Federal Emergency Management Agency

As a reminder, you will resume the role at the agency you chose in Week One: Federal Emergency Management Agency (FEMA) Utilizing the memorandum document you created in Week One, add the following for this second part of the interactive assignment. Paragraphs One through Three: Review the peer review(s) that you received in Week One (with respect to paragraphs one through three). Incorporate at least one revision (the revision could pertain to one or more of your first three paragraphs) and highlight the change by utilizing the text highlight color feature. Explain how the revision improves the quality or clarity in your original work. Paragraph Four: Explain the authors findings relative to the authors research objective. Explain to what extent the findings illuminate effective methods of response systems within the context of homeland security. Paragraph Five: In view of the authors findings, explain to what extent policy implications relate to responsibilities and functions across agencies at various jurisdictional levels that mitigate hostilities, threats, hazards and consequences.. In addition, explain how the authors findings are relevant to the interests of your chosen agency. Conclusion: This paragraph should explain how the findings in the article inform policy consideration for this agency. Consider how the arguments and conclusions in the article relate to organizational objectives for this agency. Finally, identify at least one relevant research question that is related to (but not addressed by) this article, and explain how your research question relates to the organizational objectives of this agency.

developing business environment

The following LOs are achieved once you complete this assignment
1) Adapt to a developing business environment and be able to manage and implement change towards
strategic objectives while critically evaluating the quality of their contribution
2) Assess key aspects of a given computer-related project within the scope of the indicative content
Assignment Objective
You are encouraged to see the role of a project manager within the broader perspective of
strategic business management, understanding where projects come from and why they are
selected.
Assignment Task
Read the following tasks, understand and present your response in a document not more than
12 to 14 pages.
Assume that you are a project manager in Muscat Information Systems LLC which is located in
KOM. Muscat Information Systems LLC undertakes projects based on specific client
requirements. These projects typically include development of:
 Transaction Processing Systems
 Business Intelligence Systems
 Management information Systems
 HR Systems
 Hospital Management Systems
 Banking Information Systems
Inventory Management Systems
Payroll Systems
CRM Systems
Knowledge Management Systems
Logistic Management software

`
IN SEMESTER INDIVIDUAL ASSIGNMENT
Module Code: COMP 1009 Module Name: Project Management
Level: 6 Max. Marks: 100
Project Management (COMP 1009)-SPRING-2020-CW1(Assignment1)-All-QP
MEC_AMO_TEM_034_01 Page 2 of 9
Choose any one of the above or any other systems development project or a research based
project of your liking (if you are choosing any other system/project, prior approval from your
faculty need to be taken) which you would like to head and complete the tasks given:

Task 1 (10 marks)
Submit a work proposal for this assignment or before 06/05/2020, 23:59 which must include:


Understanding of deliverables – a detail description of deliverables.
General overview of proposed plan – initial understanding of solution to task2.
Timeline for completion of the given tasks.

The work proposal must be submitted in a word file through the link available in Moodle.

Task 2. :
Write the scope statement for the selected project.
(50 marks)

You can read a research paper “Significance of Scope in Project Success” by Muhammad Nabeel
Mirza, available at https://www.sciencedirect.com/science/article/pii/S221201731300234X, and
an article “Improve Project Success with Better Scope Management” by Avneet Mathur,
available at https://www.projectsmart.co.uk/pdf/improve-project-success-with-better-scopemanagement.pdf, which highlights the key aspects needed to consider while capturing the scope
of the project.
Note: It is very important that you consider and completely mention the factors needed to write
scope statement. The above links can help you to identify the factors needed to write the scope
statement. Marks will be awarded for writing in detail factors needed for writing the scope
statement, minimum four factors expected [10 x 4 = 40marks]. Scope statement by itself have 10
marks.
Task 3: (40 marks)
For the project selected in task 2 conduct a feasibility study – Technical, Operational and
Economical feasibility studies, to access whether this project can be taken up or not.
Project Management (COMP 1009)-SPRING-2020-CW1(Assignment1)-All-QP
MEC_AMO_TEM_034_01 Page 3 of 9
Rules & Regulations:


All resources should be cited using CU Harvard style.
The final assignment must have a Title page, Table of Contents, References/ bibliography using
CU Harvard Style and page numbers.
Title Page must have Assignment Name, Module name, Session, your name, ID, and the name of
the faculty.
Softcopy in word format is to be submitted through Turnitin link on Moodle.
Viva will be conducted after the assignment submission as per the dates informed earlier. If
needed VIVA will be conducted using MS TEAMS

Guidelines:

Assignment must be computer typed.




Font – Times New Roman
Font – Style – Regular
Font – Size – 12
Heading should be with Font Size 14, Bold, Capital and Underline.
Avoid Wikis’ as references.
Explain with suitable diagrams wherever required. Diagrams must be drawn using suitable
software or by pencil.
Each student has to do the assignment individually
You can refer books in eLibrary or use internet resource. But you should not cut and paste material
from internet nor provide photocopied material from books. The assignment answers should be
in your own words after understanding the matter from the above resources.

Important Policies to be followed
1. Student Academic Integrity Policy*:
MEC upholds the spirit of academic integrity in all forms of academic work and any form of violation
of academic integrity shall invite severe penalty. Any benefit obtained by indulging in the act of
violation of academic integrity shall be cancelled.
All cases of violation of academic integrity on the part of the student shall fall under any of the below
mentioned categories:
1. Plagiarism
2. Malpractice
3. Ghost Writing
4. Collusion
5. Other cases
Project Management (COMP 1009)-SPRING-2020-CW1(Assignment1)-All-QP
MEC_AMO_TEM_034_01 Page 4 of 9
If the student fails a module and has a proven case of academic integrity violation in this module, the
student is required to re-register the module. This is applicable to first and second offenders of
plagiarism.
1. Plagiarism
A. First offence of plagiarism
I. If a student is caught first time in an act of plagiarism during his/her course of study in
any assignment other than project work, the student will be allowed to re-submit the
assignment once, within a maximum period of one week. However, a penalty of
deduction of 25% of the marks obtained for the resubmitted work will be imposed.

II. Period of re-submission: The student will have to re-submit the work one week from the
date he or she is advised to re-submit.
If the re-submitted work is also found to be plagiarized, then that assessment will be
III.

