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The purpose of this assignment is to begin the process of Problem Based Learning. In this step, you will be looking at one or more realistic situations and using them, in the context of this course, to identify the key concepts involved that you will need to understand in order to solve whatever problems you might encounter in those situations.
Complete the table below by identifying at least five concepts that you will study from the text on the rEsource page in order to resolve the situations presented; list and briefly describe them in column A. You have on the rEsource page a scenario that provides an examples of realistic situation in which these concepts apply. Examine this scenario and in Column B identify specific examples from it which illustrate an application of the concept.
The example could be an issue in the scenario which illustrates a concept. Cite in Column C where in the reading you found the concept that the example illustrated. Table for Assignment One |A: Concept |B: Application of Concept in Scenario |C: Citation of Concept in Reading | |Implementing Organizational Initiatives MMPBL/510 |Implementing Organizational Initiatives MMPBL/510 |”One of the distinguishing characteristics of project | |1.
Define the elements of strategic program |(Scenario One: Foundation Schools, 2006). |management is that it has both a beginning and an end | |management. | |and typically consists of four phases: defining, | | |”The three-year strategic program plan includes a |planning, executing, and delivering.
Effective project | |The elements of defining, planning, executing, and|number of new projects to help realize this new vision. |management begins with selecting and prioritizing | |delivering the project’s beginning and ending |The first year of the plan has just been completed and |projects that support the firm’s mission and strategy” | |enables the analysis that will support both the |is slated for Board review” (Scenario One: Foundation |(Gray & Larson, 2005, Chap. , p. 15). | |company’s mission statement and objectives, which |Schools, 2006, p. 1). | | |the Foundation used in its 3-year plan to realize | |”From this analysis, critical issues and a portfolio of| |an 8% increase over the next couple of years. |”Nancy and I just returned from a meeting with the |strategic alternatives are identified.
These | | |Jacobs City School Board and they have agreed to send |alternatives are compared with the current portfolio | | |all of their special needs students to the Foundation |and available resources; strategies are then selected | | |Schools starting in September.
They have identified 45 |that should support the basic mission and objectives of| | |students who will be joining us, and they have also |the organization” (Gray & Larson, 2005, Chap. 2, p. | | |agreed to our new rates, which reflect an eight percent|27). | | |increase over the next two years” (Scenario One: | | | |Foundation Schools, 2006, p. ). | | |Implementing Organizational Initiatives MMPBL/510 |Implementing Organizational Initiatives MMPBL/510 |”The interaction between project management structure | |2. Describe how organizations use program |(Scenario One: Foundation Schools, 2006). |and organizational culture is a complicated one. We | |management to realize business objectives. |have suggested that in certain organizations, culture | | |”John has a strong business background, excellent |encourages the implementation of projects. In this | | |leadership skills, and is well-respected by school |environment the project management structure used plays| | |faculty and the community.
John’s favorite saying is |a less decisive role in the success of the project. | | |”Not for profit does not mean ‘for a loss,’ “and for |Conversely, for other organizations in which the | |The Foundation realizes the importance of the |the past several years, he has mentored Foundation |culture stresses internal competition and | |organization’s |Schools Executive Director Nancy Anderson in her |differentiation, just the opposite may be true.
The | |culture to the success of achieving its |efforts to improve the school’s financial outlook by |prevailing norms, customs, and attitudes inhibit | |objectives. Additionally, the merging of both |operating it as a business. He’s also been instrumental|effective project management, and the project | |business and education creates a win-win |in choosing new Board members with business, as opposed|management structure plays a more decisive role in the | |situation. |to education, backgrounds. He is hoping that Nancy, the|successful implementation of projects.
