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BUS 697 – Week 2 – Discussions

(2005).  Using the Project Management Maturity Model: Strategic planning for project management (2nd ed.).  Hoboken, NJ: John Wiley and Sons, Inc.  ISBN: 9780471691617.

 

 Answer BOTH 1 and 2 below:

 

Title Tangible Benefits The text describes the “tangible benefits” of using project management in Chapter Six, including the following areas:  – Lower Cost  – Shortened schedules  – No sacrifice of scope or quality  – Higher customer satisfactionChoose one of these four benefits and describe why it is mandatory to have strong project management techniques in the organization to reach the benefit.  Use examples from a project where you were a project manager or team member that gives specific examples of the business benefit.   

PM Culture An organization needs to have project management built into its culture to be effective.  Evaluate the maturity of the project management culture in your organization and describe improvements that can be implemented based on your text readings.  If you feel your organization does not yet have a project management culture explain why and suggest improvements that could be accomplished. 

BUS 679 – WEEK 1

(2005).  Using the Project Management Maturity Model: Strategic planning for project management (2nd ed.).  Hoboken, NJ: John Wiley and Sons, Inc.  ISBN: 9780471691617.

Review the Jedd article from your assigned readings and write a 2 to 4 page (not including title and reference pages), APA style article review paper.  In your paper, discuss the following:

·  How has PMMM brought success to both SAP and Petrotrin’s overall enterprise?  Use current financial, operational, and strategic news to support the article details for either SAP or Petrotrin to describe their recent results. 

·  Are the organizations continuing to improve their project management maturity levels? 

·  Do you believe their focus on Project Management has made them successful?  Validate your beliefs. 

You must use a minimum of two sources, including the textbook.

GRADING RUBRIC BELOW:

Total Possible Score: 5.00

PMMM and SAP/Petrotrin

Total: 1.00

Distinguished – Provides a fully developed and expertly crafted discussion of how PMMM has brought success to each organization’s overall enterprise.  The student uses current financial, operational, and strategic news to support the article details for either SAP or Petrotrin to describe the recent results. 

Proficient – Provides an adequate discussion of how PMMM has brought success to each organization’s overall enterprise.  The student uses current financial, operational, and strategic news to support the article details for either SAP or Petrotrin to describe the recent results; however, some relevant details and ideas are not fully developed.

Basic – Provides a discussion of how PMMM has brought success to each organization’s overall enterprise.  The student uses most of the following in the discussion: current financial, operational, and strategic news to support the article details for either SAP or Petrotrin to describe the recent results.  Relevant information related to PMMM is missing from the discussion.

Below Expectations – Attempts to provide a discussion of how PMMM has brought success to each organization’s overall enterprise.  The student uses a few of the following in their discussion:  current financial, operational, and strategic news to support the article details for either SAP or Petrotrin to describe their recent results. 

Non-Performance – The discussion of how PMMM has brought success to organizations and the description of SAP/Petrotrin results is either nonexistent or lacks the components described in the assignment instructions.

Continuing to Improve Maturity Levels and Focus on PM

Total: 2.00

Distinguished – Provides a thorough explanation about how the organizations are continuing to improve their project management maturity levels and their level of successful Project Management focus. Expertly applies appropriate concepts as outlined in the text, while demonstrating a thorough understanding of PMMM.

Proficient – Provides an explanation about how the organizations are continuing to improve their project management maturity levels and their level of successful Project Management focus.  Appropriate concepts from the text are provided, but relevant details are missing.

Basic – Gives a brief explanation about how the organizations are continuing to improve their project management maturity levels and their level of successful Project Management focus.  Does not identify specific concepts from the text.

Below Expectations – Gives a brief explanation about how the organizations are continuing to improve their project management maturity levels and their level of successful Project Management focus.  Fails to show an adequate understanding of the concepts from the text.

Non-Performance – The explanation about how the organizations are continuing to improve their project management maturity levels and their level of successful Project Management focus is either nonexistent or lacks the components described in the assignment instructions.

Validation of Beliefs

Total: 1.00

Distinguished – Validation of beliefs is clearly articulated and supported with abundant details relevant to PMMM. 

Proficient – Validation of beliefs is articulated and somewhat supported with details relevant to PMMM.

Basic – Validation of beliefs is identified, but few specific supporting details relevant to PMMM are provided.

Below Expectations – Validation of beliefs lacks clarity and focus and provides no specific supporting details relevant to PMMM.

Non-Performance – The validation of beliefs is either nonexistent or lacks the components described in the assignment instructions.