awarded a zero mark. Re-submission of the work beyond the maximum period of one
week will not be accepted and the assessment will be awarded a zero mark.
B. Second offence of plagiarism
If any student is caught second time in an act of plagiarism during his/her course of study (in a
subsequent semester), the student will directly be awarded zero for the work in which plagiarism
is detected. In such cases, the student will not be allowed to resubmit the work. A warning of
suspension shall be issued, and student has to sign an undertaking and undergo counselling
session in such cases.
2. Malpractice/Ghostwriting/Collusion
A. First offence of Malpractice/Ghostwriting/Collusion
If a student is caught in an act of Malpractice/Ghostwriting/Collusion for an assessment
component irrespective of coursework or end semester, the student shall fail the module
and shall be required to re-register the module
B. Second Offence of Malpractice/Ghostwriting/Collusion
If a student is caught a second time in an act of Malpractice/Ghostwriting/Collusion for
an assessment component irrespective of coursework or end semester, the student
shall fail the module. A warning of suspension shall be issued, and student has to sign
an undertaking and undergo counselling session in such cases.
3. Third Offence of Academic Integrity Violation
If a student is caught a third time in an act of Academic Integrity Violation for an assessment
component irrespective of coursework or end semester (in a subsequent semester), the student
shall fail the module and also shall be suspended for one semester from the College, as
recommended by institutional level academic committee, Chaired by the Associate Dean, Academic
Affairs.
Project Management (COMP 1009)-SPRING-2020-CW1(Assignment1)-All-QP
MEC_AMO_TEM_034_01 Page 5 of 9
4. Fourth Offence of Academic Integrity Violation:
If a student is caught a fourth time in an act of Academic Integrity Violation for an assessment
component irrespective of coursework or end semester (in a subsequent semester), the student shall
fail the module and also shall be expelled from the College, as recommended by institutional level
academic committee, Chaired by the Associate Dean, Academic Affairs.
5. Other cases
If a student commits an act of academic integrity violation as per the definition of “other cases”
mentioned in the previous section or of a different nature, student’s case shall be forwarded to an
institutional level academic committee, Chaired by the Associate Dean, Academic Affairs. The
committee shall investigate the case by means of a viva and/or a disciplinary hearing and shall take
appropriate decision. The penalty that can be granted to a proven case of academic integrity violation
which falls in this category of “other cases” can be a warning/component zero/ module
fail/suspension/expulsion depending on the nature and gravity of the offence.
6. Types/Variations of Cases:

I. If plagiarism is detected in any component of one assessment, the deduction in marks will be
applicable for the whole assessment, even if only the component or part submission alone needs
to be resubmitted.
If plagiarism is detected in a group assessment, all students of the group will be considered as
having committed an act of plagiarism and the policy will then be applied to all students
If plagiarism is detected in any component of a group assessment, the deduction in marks will be
II.
III.

applicable for the whole assessment even if only the component or part submission alone needs
to be resubmitted.
All students of the group would be considered as having committed an act of plagiarism and the
policy will then be applied to all the students of the group.

IV. If the assessment consists of components or part submissions that could be a group assessment
component (e.g. group assignment) and an individual assessment component (e.g. individual
reflection), the following will be applicable:
a. If plagiarism is detected in the group assessment component, all students of the group

will be considered as having committed an act of plagiarism, The policy will then be
applied to all students of the group. Group assessment component will be resubmitted
as per the policy.
b. If plagiarism is detected in the individual assessment component, the individual
assessment component will be resubmitted and the policy will then be applied to that
student alone.
c. For both (a) and/or (b), the deduction in marks will be applicable for the whole
assessment.
* for further details Refer to MEC Student Academic Integrity Policy in Student Handbook.
Project Management (COMP 1009)-SPRING-2020-CW1(Assignment1)-All-QP
MEC_AMO_TEM_034_01 Page 6 of 9
2. Late Submission Regulations:
It is the students’ responsibility to check all relevant timelines related to assessments.
As per the Assessment Policy at MEC, late submissions are allowed for one week (5 working days)
for all UG modules with a penalty. In such cases, a deduction of 5% of the marks obtained for the
submitted work shall be imposed for each working day following the last date of submission
till the date of actual submission. Assessment documents submitted beyond a period of one
week (5 working days) after the last date of submission will not be accepted and will be awarded
a zero for that assessment. In cases where the submission has been delayed due to extenuating
circumstances, the student may be permitted to submit the work without imposing the late
submission policy stated above. The extended period of submission will be one week from the
original last date of submission. In such cases, the student is expected to submit the supporting
certificates on or before the original last date of submission of the assessment and the decision
of extension rests with faculty responsible for the assessment .The late submission policy shall be
applied if the student fails to submit the work within one week of the original last date of
submission.
Students may contact their teachers for clarification on specific details of the submission time if
required.
3. Research Ethics and Biosafety Policy
To protect and respect the rights, dignity, health, safety, and privacy of research subjects involved
including the welfare of animals and the integrity of environment, all student projects are
expected to be undertaken as per the MEC Research Ethics and Biosafety Policy. Accordingly the
following shall apply.
 Research and other enterprise activities shall be conducted by maintaining the high ethical
standards consistent with national and international standards and conventions.
 Any research at MEC that is categorized as high-risk research shall be subject to review and
approval by the Research Ethics and Biosafety Committee.
 Research activities involving collection of human or animal tissues and manipulation of microbial,
animal or plant cells shall be subject to review and approval by the Research Ethics and Biosafety
Committee.
 Participants involved in research must be informed about the purpose of research and intended
uses of research findings. Written consent must be obtained from people involved prior to the
commencement of research.
 Data obtained from participants must be treated with high confidence and should be used only
for the intended purpose of research.
Project Management (COMP 1009)-SPRING-2020-CW1(Assignment1)-All-QP
MEC_AMO_TEM_034_01 Page 7 of 9
Feedback:
Detail feedback will be provided as follows:

Submission Scheduled date feedback Channel
Assignment work proposal:
Detail feedback on the assignment work
proposal will be provided. This feedback will
help you to understand and reflect on your
initial understanding of assignment tasks.
14/05/2020 MEC Moodle
Final Assignment Submission:
Detail feedback on the assignment
document will be provided. Feedback will
help you to reflect on your work. Also you
can carry forward the feedback comments
in understanding and completing the other
assessments: Case Study
24/06/2020 MEC Moodle

Project Management (COMP 1009)-SPRING-2020-CW1(Assignment1)-All-QP
MEC_AMO_TEM_034_01 Page 8 of 9
Assessment Evaluation Criteria

