case studies. They enable learners to apply the concepts that they learn in their subjects. The learners have to study the case, analyse the facts presented and arrive at conclusions and recommendations. This assists in the assessment of the learner’s ability to apply to the real world the tools and techniques of analysis which they have learnt. The case study serves as a supplement to the theoretical knowledge imparted through the course work.

1.7 Plagiarism
Any act of plagiarism will be seriously dealt with according to the colleges and awarding bodies’ regulations. In this context the definition and scope of plagiarism are presented below:

Plagiarism is presenting someone’s work as your own. It includes copying information directly from the web or books without referencing the material; submitting joint coursework as an individual effort; copying another student’s coursework; stealing coursework from another student and submitting it as your own work. Suspected plagiarism will be investigated and if found to have occurred will be dealt with according to the college procedure. (For further details please refer to the plagiarism policy and the student code of conduct.)

pg. 2 0916

Managing a Successful Business Project/Support/Aims and objectives.pdf
Aims and objectives

The primary focus of your research project is usually expressed in terms of aims and objectives. What is the difference between an aim and an objective in an academic context? Aim

 An intention or aspiration; what you hope to achieve.

 Aims are statements of intent, written in broad terms.

 Aims set out what you hope to achieve at the end of the project.

 Remember:  Use strong positive statements which use strong verbs. Avoid weaker verbs.  Strong verbs: collect, construct, classify, develop, devise, measure, produce,

revise, select, synthesise Weak verbs: appreciate, consider, enquire, learn, know, understand, be aware of, appreciate, listen, perceive

Objective

 A goal or a step on the way to meeting the aim; how you will achieve it.

 Objectives use specific statements which define measurable outcomes. For

example: what steps will you take to achieve the desired outcome?

Objectives should be S.M.A.R.T.:

 Specific – be precise about what you are going to do

 Measureable –you will know when you have reached your goal

 Achievable – Don’t attempt too much. A less ambitious but completed objective is

better than an over-ambitious one that you cannot possible achieve.

 Realistic – do you have the necessary resources to achieve the objective? For

example: time, money, skills, etc?

 Time constrained – determine when each stage needs to be completed. Is there time

in your schedule to allow for unexpected delays?

How many aims or objectives should there be?

 There are no fixed number of aims or objectives.

 Some tutors are happy with one clear strong aim, whilst others like to see a main

aim supported by at least two subsidiary aims.

 You will be required to produce sufficient objectives to be able to measure progress

towards meeting the aim/s.

Remember:

Aims describe what you want to achieve. Objectives describe how you are going to achieve those aims.

Example Aim: To investigate the relationship between tectonic-plate movement and the gravitational effect of the alignment of the major planets. Objectives:

 Data sets will be extracted from the known historical record of tectonic-plate

movement

 Data sets will be extracted from astronomical tables detailing the various alignments

of the major planets covering the same period as data from the geological record.

 The data from both sets will be synthesised to establish if correlation points exist

between major geological events and planetary alignments.

https://learn.solent.ac.uk/mod/glossary/showentry.php?eid=37&displayformat=dictionary
Managing a Successful Business Project/Support/Data Collection.ppt
N E L S O N C O L L E G E L O N D O N

Lecture Topic: Data Collection

Presentation by

H Awadalla

*

N E L S O N C O L L E G E L O N D O N

Topics to be covered today:

Data Collection techniques

Written Exercise:

Syllabus areas to be covered today

N E L S O N C O L L E G E L O N D O N

Data Collection Strategies
Characteristics of Good Measures
Quantitative and Qualitative Data
Tools for Collecting Data
Lecture Overview

N E L S O N C O L L E G E L O N D O N

*

Data Collection Strategies

No one best way: decision depends on:
What you need to know: numbers or stories

Where the data reside: environment, files, people

Resources and time available

Complexity of the data to be collected

Frequency of data collection

Intended forms of data analysis

*

N E L S O N C O L L E G E L O N D O N

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Rules for Collecting Data

Use multiple data collection methods
Use available data, but need to know
how the measures were defined

how the data were collected and cleaned

the extent of missing data

how accuracy of the data was ensured

N E L S O N C O L L E G E L O N D O N

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Rules for Collecting Data

If must collect original data:
be sensitive to burden on others

pre-test, pre-test, pre-test

establish procedures and follow them (protocol)

maintain accurate records of definitions and coding

verify accuracy of coding, data input

N E L S O N C O L L E G E L O N D O N

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Structured Approach

All data collected in the same way
Especially important for multi-site and cluster evaluations so you can compare
Important when you need to make comparisons with alternate interventions
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N E L S O N C O L L E G E L O N D O N