At a minimum, | | |new Board and the new business development manager can |under adverse cultural conditions, the project manager | | |realize their new vision by successfully implementing |needs to have significant authority over the project | | |the projects outlined in the strategic program plan” |team; under more extreme conditions firms should use | | |(Scenario One: Foundation Schools, 2006, p. ). |dedicated project teams to complete critical projects. | | | |In both cases, the managerial strategy should be to | | |”They believe the school does an exceptional job in |insulate project work from the dominant culture so that| | |educating students with special needs, and
I think our |a more positive “subculture” can emerge among project | | |discussion there illustrates that we can “profitably |participants” (Gray & Larson, 2005, Chap. 3, p. 80). | |grow the school so it can help much larger numbers of |”The project management structure of the organization | | |students with special needs and continue to make the |and the culture of the organization are major elements | | |innovations needed to be the leader in this field” |of the environment in which a project is initiated” | | |(Scenario One: Foundation Schools, 2006, p. 2). |(Gray & Larson, 2005, Chap. , p. 81). | |Implementing Organizational Initiatives MMPBL/510 |Implementing Organizational Initiatives MMPBL/510 |”… the most effective project management system | |3. Explain the importance of data validation in |(Scenario One: Foundation Schools, 2006). |appropriately balances the needs of the project with | |ensuring effective program management. | |those of the parent organization” (Gray & Larson, 2005,| | |”The Board and executive director are responsible for |Chap. , p. 80). | |Data validation is important as a measurement (to |funding, 90 percent of which is tuition fees from the | | |effectively compare a set of existing data) for |approximate 40 cities whose students attend the | | |the Foundation to measure and monitor the process |schools. Donations make up the remainder of annual | | |in order to achieve the forecast results. funding of about $50 million. In the past two years, | | | |Foundation Schools has met all of its financial | | | |targets, and new Board members have been chosen for | | | |their ability to ontinue to improve the schools’ | | | |effectiveness and expand the enterprise” (Scenario One:| | | |Foundation Schools, 2006, p. 1). | | | | | | |”To that end, I’ve asked Nancy to put together a | | | |summary of our year-end financial and operating results| | | |report, as well as a forecast for the coming year” | | | |(Scenario One: Foundation Schools, 2006, p. 2). | |Implementing Organizational Initiatives MMPBL/510 |Implementing Organizational Initiatives MMPBL/510 |”Successful implementation requires both technical and | |4. Describe the program implementation process. |(Scenario One: Foundation Schools, 2006). |social skills. Project managers have to plan and budget| | | |projects as well as orchestrate the contributions of | |The Foundation Schools identified, assessed, and |”Along with the school’s executive director, the Board |others” (Gray & Larson, 2005, Chap. 1, p. 15). |evaluated the plan before implementation, which |has adopted a new | | |identified the right mix of human and capital |strategy that uses business development as the model to|”Today, senior management is interested in identifying | |resources needed to implement the plan. |increase funding sources and revenues” (Scenario One: |the potential mix of projects that will yield the best | | |Foundation Schools, 2006, p. 1). |use of human and capital resources to maximize return | | | |on investment in the long run. | | | | | | |Factors such as researching new technology, public | | | |image, ethical position, protection of the environment,| | | |core competencies, and strategic fit might be important| | |”Our top priority will be evaluating the first year of |criteria for selecting projects.
Weighted scoring | | |our three-year plan” |criteria seem the best alternative to meet this need” | | |(Scenario One: Foundation Schools, 2006, p. 2). |(Gray & Larson, 2005, Chap. 2, p. 37). | |Implementing Organizational Initiatives MMPBL/510 |Implementing Organizational Initiatives MMPBL/510 |A project is defined as a non-routine, one-time effort | |5. Explain the differences between programs and |(Scenario One: Foundation Schools, 2006). |limited by time, resources, and performance | |projects. | |specifications designed to meet customer needs” (Gray &| | |”Currently, the schools serve about 1000 students, and |Larson, 2005, Chap. 1, p. 15). |Programs unlike projects are routine tasks/events |enrollment increases by roughly 5 percent per year. The| | |that happen over and over. |Board of Directors believes that number could be | | | |higher, that the school could serve even more | | | |communities across the United States” (Scenario One: | | | |Foundation Schools, 2006, p. 1). | | | | | | |”I’ve also asked Jeff White to join us and review the | | | |status on revenue and | | | |funding as they relate to the strategic program plan” | | | |(Scenario One: Foundation Schools, 2006, p. 2). | MMPBL 510 Strategic Program Management Rubric (Week One) |Criterion |Unsatisfactory |Satisfactory |Exceptional |Score | |Identification of Strategic |Did not identify at least five key|Identified at least five key |In addition to meeting the |25 | |Program Management Concepts |strategic program management |strategic program management |requirements of satisfactory, | | | |concepts from the readings. |concepts from the readings. justified the choice of each | | | | | |concept. | | |Identification of Application |Did not clearly identify an |Clearly identified an |In addition to meeting the |25 | |of Concepts in Scenario |appropriate application of each |appropriate application of each |requirements of satisfactory, | | | |concept identified in the |concept identified in the |for each concept identified, | | | Foundation Schools scenario and/or|Foundation Schools scenario |defined at least one opportunity| | | |the “Selecting and Initiating |and/or the “Selecting and |for the Foundation Schools | | | |Projects” simulation. |Initiating Projects” simulation |and/or the “Selecting and | | | | | |Initiating Projects” simulation. | | |Citation of Concepts in Reading|Did not provide an appropriate |Provided an appropriate citation|N/A |25 | | |citation from the reading for each|from the reading for each | | | | |concept identified. |concept identified. | | |Demonstrate Quality and |Written communication is |Written communication is |In addition to meeting the |25 | |Effectiveness in Written |ineffective, with numerous |effective |requirements of satisfactory, | | |Communication |spelling and grammatical errors or| |the paper is engaging to the | | | |poorly constructed sentences | |reader with concise and clear | | | | | |communication | | | | | | | | |Final Score==; |100 = 8 Points | | | | | | | |Your instructor will provide summative comments below or in the comments section of the Online Faculty Grade Book if used. | |You covered all the required elements in sufficient detail. I liked the concepts you selected as they are relevant to the situation at F-S. I | |especially like the section on data validation as I think that is a significant issue at F-S. | | | |You might have deleted the instructions sections and that might have allowed you to add a cover page as opposed to trying to fit in your title/name. | | | | |