Classification
And % Range <to be given
as per requirement>
Reflection and critical analysis. Knowledge and Understanding/
Application of Theory
Evidence of Reading Referencing and Bibliography Presentation, Grammar and Spelling
Outstanding Highly competent analytical skills and
reflective practice, demonstrating personal
learning and growth, insight into required
professional values and principles and
professional development planning.
Extensive knowledge and depth
of understanding of principles
and concepts and /or
outstanding application of
theory in practice.
Evidence of reading an extensive
range of educational
literature/research and where
applicable workplace strategies,
policies and procedures.
Accurate referencing and
bibliography correctly using
appropriate referencing style
Excellent presentation, logically
structured, using correct grammar and
spelling, excellent cross-referencing and
links to supporting evidence
Excellent Strong analytical skills and reflective
practice used, demonstrating personal
learning and growth, insight into required
professional values, principles and
competencies and professional.
development planning
Excellent knowledge and
understanding of principles and
concepts and /or excellent
knowledge and understanding
of the application of theory in
practice
Evidence of reading a wide range of
educational literature/research and
where applicable, workplace
strategies, policies and procedures.
Appropriate referencing and
bibliography correctly using
appropriate referencing style
Good presentation, competently
structured, using correct grammar and
spelling, clear and easy to use links to
supporting evidence
Very Good Quality Good use of analytical skills and reflective
practice demonstrating personal learning
and growth, insight into required
professional values, principles and
competencies and professional
development planning.
Good knowledge or key
principles and concepts and/or
good knowledge of the
application of theory in practice
Evidence of reading a good range of
educational literature/research and
where applicable workplace
strategies, policies and procedures.
Generally well referenced with
correct use of the appropriate
referencing style
Reasonable presentation, completely
structured, acceptable grammar and
spelling, acceptable links to supporting
evidence
Good (Acceptable) Acceptable use of analytical skills and
reflective practice demonstrating personal
learning and growth, insight into required
professional values, principles and
competencies and professional
development planning.
Acceptable knowledge of key
principles and concepts and/or
knowledge of the application of
theory in practice
Evidence of reading an appropriate
range of educational
literature/research and where
applicable, relevant workplace
policies and procedures
Adequate referencing. Generally
accurate use of appropriate
referencing style
Adequate presentation and structure,
acceptable grammar and spelling,
adequate links to supporting evidence
Adequate/ Satisfactory Adequate use of analytical skills and
reflective practice demonstrating personal
learning and growth, insight into required
professional values, principles and
competencies and professional
development planning.
Adequate knowledge of key
principles and concepts and/or
satisfactory evidence of the
application of theory in practice
Evidence of minimal reading of
educational literature/research and
where applicable relevant workplace
policies and procedures
Adequate referencing.
appropriate referencing style
used but may contain some
inaccuracies.
Weak presentation , satisfactory structure,
grammar and spelling, links to supporting
evidence
Weak /Poor
(all learning outcomes not
adequately met)
Little use of analytical skills and reflective
practice demonstrating personal learning
and growth, insight into required
competencies and/or professional
development planning. Professional values
and principles not reflected in the
submission.
and/or
Insufficient/no use of analytical skills and
reflective practice demonstrating personal
learning and growth, insight into required
competencies and professional
development planning
Little evidence of knowledge of
key principles or concepts
and/or little evidence of the
application of theory in practice
and/or
No evidence of knowledge of
key principles or concepts
and/or no evidence of
application of theory in practice
Little or no evidence of reading
outside of the course textbook
and/or reference to relevant work
place policies and procedures
and/or
No evidence of reading outside of
the course textbook and/or reference
to relevant workplace policies and
procedures
Little or no referencing, incorrect
style, or very inaccurate use of
appropriate referencing style
Poor presentation, grammar and spelling,
links to supporting evidence
and/or
Unacceptable presentation, grammar and
spelling, structure is very poor, links to
supporting evidence

Project Management (COMP 1009)-SPRING-2020-CW1(Assignment1)-All-QP
MEC_AMO_TEM_034_01 Page 9 of 9
MODULE NAME: Project Management (COMP 1009)
Spring 2020
Assessment Sheet – Basic Assignment Analysis:

Deliverables Aspects 0 – 10 Mark
Task 1  Objectives of the Assignment clearly identified
 Initial understanding of Task2 and Task3
 Sources of data are clearly identified -credibility of the research sources are
established
Deliverables Aspects 0 1-35 36-50 Mark
Task 2 Writing scope
statement,
Managing
Stakeholders &
its benefits,
identifying
stakeholders.
No attempt
/ Irrelevant
work
Given only scope statement
without considering the criteria
or factors for writing the scope
statement [max. 10 marks], and
good provided the basic of
stakeholder analysis without
mentioning how to manage
stakeholders and stakeholders
communication. [max. of 25
marks]
Complete scope statement with
relevant explanation of criteria used to
define scope statement such as
Introduction of project
Need of project, clearly identification
of customers or clients requirements
[max. of 10 marks]
Complete stakeholder analysis
o Identifying stakeholders
o Categorizing stakeholders as internal
and external
o Role of stakeholders
o Managing the stakeholders
o Stakeholders communication plan
[max. of 20 marks
Operation concepts and [max. of 5
marks]
External interfaces for chosen project.
[max. of 5 marks
Provided the scope statement by
considering all the above factors [max.
10 marks]
Deliverables Aspects 0 1-15 16-40 Mark
Task 3 Conducting the
feasibility
analysis for the
selected
projected.
No attempt
/ Irrelevant
work
Incomplete report, just
mentioning the basic
definitions and concepts
of technical, operational
and economic feasibility
without relating to the
selected project. [Max. of
15 marks]
Complete report clearing
mentioning how for the selected
project achieves business
processes to be able to manage
and implement change towards
strategic needs of the organization.
[max. 10 marks]. Provided the
basic definitions and concepts of
technical, operational and
economic (cost benefit analysis)
feasibility and also related them to
the selected project. Also clearly
concluding how this project is
feasible? [max. marks 30]

Event management solution was a web portal handling

Event management solution was a web portal handling scheduling of events organized by client
companies related to distribution and advertisement of their products & Services.
Roles & Responsibilities:
– Understanding the event requirements like eligibility list of vendors, duration of the events, and
customization needs of the application.
– Administration of admin panel for configuration of the settings required for changing controls
within the application.
– Identify target companies to host as well as purchase the products and services highlighted in
the event.

Property Management system

ABC Property Management system is to be developed for ABC Property Management (Pvt.) Ltd. The company registers all
landlords who want to sell or rent their properties. Also, all tenants who want to rent or buy properties are registered with
the company.
Potential tenants can make enquiries on the available properties, which match their requirements. Tenants who want to
purchase/rent a house or a unit are then given a chance to see the properties they like. If a tenant likes to purchase/rent a
hose he/she has to fill and application form giving their personal and income details. The applications are filtered and handed
over by the sales staff of Property Company to the land load. If there are several customers to purchase/rent a house/unit,
then the landlord will select a customer.
Then the tent has to make deposit to reserve the house/unit to purchase/rent. Mean time the property agent makes
agreements. When agreement is made, both landlord and tenant have to sign to make it active. The property management
company sign separate agreements with the landlords on managing their property. For each sale or rent they make ABC
property management gets a commission from the landlord.
For rented properties the tenants have to pay rents weekly and the ABC property management does all maintenance work
done on properties. These property maintenance expenses are deducted from before payments are made to the landlords.
The property management sales staffs expect the system to keep all relevant details in their system including landlords,
tenants, properties, contracts, commissions, rentals and sales made, rents paid by tenants and etc.
The ABC property manage company has four branches operating in different locations of NSW. One branch has thirty
employees and other branches have less than 20 employees. However, they expect to expand and have more staff in the
future. Hence, they expect to have Local Area Networks (LANs) in each branch and a Wide Area Network (WAN) to connect
the branches.
Property Manager wants to get different reports on rental and sale properties, sales and rentals done and etc. The Manager
of ABC expects their systems to have good performance to make operational work efficient and make customers happy.
Hence, they expect you to recommend efficient hardware, networks and software.
Also, they expect their system to be secure enough to protect the data from unauthorized access, virus attacks, hackers and
etc. Hence, you need to recommend good security measures for the system.
The company currently handles these activities using a standalone system and they want to develop a web-based system to
provide a better service to their customers. The system needs to provide various functionalities and services to the customers
as well as for the staff of the ABC Property Management System.

