Project Management

 

 

Write a short report illustrating an example of a project undertaken by a company, municipality, or non-profit organization demonstrating how this project links to the organization’s mission, vision, and values. If possible, show the numerical rationale (NPV, IRR, Payback Period) used as a rationale.

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NOTE 1: I have attached an article from PM Journal, which is case study of a project to harmonize practices for the use of IV pumps at a Canadian healthcare center. Although not in the format of Assignment 1, it does contain an example of a project charter, which may be valuable as guidance for your team project, and it does show how the project connects with the overarching mission of the healthcare center.
(Aubry, M., Boulay-Bolduc, M., Richer, M.-C., & Lavoie-Tremblay, M. (2018). Dealing with Uncertainty and Ambiguity in a Complex Project: The Case of Intravenous (IV) Pumps inHealthcare Center. Project Management Journal, 49(1), 110–121. )

How this will be graded:
Structure, Organization, Ease of reading, Grammar: 1 Point
Did you write this to be easy to read? For example, have you avoided huge blocks of text with no headers? Did you use (sparingly but where needed) highlighting (bold, underline, italic text)?
Did you follow the structure of the sample Assignment 1?
Did you follow the advice given in the lectures and From Your Instructor about the format?
Did you follow rules of English grammar, spelling, and syntax? Did you fix errors pointed out via Word’s editing capabilities (e.g. squiggly blue or red underlined text)?Content: 6 Points
Did you find an interesting project? Did it come across that you yourself seemed interested in the project?
Did you inform the reader about the project so that you could discuss it intelligently with someone else?
Did you link the project to the organization’s mission, vision, and values?
Did you make assertions, such as “this project was a success”, or “this project is used as an example a to how NOT to run a project”.
Did you provide numbers – percentages, monetary amounts, resources used, etc., to make their point? In particular, did you tie into the course content regarding NPV, IRR, Payback Period as suggested?

References and resources: 1 Point
Did you provide at least 2 references to a business journal or scholarly source to make a connection to the principles of mission, vision, values, benefits realization, charter creation, or other project, program, or portfolio concept?
Other things to consider:
Did you add value from your own professional and/or personal experience
Did you make appropriate use of figures and tables in an appendix? Don’t substitute quantity for quality here – one good, relevant, and meaningful small table is worth 100 randomly inserted graphs and charts.
Examples (for structure ideas, just to be familiar with what has been submitted – not to be copied of course)
See attached examples at top of this Assignment description

 

Sample Solution

methods. She found “a lack of correlation between students’ self-assessments and teacher ratings” (p.329). Préfontaine also states that one of the limitations of her study is the lack of qualitative data. Additionally, Ross (1998), in a meta-analysis of studies investigating self-assessment in L2 learning, asserts that one of the main limitations to self-assessment studies is the lack of qualitative-oriented studies. This study will contribute to investigating validity and reliability of self-evaluations, in an effort to alleviate these inconclusive results due to lack of theory and methodological dead ends. Self-evaluations, in this study, targeted two specific features of French pronunciation: segmental /y/ vs /u/ and segmental/suprasegmental “silent e” (or schwa). These two features have been chosen as variables because they are critical to learners’ intelligibility and comprehensibility. Munro & Derwing’s (1995) Intelligibility/ Comprehensibility principle asserts that intelligibility is the extent to which a given utterance is understood by the learner, while comprehensibility is the learners’ perception of how well they understand an utterance. Methods Participants and sampling The study took place at the University of Illinois at Urbana-Champaign. L2 students in a French phonetics course were recruited to participate in the project via an in-class introduction and follow-up emails. The tasks were integrated into the structure of the French phonetics course, and all students in the course were expected to complete these tasks. The instructor of the course was not a member of the research team. The Fall 2016 French phonetics course had two sections, one section was the contro

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