*

Use Structured Approach When:

need to address extent questions
have a large sample or population
know what needs to be measured
need to show results numerically
need to make comparisons across different sites or interventions
N E L S O N C O L L E G E L O N D O N

*

Semi-structured Approach

Systematic and follow general procedures but data are not collected in exactly the same way every time
More open and fluid
Does not follow a rigid script
may ask for more detail

people can tell what they want in their own way

N E L S O N C O L L E G E L O N D O N

*

Use Semi-structured Approach when:

conducting exploratory work
seeking understanding, themes, and/or issues
need narratives or stories
want in-depth, rich, “backstage” information
seek to understand results of data that are unexpected
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N E L S O N C O L L E G E L O N D O N

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Characteristics of Good Measures

Is the measure relevant?
Is the measure credible?
Is the measure valid?
Is the measure reliable?
Relevance

Does the measure capture what matters?

Do not measure what is easy instead of what is needed

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N E L S O N C O L L E G E L O N D O N

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Credibility

Is the measure believable? Will it be viewed as a reasonable and appropriate way to capture the information sought?

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Internal Validity

How well does the measure capture what it is supposed to?

Are waiting lists a valid measure of demand?

*

*

Reliability

A measure’s precision and stability- extent to which the same result would be obtained with repeated trials

How reliable are:

birth weights of newborn infants?

speeds measured by a stopwatch?

*

*

N E L S O N C O L L E G E L O N D O N

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Quantitative Approach

Data in numerical form
Data that can be precisely measured
age, cost, length, height, area, volume, weight, speed, time, and temperature

Harder to develop
Easier to analyze
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N E L S O N C O L L E G E L O N D O N

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Qualitative Approach

Data that deal with description
Data that can be observed or self-reported, but not always precisely measured
Less structured, easier to develop
Can provide “rich data” — detailed and widely applicable
Is challenging to analyze
Is labor intensive to collect
Usually generates longer reports
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Which Data?

Obtrusive vs. Unobtrusive Methods

Obtrusive

data collection methods that directly obtain information from those being evaluated

e.g. interviews, surveys, focus groups

Unobtrusive data collection methods that do not collect information directly from evaluees

e.g., document analysis, GoogleEarth, observation at a distance, trash of the stars

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N E L S O N C O L L E G E L O N D O N

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How to Decide on Data Collection Approach

Choice depends on the situation
Each technique is more appropriate in some situations than others
Caution: All techniques are subject to bias
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N E L S O N C O L L E G E L O N D O N

Triangulation to Increase Accuracy of Data

Triangulation of methods
collection of same information using different methods

Triangulation of sources
collection of same information from a variety of sources

Triangulation of evaluators
collection of same information from more than one evaluator

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N E L S O N C O L L E G E L O N D O N

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Data Collection Tools

Participatory Methods
Records and Secondary Data
Observation
Surveys and Interviews
Focus Groups
Diaries, Journals, Self-reported Checklists
Expert Judgment
Delphi Technique
Other Tools
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N E L S O N C O L L E G E L O N D O N

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Tool 1: Participatory Methods

Involve groups or communities heavily in data collection
Examples:
community meetings

mapping

transect walks

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N E L S O N C O L L E G E L O N D O N

Community Meetings

One of the most common participatory methods
Must be well organized
agree on purpose

establish ground rules

who will speak

time allotted for speakers

format for questions and answers

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N E L S O N C O L L E G E L O N D O N

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Mapping

Drawing or using existing maps
Useful tool to involve stakeholders
increases understanding of the community

generates discussions, verifies secondary sources of information, perceived changes

Types of mapping:
natural resources, social, health, individual or civic assets, wealth, land use, demographics

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N E L S O N C O L L E G E L O N D O N

Transect Walks

Evaluator walks around community observing people, surroundings, and resources
Need good observation skills
Walk a transect line through a map of a community — line should go through all zones of the community
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N E L S O N C O L L E G E L O N D O N