HA2011 MANAGEMENT ACCOUNTING Topic 7 Budgeting

Budget

Purposes of budgeting

Responsibility accounting

The annual budget: a planning tool

Budget processes

Behavioural consequences of budgeting

Participative budgeting

Zero base budgeting and program budgeting

Flexible budgets
Budget
Budget

•A detailed plan of future operating activitiesA detailed plan of future operating activities

•A financial model of future operationsA financial model of future operations

•A core component of an organisation’s A core component of an organisation’s planning and control systemplanning and control system

•A critical way of providing information to A critical way of providing information to managersmanagers

•Regarded as shortRegarded as short–term planning, typically term planning, typically for one yearfor one year
Budget (cont.)
Budget (cont.)

•Budgets are developed for specific time Budgets are developed for specific time periodsperiods

•Rolling budgets are continually updated by Rolling budgets are continually updated by adding a new time period and dropping the adding a new time period and dropping the period just completedperiod just completed

•Budgets vary in their level of detail, often Budgets vary in their level of detail, often dependent on the size and complexity of the dependent on the size and complexity of the organisationorganisation
Purposes of Budgeting
Purposes of Budgeting

•PlanningPlanning

-Expresses a plan of action in financial termsExpresses a plan of action in financial terms

•Facilitating communication and Facilitating communication and coordinationcoordination

-Provides a formal mechanism to enable Provides a formal mechanism to enable communication and coordinationcommunication and coordination

•Allocating resourcesAllocating resources

-Provides a way of allocating limited resources Provides a way of allocating limited resources among competing usersamong competing users
Purposes of Budgeting (cont.)
Purposes of Budgeting (cont.)

•Controlling profit and operationsControlling profit and operations

-The budget can serve as a benchmark for The budget can serve as a benchmark for comparing actual results comparing actual results

•Evaluating performance and providing Evaluating performance and providing incentivesincentives

-Comparing actual results with a budget helps Comparing actual results with a budget helps managers evaluate performancemanagers evaluate performance

-Achievement of budget targets may be linked to Achievement of budget targets may be linked to the payment of cash rewards or profit sharingthe payment of cash rewards or profit sharing
Budget Administration
Budget Administration

•In large organisations, formal processes are In large organisations, formal processes are typically used to collect datatypically used to collect data

•Budget administration is often the Budget administration is often the responsibility of senior managementresponsibility of senior management

•A budget manual communicates: A budget manual communicates:

-Who is responsible for providing informationWho is responsible for providing information

-When the information is required When the information is required

-What form it will takeWhat form it will take

•A budget committee may be formed to A budget committee may be formed to manage the budgeting processmanage the budgeting process
Responsibility Accounting
Responsibility Accounting

•Responsibility accountingResponsibility accounting

-Managers are responsible for their area of the Managers are responsible for their area of the businessbusiness

•Managers of various departmentsManagers of various departments

-Develop budget estimates for their area of Develop budget estimates for their area of responsibilityresponsibility

-They are then held responsible for meeting those They are then held responsible for meeting those budget targetsbudget targets
Responsibility Accounting (cont.)
Responsibility Accounting (cont.)

•Responsibility centresResponsibility centres

-A unit of the organisation whose manager is held A unit of the organisation whose manager is held accountable for the unit’s activities and accountable for the unit’s activities and performanceperformance

-Cost centre, revenue centre, profit centre and Cost centre, revenue centre, profit centre and investment centreinvestment centre

-The type of responsibility centre determines the The type of responsibility centre determines the type of financial results for which a manager is held type of financial results for which a manager is held accountableaccountable
Master Budget
Master Budget

•The master budget is a comprehensive set of The master budget is a comprehensive set of budgets that covers all aspects of a firm’s budgets that covers all aspects of a firm’s activitiesactivities

•Consists of several interdependent budgetsConsists of several interdependent budgets

-Operating budgetsOperating budgets

•Sales budget Sales budget

•Cost budgetsCost budgets

-Financial budgetsFinancial budgets

•Budgeted income statementBudgeted income statement

•Budgeted balance sheetBudgeted balance sheet

•Cash budgetsCash budgets

•Capital expenditure budgetCapital expenditure budget
Components of the Master Budget
Components of the Master Budget
Strategic Planning
Strategic Planning

•Strategic planning is longStrategic planning is long–term planning term planning usually undertaken by senior managersusually undertaken by senior managers

-Decisions about corporate strategy Decisions about corporate strategy

-Decisions about business strategyDecisions about business strategy

-A time horizon of three or more yearsA time horizon of three or more years

-Formulated in broad terms Formulated in broad terms

-Directly influences the formulation of budgetsDirectly influences the formulation of budgets
Strategic Plans and Budget Assumptions
Strategic Plans and Budget Assumptions

•Budgets commence with an understanding of Budgets commence with an understanding of the strategy of the organisationthe strategy of the organisation

•The budget should support the organisation’s The budget should support the organisation’s strategic plansstrategic plans

•The budget is based on assumptions about The budget is based on assumptions about the competitive and economic environmentthe competitive and economic environment

WORKSHOP 4: RELATIONSHIP MANAGEMENT

Aims of workshop:

  • Understand the importance of building and maintaining developmental network (DN) for personal and career success
  • Understand your cultural intelligence, identify gaps and develop a plan of action. • Discuss Mock Assessment Centre presentation

Workshop 4 will focus on 3 activities:

  • Complete DN online diagnostic and reflect on results and its relevance (40 mins)
  • Complete Cultural intelligence and reflect on its results and its relevance profile (45 mins) • Briefing on Mock Assessment Centre presentations (20-30 mins)

ACTIVITY 4.1: DEVELOPMENTAL NETWORK DIAGNOSTIC FEEDBACK

Tutor input (10 mins)

Everybody needs someone in their life to help them achieve their potential. Having the right developers in your life and career is crucial to enhancing your career success. Indeed, the more developers you know the better success you will have in your career and professional life. Your developers therefore DRIVE you to success through the following:

Direction

Resources

Inspiration

Visibility

Employability = Career Success™ (Emmanuel, 2017)

Direction – Developers can help to navigate your career by giving you a sense of direction. These people can help you explore and identify career opportunities that you may not have considered on your own. They may also help you to get out of your comfort zone, set challenging goals and remain focussed.

Resources – Your developers may have particular skills, education or experience that they have developed over many years. Your developers can be a valuable source of information and ideas that will give you further career or professional insights. They can also provide you with the emotional support and encouragement you need in difficult times.

Inspiration – Who inspires you? Like a mentor, your developers can be sources of inspiration. They can help to motivate you, enable you to make improvements and move forward in your life. Having someone that you can look up to, as a role model, will help to energise you, stimulate you and encourage you to become the person you want to be.

Visibility – Your developer may connect you to other people who have the right expertise, resources and influences to help with your career success and improve the quality of your life. These connections can help you to get a foot in the door of your chosen career, profession or business.

Employability – Increasing your employment prospects is even more essential in this current and uncertain economic climate. Your developers can help you develop the right skills to improve your career or business prospects. The role your developers play in helping you become more employable cannot be underestimated. They can also help you to get the job or career of you want.

Direction + Resources + Inspiration + Visibility + Employability = Career Success.

In sum, a network of developers helps DRIVE you to achieve a greater sense of purpose, locate the right resources and the right connections and develop the right skills and competences to enhance your employability.