Critical Thinking: Explanation of Issues

Total: 0.20

Distinguished – Clearly and comprehensively explains in detail the issue to be considered, delivering all relevant information necessary for full understanding.

Proficient – Clearly explains in detail the issue to be considered, delivering enough relevant information for an adequate understanding.

Basic – Briefly recognizes the issue to be considered, delivering minimal information for a basic understanding.

Below Expectations – Briefly recognizes the issue to be considered, but may not deliver additional information necessary for a basic understanding.

Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.

Written Communication: Control of Syntax and Mechanics

Total: 0.20

Distinguished – Displays meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains no errors, and is very easy to understand.

Proficient – Displays comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains only a few minor errors, and is mostly easy to understand.

Basic – Displays basic comprehension of syntax and mechanics, such as spelling and grammar. Written work contains a few errors, which may slightly distract the reader.

Below Expectations – Fails to display basic comprehension or syntax or mechanics, such as spelling and grammar. Written work contains major errors, which distract the reader.

Non-Performance – The assignment is either non-existent or lacks the components described in the instructions.

APA Formatting

Total: 0.20

Distinguished – Accurately uses APA formatting consistently throughout the paper, title and reference page.

Proficient – Exhibits APA formatting throughout the paper, however, layout contains a few minor errors.

Basic – Exhibits basic knowledge of APA formatting throughout the paper.  Layout does not meet all APA requirements.

Below Expectations – Fails to exhibit basic knowledge of APA formatting.  There are frequent errors making the layout difficult to distinguish as APA.

Non-Performance – The assignment is either non-existent or lacks the components described in the instructions.

Page Requirement

Total: 0.20

Distinguished – The paper meets the specific page requirement stipulated in the assignment description.

Proficient – The paper closely meets the page requirements predetermined in the assignment description.

Basic – The paper meets over half of the page requirement.

Below Expectations – A fraction of the page requirement is completed.

Non-Performance – The assignment is either non-existent or lacks the components described in the instructions.

Resource Requirement

Total: 0.20

Distinguished – Provides ample resources and uses the correct amount of sources from the specified search agent.

Proficient – Provides the approximate number of sources, while using some of the correct search agents specified in the assignment instructions.

Basic – Provides over half of the  sources required in the assignment instructions.

Below Expectations – Barely provides adequate resources and unable to include sources from specified search agent.

Non-Performance – The assignment is either non-existent or lacks the components described in the instructions.

Respones help please……..

..I just need 2 responses please……..Sexual Offender Program…

 

Do you think this particular program will or has been effective why or why not?  Hence, as a correctional officer for seven years I personally thought the program was effective. Nonetheless, in some cases it was mandatory for the offender to complete various modules concerning alcohol prior to their release.  I enjoyed reviewing your program.

Fundamentals of Educational Research

Action research is not
about learning why we do certain things, but rather how we can do things
better. It is about how we can change our instruction to impact students” (p.
9). Considering this perspective as well as the information in Chapter 1 of
Action Research: A Guide for the Teacher Researcher, what factors bring value
to action research, differentiating it from traditional educational research?
Include at least three factors that are beneficial or lend credibility.

Part Two: Ferrance (2000) adds, “One of the drawbacks of
individual research is that it may not be shared with others unless the teacher
chooses to present findings at a faculty meeting, make a formal presentation at
a conference, or submit written material to a listserv, journal, or newsletter”
(p. 9). Considering that your Final project will be an action research proposal
presentation, how will this lead you to improve your practice and make changes
to instruction to positively impact students?

Part Three: Visit the Ashford University Library. Locate a
full-text article that addresses Part One, providing additional comparisons
between action and traditional research, or find an article that discusses Part
Two, sharing research findings. Share at least one point from your article that
adds to what you learned from our assigned readings. Be sure to cite your
article according to APA standards.

Early Action Research Ideas

69-70, in order to complete the first three steps of your
Final Project, Action Research Plan.  Follow the directions below as
they differ from the steps on page 69.
At this point, you are presenting early ideas that are not concrete, as
you have not conducted a review of literature yet.  Therefore, your
responses should be in outline form only.  (You will make these three
steps more concrete and formal in structure in Week Three). For now, you
will briefly explain the problem or situation.
Area of Focus
Identify your early idea of what the purpose of your study may be

Explanation of Problem
Statement of problem or situation that led to this interest
or why you want to pursue this topic, including trends in education or
educational research.

Define Variables
Describe the population (age/grade, quantity of participants, students/or adults). Briefly explain why you have chosen them.

Research question(s)
What do you wonder?  Consider your area of focus statement.  What do you hope to answer?

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