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Tool 2: Records and Secondary Data

Examples of sources:
files/records

computer data bases

industry or government reports

other reports or prior evaluations

census data and household survey data

electronic mailing lists and discussion groups

documents (budgets, organizational charts, policies and procedures, maps, monitoring reports)

newspapers and television reports

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N E L S O N C O L L E G E L O N D O N

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Using Existing Data Sets

Key issues: validity, reliability, accuracy, response rates, data dictionaries, and missing data rates

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Advantage/Challenge: Available Data

Advantages Often less expensive and faster than collecting the original data again
Challenges There may be coding errors or other problems. Data may not be exactly what is needed. You may have difficulty getting access. You have to verify validity and reliability of data
N E L S O N C O L L E G E L O N D O N

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Tool 3: Observation

See what is happening
traffic patterns

land use patterns

layout of city and rural areas

quality of housing

condition of roads

conditions of buildings

who goes to a health clinic

N E L S O N C O L L E G E L O N D O N

Observation is Helpful when:

need direct information
trying to understand ongoing behavior
there is physical evidence, products, or outputs than can be observed
need to provide alternative when other data collection is infeasible or inappropriate
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N E L S O N C O L L E G E L O N D O N

Degree of Structure of Observations

Structured: determine, before the observation, precisely what will be observed before the observation
Unstructured: select the method depending upon the situation with no pre-conceived ideas or a plan on what to observe
Semi-structured: a general idea of what to observe but no specific plan
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N E L S O N C O L L E G E L O N D O N

Google Earth

*

Maps and satellite images for complex or pinpointed regional searches
Has an Advanced version and an Earth Outreach version
Web site for Google Earth
http://earth.google.com/

N E L S O N C O L L E G E L O N D O N

Ways to Record Information from Observations

Observation guide
printed form with space to record

Recording sheet or checklist
Yes/no options; tallies, rating scales

Field notes
least structured, recorded in narrative, descriptive style

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N E L S O N C O L L E G E L O N D O N

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Guidelines for Planning Observations

Have more than one observer, if feasible
Train observers so they observe the same things
Pilot test the observation data collection instrument
For less structured approach, have a few key questions in mind
*

*

Advantages and Challenges: Observation

Advantages Collects data on actual vs. self- reported behavior or perceptions. It is real-time vs. retrospective
Challenges Observer bias, potentially unreliable; interpretation and coding challenges; sampling can be a problem; can be labor intensive; low response rates
N E L S O N C O L L E G E L O N D O N

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Tool 4: Surveys and Interviews

Excellent for asking people about:
perceptions, opinions, ideas

Less accurate for measuring behavior
Sample should be representative of the whole
Big problem with response rates
N E L S O N C O L L E G E L O N D O N

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Structures for Surveys

Structured:
Precisely worded with a range of pre-determined responses that the respondent can select

Everyone asked exactly the same questions in exactly the same way, given exactly the same choices

Semi-structured
Asks same general set of questions but answers to the questions are predominantly open-ended

*

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Structured vs.
Semi-structured Surveys

Structured harder to develop easier to complete easier to analyze more efficient when working with large numbers
Semi-structured easier to develop: open ended questions more difficult to complete: burdensome for people to complete as a self-administrated questionnaire harder to analyze but provide a richer source of data, interpretation of open-ended responses subject to bias
N E L S O N C O L L E G E L O N D O N

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Modes of Survey Administration

Telephone surveys
Self-administered questionnaires distributed by mail, e-mail, or websites
Administered questionnaires, common in the development context
In development context, often issues of language and translation
N E L S O N C O L L E G E L O N D O N

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Mail / Phone / Internet Surveys

Literacy issues
Consider accessibility
reliability of postal service

turn-around time

Consider bias
What population segment has telephone access? Internet access?