Source: (Emmanuel, 2017 – Developmental network questionnaire and diagnostic tool)

Individual activity (20 mins)

On you own jot down your responses to the following 4 questions:

  1. In your learning sets share your personal analysis report. Can you identify any trends across the group and any individual issues for further analysis?
  1. Thinking about your future career goals, who in your current developmental network could help you get there and what help is missing?
  1. What is your key take-away from assessing your developmental network?
  1. What will you do differently following this session?

Group activity (10 mins)

In your learning sets discuss your response to the above four questions.

Further reading on developmental networks:

Murphy W. (2016) How Women (and Men) Can Find Role Models When None Are Obvious in Harvard Business Review June 1 2016 accessed online https://hbr.org/2016/06/how-women-andmen-can-find-role-models-when-none-are-obvious

Please read Telegraph (June 2016) article via this link: How to work a room: 10 tips to networking success

Also, read the British Council’s survey report: ‘Culture at work: The value of intercultural skills at work’ via this link.

ACTIVITY 4.2: DEVELOPING CULTURAL INTELIGENCE (CQ)

Tutor input (10 mins)

We have already discussed, in a previous lecture, the importance of cultural intelligence as a way of enhancing our multiple intelligences. CQ therefore builds on earlier concepts such as IQ and EQ and allows us to be open to new experiences, being more informed about what we might encounter in a cross-cultural setting and be more attune to dealing with culture shock – i.e. feeling a sense of disorientation when we encounter new or different situations (See Bucher, 2007).

You may have a higher IQ or EQ but this is not sufficient as employers need workers with CQ in order to adjust to changing nature of today’s work environment.

At times you may experience a culture shock as a result of being cut off from your familiar culture, environment and norms: For instance:

International student

How did you feel when you first arrived in this country to study at UoG?

or

Home student

How did you feel when you arrived during the first week of studies at UoG?

Because we can appreciate multiple perspectives and make appropriate adjustments we are able to quickly adjust and relate to others whose backgrounds are not the same as ours.

How culturally intelligent are you?

The way we relate to others affects how they relate to us. For example, we might be surprised by a negative reaction we get from people because our perceptions do not align with theirs. What is your interpretation of the two scenarios below?

Scenario one

Consider an everyday situation in which a customer pays in cash for a purchase. The cashier reaches out for the money but the customer places it on the counter. What do you think the cashier might read into this?

  1. Absolutely nothing.
  2. The customer showed a lack of respect by not placing the money in the cashier’s hand.
  3. The customer did not place money in the cashier’s hand for religious or cultural reasons.
  4. Any of the above.

Scenario two

Consider the following scenario

A human resource manager of a manufacturing company (from the UK) sits in her office. She is interviewing candidates for factory work, and the next candidate is due. Suddenly the door opens, and a young man of African heritage walks in without knocking. He does not look at the manager but walks to the nearest chair and, without waiting to be invited, sits down. He makes no eye contact with the manager but instead stares at the floor. The manager is appalled at such graceless behaviour. Can’t the man even say “Good morning”? The interview has not even started, and even though the jobs being filled do not require strong social skills, it is already unlikely that the young man will be appointed.

Successful managers in today’s workplace will be those with well-developed interpersonal skills such as the ability to manage their emotions and accept feedback from others. This is all part of developing EI and CQ and it is certainly high on the agenda of organisations in terms of skills (attributes) sought.

Intercultural failures

According to Thomas and Inkson (2009), we fail interculturally in various ways:

  • Being unaware of the key features and biases of our own culture.
  • Feeling threatened or uneasy when interacting with people who are culturally different.
  • Being unable to understand or explain the behaviour of others who are culturally different.
  • Being unable to transfer knowledge about one culture to another culture.
  • Not recognizing when our own cultural orientation is influencing our behaviour.
  • Being unable to adjust to living and working in another culture.
  • Being unable to develop long-term interpersonal relationships with people from other cultures

Strategic Management Society

NATIONAL COMPETITIVENESS AND PORTER’S
DIAMOND MODEL: THE ROLE OF MNE PENETRATION
AND GOVERNANCE QUALITY
STAV FAINSHMIDT,1* ADAM SMITH,2 and WILLIAM Q. JUDGE3
1Department of Management and International Business, College of Business, Florida
International University, Miami, Florida, U.S.A.
2Department of Management,Arkansas State University, Jonesboro,Arkansas, U.S.A.
3Department of Management, Strome College of Business, Old Dominion University,
Norfolk, Virginia, U.S.A.
Plain language summary: This study examines how national competitiveness, measured
as productivity per worker, is fostered within an economy using a sample of 90 developed
and developing economies.We build upon Porter’s popular DiamondModel, but extend it
by adding the quality of public governance and extent of multinational enterprise penetration
as two additional elements. Our study shows that not all four elements of the original
DiamondModel are required for an economy to be competitive. Instead, we find that there
are four distinct paths to high levels of national competitiveness. Context for intense rivalry
among firms appears in all four paths. Results also suggest that public governance
quality is key to national competitiveness. The extent of multinational enterprise penetration,
however, is not.
Technical summary: We examine Porter’s Diamond Model in conjunction with multinational
enterprise (MNE) penetration and governance quality as a system of elements that
collectively affect national competitiveness. Utilizing fuzzy-set analysis and data on 90 nations,
we identify four configurations sufficient for high national competitiveness, all of
which exhibit high governance quality as a core condition. In these four configurations,
the extent of MNE penetration is either absent or does not matter, and strength in all Diamond
Model elements is neither necessary nor sufficient for high national competitiveness.
Uncovering these patterns allows us to advance a more comprehensive theoretical
framework emphasizing public governance and the ways in which elements of the Diamond
Model, governance quality, and MNE penetration combine as complements or substitutes
to affect national competitiveness. Copyright © 2016 Strategic Management
Society.
INTRODUCTION
Michael Porter’s Diamond Model (Porter, 1990), ‘the
most popular competitiveness theory currently available’
(Zhang and London, 2013: 95), provides a
framework for understanding differences in national
competitiveness levels. Unfortunately, despite the
plethora of citations and dozens of case studies (e.g.,
Keywords: national competitiveness; Diamond Model; fuzzy-set
analysis; MNE penetration; governance quality
*Correspondence to: Stav Fainshmidt, Department of Management
and International Business, College of Business, Florida International
University, Miami, FL 33174, U.S.A. E-mail:
sfainshm@fiu.edu
Global Strategy Journal
Global Strategy Journal, 6: 81–104 (2016)
Published online in Wiley Online Library (wileyonlinelibrary.com). DOI: 10.1002/gsj.1116
Copyright © 2016 Strategic Management Society
Hemphill and White, 2013: Moon, Rugman, and
Verbeke, 1998), numerous open questions and criticisms
remain. In particular, global empirical evaluations
of the Diamond Model and its proposed
theoretical extensions have been largely absent to
date, as the model continues to be criticized for its
overly domestic focus and oversight of the direct importance
of national institutions. This may be due to
several problems with Porter’s model, such as an uneven
level of analysis, the vagueness of his national
competitiveness construct, and the challenges associated
with empirically evaluating such a complex and
interdependent system (Davies and Ellis, 2000).
To help address these shortcomings in the literature,
we draw on Porter’s original theory as well as subsequent
developments and critiques to refine and extend
theory on national competitiveness. Specifically, we focus
our attention on two salient issues pertaining to the
Diamond Model-national competitiveness relationship:
(1) multinational enterprise (MNE) penetration; and (2)
public governance quality. While Porter’s original formulation
recognizes these elements and subsequent literature
posits that any model of national
competitiveness ought to accommodate for the roles
of MNEs and government institutions (Dunning,
1992), to date we do not have convincing evidence
and theory about whether and how governance quality,
the presence of MNEs, and elements of the Diamond
Model interact to affect national competitiveness.
With regard to MNE penetration, we know that
MNEs and their foreign subsidiaries can enhance a
domestic economy through resource transfers, knowledge
spillovers, and increased competition (Li, Li, and
Shapiro, 2012). However, some scholars have pointed
out instances where MNE presence actually limits
productivity growth (e.g., Schneider, 2013; Spencer,
2008) or benefits local productivity only if other elements
that increase absorptive capacity are present
(e.g., Gugler and Brunner, 2007; Chittoor, Aulakh,
and Ray, 2015). Indeed, the role of inward foreign direct
investment in facilitating national competitiveness
has been debated not only within the Diamond Model
literature (e.g., Davies and Ellis, 2000; Barclay and
Gray, 2001), but in the international business literature
at large (e.g., Gugler and Brunner, 2007; Garcia, Jin
and Salomon 2013). As such, an examination of the
ways in which inward MNE penetration interacts with
Diamond Model elements to facilitate national competitiveness
provides valuable theoretical insights to
the literature.
Similarly, we argue that explicitly considering the
unique role that public governance quality plays in
combination with the Diamond Model, rather than
treating it as a background construct as Porter originally
proposed, improves accuracy and generalizability
of the Diamond Model. In his original
formulation, Porter (1990) views government narrowly
as a background condition that shapes the four
elements of the Diamond Model (Rugman, Oh, and
Lim, 2012). Our conceptualization of governance
quality puts it in the foreground, elaborating public
governance dimensions that can serve to directly reduce
economic costs and/or generate economic benefits
that are unique from the Diamond Model, hence
increasing national competitiveness. In other words,
we explore the notion that governance quality is related
to the four Diamond elements, but we also consider
that it has a unique, direct, and interactive
impact beyond the indirect effects.
By examining inwardMNE penetration and governance
quality in conjunction with the Diamond
Model, we evaluate critiques of Porter’s model and
provide a comprehensive perspective on Porter’s original
theory regarding the drivers of national competitiveness.
To do so, we utilize data on 90 nations and
turn to a configurational methodology—fuzzy-set
qualitative comparative analysis (fsQCA) (cf. Ragin,
2006). FsQCA provides a platform to evaluate an entire
system of interrelated elements, in addition to the
association between each element and the outcome
(e.g., Misangyi and Acharya, 2014; Crilly, 2011). Importantly,
this methodological approach aligns with
Porter’s description of the Diamond Model as an integrated
system of mutually reinforcing elements,
whereby a country’s factor endowments, demand conditions,
context for rivalry, and strength of clusters
collectively interact to affect national competitiveness
(Porter, 1990).
Our study adds value to existing literature by explicitly
considering the role ofMNEpenetration and governance
quality in conjunction with the Diamond Model
and empirically demonstrates the equifinal ways in
which this model is related to national competitiveness.
Such an approach allows us to advance more accurate
and nuanced theory on national competitiveness by
shedding light on the ways in which governance institutions,
MNE penetration, and elements of the Diamond
Model interact as complements or substitutes.
With more up-to-date theory, public policy makers
and global strategy scholars can provide useful insights
into generating national competitiveness.
Additionally, we contribute to the literature by
examining the Diamond Model-national competitiveness
link at the country level. This is important given
82 S. Fainshmidt, A. Smith, and W. Q. Judge
Copyright © 2016 Strategic Management Society Global Strategy Journal, 6: 81–104 (2016)
DOI: 10.1002/gsj.1116
that organizations internationalizing from the same
home country tend to share similarities in strategic behavior
and capabilities (Dunning and Lundan, 2010;
Guillén and García-Canal, 2009; Jacobides and
Kudina, 2013), as varying home country settings create
heterogeneity in bundles of organizational resources
(Cuervo-Cazurra and Genc, 2008; Hall and
Soskice, 2001; Luo and Wang, 2012; Peng, Wang,
and Jiang, 2008; Teece, 2014; Wielemaker and
Gedajlovic, 2011). Thus, our study advances understanding
of national competitiveness and, consequently,
the context within which organizational
competitive advantage is forged (Chakrabarti, Vidal,
and Mitchell, 2011; Moon et al., 1998). As such, this
study offers valuable new insights to global strategists
as well.
THEORETICAL FRAMEWORK
The essence of national competitiveness
Prior inquiries have conceptualized and measured national
competitiveness in many ways (McFetridge,
1995; Berger, 2008). Scholars have utilized national
export performance (Grein and Craig, 1996), national
productivity (Moon et al., 1998), firm-level foreign
sales (Rugman et al., 2012), and industry-level performance
metrics (Öz, 2004; Pajunen and Airo, 2013;
Sakakibara and Porter, 2001; Järvinen et al., 2009).
While nations do not go ‘out of business’ when
performing poorly (Krugman, 1994), relative success
on various country-level competitiveness outcomes
can be observed (Camagni, 2002; Dunn, 1994;
Malecki, 2004). Notably, Boulouta and Pitelis (2014:
351) recently argued that ‘a country can be defined
as being more competitive, if it outperforms other
countries, on the basis of its capability to improve
the shared indicator(s).’
Despite the varied measures employed in previous
work, most of the studies within the national competitiveness
research stream focus on productivity—national
output per unit of input—as the best indicator
of national competitiveness (e.g., Scott and Lodge,
1985; Wilson, Lindbergh, and Graff, 2014; Berger,
2008; Moon et al., 1998; Boulouta and Pitelis, 2014).
Our approach here is in line with these studies and Porter
(1998: 160), who subsequently argued that ‘the only
meaningful concept of competitiveness at the national
level is productivity.’ This notion is consistent with
other studies positioning aggregate productivity as the
essence of the national competitiveness concept (e.g.,
Aiginger, 2006; Blaine, 1993; Furman, Porter, and
Stern, 2002; O’Donnell and Blumentritt, 1999; Porter,
2013; Porter and Ketels, 2003; Schwab, 2009; Scott
and Lodge, 1985; Wilson et al., 2014; Zinnes, Eilat,
and Sachs, 2001).
According to Scott (1985: 14), ‘National competitiveness
refers to a nation’s ability to produce, distribute,
and service goods in the international economy in
competition with goods and services produced in
other countries, and to do so in a way that earns a rising
standard of living.’ Indeed, in a recent testimony to
the House Committee on Small Business in the U.S.