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Advantages and Challenges of Surveys

Advantages Best when you want to know what people think, believe, or perceive, only they can tell you that
Challenges People may not accurately recall their behavior or may be reluctant to reveal their behavior if it is illegal or stigmatized. What people think they do or say they do is not always the same as what they actually do.
N E L S O N C O L L E G E L O N D O N

*

Interviews

Often semi-structured
Used to explore complex issues in depth
Forgiving of mistakes: unclear questions can be clarified during the interview and changed for subsequent interviews
Can provide evaluators with an intuitive sense of the situation
N E L S O N C O L L E G E L O N D O N

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Challenges of Interviews

Can be expensive, labor intensive, and time consuming
Selective hearing on the part of the interviewer may miss information that does not conform to pre-existing beliefs
Cultural sensitivity: e.g., gender issues
N E L S O N C O L L E G E L O N D O N

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Tool 5: Focus Groups

Type of qualitative research where small homogenous groups of people are brought together to informally discuss specific topics under the guidance of a moderator
Purpose: to identify issues and themes, not just interesting information, and not “counts”
N E L S O N C O L L E G E L O N D O N

Focus Groups Are Inappropriate when:

language barriers are insurmountable
evaluator has little control over the situation
trust cannot be established
free expression cannot be ensured
confidentiality cannot be assured
*

*

Focus Group Process

Phase Action
1 Opening Ice-breaker; explain purpose; ground rules; introductions
2 Warm-up Relate experience; stimulate group interaction; start with least threatening and simplest questions
3 Main body Move to more threatening or sensitive and complex questions; elicit deep responses; connect emergent data to complex, broad participation
4 Closure End with closure-type questions; summarize and refine; present theories, etc; invite final comments or insights; thank participants
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Advantages and Challenges of Focus Groups

Advantages Can be conducted relatively quickly and easily; may take less staff time than in-depth, in-person interviews; allow flexibility to make changes in process and questions; can explore different perspectives; can be fun
Challenges Analysis is time consuming; participants not be representative of population, possibly biasing the data; group may be influenced by moderator or dominant group members
N E L S O N C O L L E G E L O N D O N

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Tool 6: Diaries and Self-Reported Checklists

Use when you want to capture information about events in people’s daily lives
Participants capture experiences in real-time not later in a questionnaire
Used to supplement other data collection
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Guidelines for Diaries or Journals

Step Process
1 Recruit people face-to-face • encourage participation, appeal to altruism, assure confidentiality, provide incentive
2 Provide a booklet to each participant • cover page with clear instructions, definitions, example • short memory-joggers, explain terms, comments on last page , calendar
3 Consider the time-period for collecting data • if too long, may become burdensome or tedious • if too short may miss the behavior or event
N E L S O N C O L L E G E L O N D O N

*

Self-reported Checklists

Cross between a questionnaire and a diary
The evaluator specifies a list of behaviors or events and asks the respondents to complete the checklist
Done over a period of time to capture the event or behavior
More quantitative approach than diary
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Advantages and Challenges of Diaries and Self-reported Checklists

Advantages Can capture in-depth, detailed data that might be otherwise forgotten Can collect data on how people use their time Can collect sensitive information Supplements interviews provide richer data
Challenges Requires some literacy May change behavior Require commitment and self-discipline Data may be incomplete or inaccurate Poor handwriting, difficult to understand phrases
Tool 7: Expert Judgment

Use of experts, one-on-one or as a panel

E.g., Government task forces, Advisory Groups

Can be structured or unstructured

Issues in selecting experts

*

N E L S O N C O L L E G E L O N D O N

*

Selecting Experts

Establish criteria for selecting experts not only on recognition as expert but also based on:
areas of expertise

diverse perspectives

diverse political views

diverse technical expertise

*

Advantages and Challenges of Expert Judgment

Advantages Fast, relatively inexpensive
Challenges Weak for impact evaluation May be based mostly on perceptions Value of data depends on how credible the experts are perceived to be
N E L S O N C O L L E G E L O N D O N

*

Tool 8: Delphi Technique

Enables experts to engage remotely in a dialogue and reach consensus, often about priorities
Experts asked specific questions; often rank choices
Responses go to a central source, are summarized and fed back to the experts without attribution
Experts can agree or argue with others’ comments
Process may be iterative
*

Advantages and Challenges of Delphi Technique

Advantages Allows participants to remain anonymous Is inexpensive Is free of social pressure, personality influence, and individual dominance Is conducive to independent thinking Allows sharing of information
Challenges May not be representative Has tendency to eliminate extreme positions Requires skill in written communication Requires time and participant commitment
Other Measurement Tools

- scales (weight)

- tape measure

- stop watches

- chemical tests :

i.e. quality of water

- health testing tools:

i.e. blood pressure

- aptitude and achievement tests

-citizen report cards

*

N E L S O N C O L L E G E L O N D O N

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Data Collection Summary

Choose more than one data collection technique

No “best” tool

Do not let the tool drive your work but rather choose the right tool to address the evaluation question

N E L S O N C O L L E G E L O N D O N

A Final Note….