Congress, Porter maintained that, ‘To be competitive…
the United States requires a business environment
that enables businesses and citizens to be
highly productive’ (Porter, 2013: 3). Similarly, the
World Economic Forum (Schwab, 2009), the European
Commission (2008), and the Organisation for
Economic Co-operation and Development (OECD)
(Hatzichronoglou, 1996) define national competitiveness
in terms of aggregate productivity and its associated
living standards.
Thus, while the concept of competitiveness may
mean different things at different levels of analysis
(Berger, 2008), ‘the key concept in the national competitiveness
definitions…seems to be the ability of
the firms within a nation to increase their productivity,
which leads to the accrual of economic benefits by the
residents of the nation.’ From that perspective, organizational
productivity improvements lay the foundations
that serve as the primary path to enhancing the
economic standard of living for a nation’s citizens.
The Diamond Model: a framework for understanding
national competitiveness
Porter (1990) originally argued that four elements,
graphically depicted as a diamond, collectively interact
with each other to determine national competitiveness.
These include: factor conditions, demand
conditions, related and supporting industries, and context
for rivalry, with government and ‘chance’ operating
in the background.
Factor conditions
According to Porter (1990: 71), factor conditions refer
to ‘the nation’s position in factors of production, such
as skilled labor or infrastructure.’ Historically, national
factors of production have included such things
as physical, human, and financial resources available
National Competitiveness and Porter’s Diamond Model 83
Copyright © 2016 Strategic Management Society Global Strategy Journal, 6: 81–104 (2016)
DOI: 10.1002/gsj.1116
to economic entities, as well as the overall quality of
infrastructure provided by its transportation, communication,
education, and health care systems. In essence,
these resources provide the building blocks of
value creation and productive activities. However,
Porter (1990) also argued that advanced factors, such
as knowledge and human capital, are more important
than basic factors, which is even more so the case in
today’s information-based global economy.
Demand conditions
The second element of the Diamond Model highlights
a country’s demand conditions, particularly the relative
level of sophistication demonstrated by consumers
within a national economy. Based on his 100
case studies, Porter argued that when domestic demand
conditions are relatively sophisticated and there
is an overall expectation for ‘high quality’ goods and
services, domestic firms are more likely to respond
by upgrading their productive capabilities. A sophisticated
market, then, can serve as a pull factor, rewarding
organizations for producing world-class products
or services. In sum, demanding consumers compel organizations
to become more sophisticated and are,
thus, conducive to high national competitiveness.
Related and supporting industries
The third element of the Diamond Model addresses
the extent to which the nation possesses clusters of sophisticated
supplier and related industries—‘those in
which firms can coordinate or share activities in the
value chain when competing, or those which involve
products that are complementary…’ (Porter, 1990:
105). The presence of ‘advanced clusters’ helps organizations
move to emerging technologies so they become
or remain world class. According to Furman,
Porter, and Stern (2002: 903), clusters of world-class
organizations across value chains ‘generate positive
externalities both from knowledge spillovers, transactional
efficiencies, and cluster-level scale economies.’
Thus, an ecosystem of complementary advanced industries
produces economy-enriching technology
spillovers and productivity enhancements (Cantwell
and Mudambi, 2011; Phene and Tallman, 2014).
Context for rivalry
This element focuses on the industrial context in
which firms are created, organized, and managed,
resulting in an overall level of domestic rivalry within
and across industries. Porter observed that when domestic
rivalry is fierce, the firms that survive often perform
better in the global economy. This occurs
because fierce competition, often creating a ‘Red
Queen’ effect (Derfus et al., 2008), pushes organizations
to develop more effective strategies and renew
productive capabilities to remain competitive. That
is, in a society with fierce industrial competition, continuous
improvement is always a central goal and,
consequently, productivity rises. In contrast, national
champions who are protected from competition are
less pressed to continuously improve productivity,
which often renders them unsuccessful when they
venture into global competition (Flannery, 2014).
Consequently, these companies are less effective in
creating value for an economy and raising its citizens’
standard of living.
The Diamond Model: extant literature and
outstanding issues
Since 1990, Porter’s Diamond Model has been evaluated
many times in a wide variety of contexts. Its most
common application within the national
competiveness sphere has been in analyzing the
strength of a single country or a few nations and suggesting
paths for improvement. Specifically, scholars
have used the DiamondModel to examine the national
competitiveness of the United Kingdom (Porter and
Ketels, 2003), Ireland (Clancy et al., 2001), Mexico
(Hodgetts, 1993), Turkey (Öz, 2002), China (Karjula,
2013), Ghana (Hoefter, 2001), and other nations (e.g.,
Bellak andWeiss, 1993; VanWyk, 2010;Moon et al.,
1998; Rugman and D’Cruz, 1991; Cho, 1994;
Delgado and Ketels, 2011; Wilson et al., 2014;
Järvinen et al., 2009). Such empirical studies were
very much in line with Porter’s original approach
(1990), which used case studies from 10 countries as
its primary evidence. However, Grant (1991) lamented
that such an approach may lack in accuracy
and generalizability (see also Smit, 2010). Further,
Davies and Ellis (2000) argue that there are other ways
to achieve competiveness without a strong Diamond
Model, but do not empirically test their claims.
While comparative, global, and rigorous examinations
of the Diamond Model have been rare, there
have been a few empirical attempts to utilize it to help
explain a broad assortment of national outcomes. For
example, Grein and Craig (1996) found broad empirical
support for the empirical relevance of factor conditions
to GDP per capita, but did not examine the
84 S. Fainshmidt, A. Smith, and W. Q. Judge
Copyright © 2016 Strategic Management Society Global Strategy Journal, 6: 81–104 (2016)
DOI: 10.1002/gsj.1116
Diamond’s other elements.More recently, Gugler and
Brunner (2007) showed how inward FDI can only aid
in economic development in countries with relatively
strong Diamonds. Finally, Delgado et al. (2012) focus
on the independent importance of various Diamond
Model and related elements to national competitiveness,
yet these authors overlook their systemic nature.
To the best of our knowledge, no prior studies have
attempted to systematically evaluate the comprehensive
nature and predictions of the Diamond Model in
a wide range of economies. Furthermore, the many
qualitative case studies have produced equivocal findings;
and numerous open questions and criticisms remain.
While we recognize that scholars have
extensively critiqued the Diamond Model from a wide
variety of perspectives, we focus our attention on three
of the most salient and oft-repeated points.
First, Porter (1990: 278) originally defined national
competitiveness as a country’s ability to produce ‘at
least one domestically based industry that possessed
a competitive advantage relative to the best worldwide
competition.’1 While this definition positioned the
Diamond Model as an industry-level framework, Porter’s
original conceptualization suffered by combining
industry- and country-level arguments (Davies and Ellis,
2000). Subsequent works (e.g., Moon et al., 1998;
Delgado et al., 2012;Wilson et al., 2014) have shown
that the model is applicable not only to individual industries
within countries, but also to studying national
competitiveness expressed in terms of aggregate productivity.
Indeed, Porter himself refocused attention
to the national level in his subsequent work (Delgado
et al., 2012; Porter et al., 2008; Porter, 2009; Porter
and Rivkin, 2012; World Economic Forum, 2013a).
Thus, while initially developed as an industry-level
framework, application of the Diamond Model is at
least equally appropriate at the aggregate, country
level, depending on the question at hand. Indeed, Porter
(1990) drew many country-level conclusions in his
original writings.
Second, several international business scholars have
criticized the Diamond Model for its overly domestic
focus (e.g., Rugman and D’Cruz, 1993; Dunning,
1992; Rugman, 1991). This has led to the development
of the ‘Double Diamond’ and ‘Multiple Diamond’
frameworks where adjacent and internationally-linked
economies are considered when examining national
competitiveness (Brouthers and Brouthers, 1997).
Indeed, Dunning (1992) maintains that not considering
inward MNE penetration is a serious flaw of the Diamond
Model. For instance, foreign MNEs can change
the domestic economic landscape and provide different
resources and capabilities, as well as use them differently
than can domestic firms and, thus, complement
or substitute for local conditions (Bellak and Weiss,
1993; D’Agostino and Santangelo, 2012). Therefore,
anymodel of national competitiveness ought to accommodate
the role of inward MNE penetration ‘as a distinctive
exogenous variable’ (Dunning, 1992: 142).
A third prevailing critique pertains to the role of
public governance within the Diamond Model. In Porter’s
(1990) original formulation, societal institutions
are an indirect factor in explaining national competitiveness.
That is, government affects the four Diamond
elements, which then translate into national competitiveness.
However, as Griffiths and Zammuto (2005:
823) noted, variation in national competitiveness across
countries in the face of increasing exposure to international
competition ‘have resulted in renewed interest
in the institutional governance systems that generate
national competitive advantage.’ Furthermore, several
studies have documented a significant relationship between
governance quality and national economic prosperity
(Acemoglu, Aghion, and Violante, 2001; Hall
and Jones, 1999). The role of governance quality may
be particularly important when the Diamond Model is
extended beyond developed economies to consider
both developed and developing economies. In subsequent
literature, Porter (1998: 11-12) himself notes that:
‘Governments have a great stake in the influence of location
in competition, because it is governments that
are directly responsible for improving the well-being
of citizens in particular geographic areas. Governments
all over the world have acutely felt the pressure
of competition from other states and nations to attract
the investments of international companies…One clear
implication of the new thinking is a more important
role for local and state governments in economic policy
than has been typical.’
We next discuss the theoretical implications of
these issues in the following section.