“I never guess. It is a capital mistake
to theorize before one has data.
Insensibly one begins to twist facts and theories,
instead of theories to suit facts.”
--Sir Arthur Conan Doyle

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Questions?

N E L S O N C O L L E G E L O N D O N

Any Question (s) ?

N E L S O N C O L L E G E L O N D O N

Summary

N E L S O N C O L L E G E L O N D O N

Further Reading

Collis, J., and Hussey, R., (2003) Business Research, A practical guide for undergraduate and post graduate students. 2nd ed. United Kingdom. Palgrave Macmillan
Cottrell, S., (2014) Dissertations and Project Reports: A Step By Step Guide. UK: Palgrave Macmillan

Corbin, J., and Straus, A. (2008). Basics of Qualitative Research 3rd ed. Thousand Oaks C.A: Sage
Saunders, M.N.K., Lewis, P., and Thornhill, A. (2009). Research Methods for Business Students, 5th ed. Harlow, United Kingdom: FT Prentice Hall
Saunders, M.N.K., and Lewis, P. (2011). Doing Research in Business and Management, Harlow, United Kingdom: Pearson
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Managing a Successful Business Project/Support/fme-WBS-template.doc
Work Breakdown Structure Template

Work Breakdown Structure (WBS) – in this section the WBS and its associated dictionary define each of the project deliverables, its associated work packages and how each of these components will be managed throughout the project duration. It outlines how the scope has been divided up or decomposed into manageable chunks.

WBS Id

Level

Name of Element

Work Description

Budget $

Resources

Deliverable

( www.free-management-ebooks.com . All Rights Reserved

Managing a Successful Business Project/Support/Gantt Chart Weekly V1.1 (1).xlsx
Daily
o Project Name : Product Launching Event
o Project Description : Launching New Phone Product
o Project Length :
o Start Date : 1-Jul-09 TRUE End Date 1-Aug-09
FALSE Number of Weeks 5 5
o Working Days : Monday - Saturday 2
o Today's Marker : Yes 1
o Holiday's Marker : Yes 1
Level Task PIC Start Date Finish Date WD DC DR W1 W2 W3 W4 W5
1 1 1 1 1 ERROR:#VALUE!
1 6/29/09 2 7/6/09 3 7/13/09 4 7/20/09 5 7/27/09 ERROR:#VALUE!
29 30 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 1 2
1 Product Package Design Marketing Dept 1-Jul-09 8-Jul-09 7 -2 9
1.1 Define Brand Name John 1-Jul-09 2-Jul-09 2 -2 4
1.2 Box Cover Design John 3-Jul-09 8-Jul-09 5 -4 9
1.3 User Guide Cover Design Jane 3-Jul-09 8-Jul-09 5 -4 9
1.4 Warranty Card Design Jane 3-Jul-09 8-Jul-09 5 -4 9
2 Marketing Kit Marketing Dept 9-Jul-09 17-Jul-09 8 -8 16
2.1 Brochures Steve 9-Jul-09 17-Jul-09 8 -8 16
2.2 Banners Steve 9-Jul-09 17-Jul-09 8 -8 16
3 Event Public Relation Dept 1-Jul-09 20-Jul-09 17 -2 19
3.1 Define Location Jenny 1-Jul-09 8-Jul-09 7 -2 9
3.2 Book Location Jenny 8-Jul-09 8-Jul-09 1 -7 8
3.3 Press Conference Marry 20-Jul-09 20-Jul-09 1 -15 16
Sheet2
Sheet3
Managing a Successful Business Project/Support/Literature Review.ppt
Writing a Literature Review

General Guidelines to
Writing a Literature Review

Introduce the literature review by pointing out the major research topic that will be discussed
Identify the broad problem area but don’t be too global (for example, discussing the history of education when the topic is on specific instructional strategy)
Discuss the general importance of your topic for those in your field
General Guidelines to
Writing a Literature Review

Don’t attempt to cover everything written on your topic
You will need to pick out the research most relevant to the topic you are studying
You will use the studies in your literature review as “evidence” that your research question is an important one
General Guidelines to
Writing a Literature Review

It is important to cover research relevant to all the variables being studied.
Research that explains the relationship between these variables is a top priority.
You will need to plan how you will structure your literature review and write from this plan.
Organizing Your Literature Review

Topical Order—organize by main topics or issues; emphasize the relationship of the issues to the main “problem”
Chronological Order—organize the literature by the dates the research was published
Problem-Cause-Solution Order—Organize the review so that it moves from the problem to the solution
Organizing Your Literature Review

General-to-Specific Order—(Also called the funnel approach) Examine broad-based research first and then focus on specific studies that relate to the topic
Specific-to-General Order—Try to make discuss specific research studies so conclusions can be drawn
After reviewing the literature, summarize what has been done, what has not been done, and what needs to be done
Remember you are arguing your point of why your study is important!
Then pose a formal research question or state a hypothesis—be sure this is clearly linked to your literature review
Literature Review

Literature Review

All sources cited in the literature review should be listed in the references
To sum, a literature review should include introduction, summary and critique of journal articles, justifications for your research project and the hypothesis for your research project
Common Errors Made in Lit Reviews

Review isn’t logically organized
Review isn’t focused on most important facets of the study
Review doesn’t relate literature to the study
Too few references or outdated references cited
Review isn’t written in author’s own words
Review reads like a series of disjointed summaries
Review doesn’t argue a point
Recent references are omitted
Writing the Literature Review

Plagiarism includes (Galvan, pg. 89):

Using another writer’s words without proper citation

Using another writer’s ideas without proper citation

Citing a source but reproducing the exact word without quotation marks

Borrowing the structure of another author’s phrases/sentences without giving the source

Borrowing all or part of another student’s paper

Using paper-writing service or having a friend write the paper

Managing a Successful Business Project/Support/MSBP_Performance Review Template_Part 3.pdf
Analysis

- Analyse data using appropriate tools

- Results of analysis

Recommendations

- What does the result tell us and what actions should be taken

Reflection

- Explain what was achieved

- Evaluate how effective it was

- Reflect on your own professional learning

Managing a Successful Business Project/Support/Project Management Plan.pdf
© www.free-management-ebooks.com. All Rights Reserved

PROJECT SCOPE MANAGEMENT PLAN TEMPLATE

This template guides you through each stage of preparing an effective scope management plan that ensures success. With this plan you clearly state the exact work that need to be done and schedules to attain the project objective. There are six processes to scope management within the PMBOK® framework.

• 5.1 Plan scope management

• 5.2 Collect requirements

• 5.3 Define scope

• 5.4 Create WBS (Work Breakdown Structure)

• 5.5 Validate scope

• 5.6 Control Scope

A critical part of project management is the ability to manage the project scope from its inception through to sign-off. This template is designed to enable you to produce an effective Scope Management plan. All essential details and descriptions of what the exact nature of the project is are contained in this management plan. It also defines how end user requirements will be translated into deliverables and their associated workable chunks. This plan ensures that everyone has a common and thorough understanding of the projects overall objective and how this need will be met. It defines the role and responsibility of every individual linked to the project and the communication that must occur between different parties to ensure it success.

FRONT COVER DESCRIPTION: this page details the typical items found on the cover of scope management plan. Amend its contents to reflect the needs of your specific project and organization’s culture.

Displays a top-level summary of essential information relating to the Scope Management Plan.

• Project Manager is listed as its author along with their contact details. In some organizations the Project Sponsor may also be co-author f this plan

• Project Name that this plan relates to. • Version of Scope Management Plan

– Version history will be shown in relevant appendix. • Approval:

– Lists the names and job titles of each person who as given approval and sign-off of this plan. – The date and version they have approved accompany their signature.

• Circulation List of who (name, location & organization) has received stated version.

© www.free-management-ebooks.com. All Rights Reserved

Project Working Title: Project Description:

Version: Date:

Project Contact tel: Sponsor: email:

Plan Contact tel: Author: email:

Organization:

SCOPE MANAGEMENT PLAN APPROVAL

Printed Name & Job Title Project Role Signature Date Approved

Project Sponsor