PROJECT MANAGEMENT PROJECT

Bachelor’s in Applied Management

PROJECT MANAGEMENT PROJECT

Assignment 1

LO. 1: Design a project proposal.

LO.6: Document all aspects of the of the project to industry standards.

­­­­­­­­­­­­­­­­­­­­­

MGT-214

Assignment: 1

Date Submitted:

I declare that the work contained in this assignment is my own, except where acknowledgement of source is made. I understand that my work may be used for moderation purposes.

Name:

Student ID:

Contents

Background 2

Business, social or personal objective that needs to be addressed 3

Options that will be considered 4

Selection criteria and option analysis 4

Proposed project 5

Reason for selecting the project 6

Analysis of the external and internal business environment 6

References 8

Background

The present project is based on the implementation of the Electronic Health Record systems in the hospitals in Rhode Island. An electronic health record (EHR) is a digital format of a patient’s health report. These digital health records can be accessed and shared across various Healthcare centers. It is intended to store a huge amount of healthcare records and capture patient’s state across time. Our business deals with the implementation of EHR software in hospitals and other healthcare facilities. The business provides services in three major areas; EHR software, cloud services, and post-breach consultancy services. It is identified that most of the healthcare professionals are compelled to perform administrative works related to maintaining Healthcare records and other financial records (Aldosari, 2017). Thus, the use of EHR can help them to focus on their core responsibilities of taking care of sick and improving their quality of life. This software is intended to reduce the time-consuming official responsibilities and restructuring the whole medical establishments (Shickel, Tighe, Bihorac, & Rashidi, 2017). For this purpose, it is intended to conduct project work in which the EHR software will be installed in healthcare settings.

Business, social or personal objective that needs to be addressed

The business, social and personal objectives that are intended to achieve by installing EHR are described by using the SMART approach. The goals mentioned in this report highlights revenue goals, clinical goals, and environmental protection goals.

Specific – With the use of EHR in the healthcare setting can create a huge difference for the patient’s health and the care practice. In this way, the patients can get cured at a faster pace.

Measurable – preserving the patient’s health record in electronic format reduces the chances of any data loss. This helps healthcare providers to quantify the current level of health status and the proposed or target goal (De Pietro, & Francetic, 2018).

Attainable – The goal is to improve the efficiency, quality, and safety of patient’s health. It is also aimed to ensure the security and privacy of the patient’s personal health information. It is evident that these goals might become a stretch but can be achieved in the long-term by using this technology (Shickel et al, 2017).

Relevant – The goal of improving Healthcare practice and also increasing the financial aspect can be directly achieved through the installment of EHR in hospitals. The inclusion of EHR will reduce the administrative staff who are required to handle the traditional approach of keeping the patient’s record. In this way, the hospital can save a significant amount of money and the doctors can focus on providing better care and treatment to the patients (Bruland, Doods, Brix, Dugas, & Storck, 2018). It will also reduce environmental impact as the paper-based health record is replaced by the electronic health record.

Time-bound – A specific deadline is proposed to achieve the overall goals, which can range from 1 to 2 years. During this period, healthcare professionals will be provided the requisite information and training to operate EHR.

Options that will be considered

While considering the implementation of EHR in healthcare settings, it is required to analyze the options in different aspects. In particular, the EHR based contracting and pricing should be clearly identified. In this context, the pricing structure of EHR and the Return on Investment calculation should be considered before EHR installment (Bruland et al, 2018). Most importantly, the basic features and functionalities of different EHR software should be analyzed and access the EHR which is most suitable for the specific healthcare center (Alsaffar, Yellowlees, Odor, & Hogarth, 2017). In this frame of reference, the owners of the healthcare center analyze the current workflow and determine the expected workflow option after installing EHR. Selecting the appropriate EHR, it is important to learn the different EHR software available in the market and discuss the same with doctors to analyze their perspectives.

Selection criteria and option analysis

The project selection criteria for EHR implementation are to be based on primarily two factors: patient engagement and clinical decision support. The patient engagement describes features like the prescription refill, online booking, secure communication between clinicians and patients, and sharing and accessing clinical records (Bruland et al, 2018). These patient engagement features are expected to enhance the efficiency of health care practice by minimizing repetitive patient education, patient referrals, and diagnostic tests. The EHR based clinical support tools can also enhance the efficiency and quality of healthcare-related to preventative care and screenings through best clinical practices (De Pietro et al, 2018).

The selection criteria and options analysis will further include the collection of critical healthcare practice, budget outlining, and shortlisting vendors. Finally, the project for EHR selection and implementation includes criteria such as affordability (within budget), suitability (cater requirement), culture, and efficacy (Shickel et al, 2017).

Proposed project

A project proposal for EHR implementation will start in a small phase where the Healthcare employees will be allowed to become comfortable with this technology in their daily workflow. In this regard, the various elements which are to be included in the project plan for incorporating the EHR system are;

Project summary – The project is based on implementing EHR system in different Healthcare settings by considering their requirements and work practices (De Pietro et al, 2018).

Project objective – the objective of the EHR project is that it should ease the work procedure, thereby enhancing the quality of healthcare. Moreover, replacing paper-based healthcare record by digital healthcare records is expected to create a significant impact on environmental protection.

Project actions – The healthcare team members will be provided with all-around information and knowledge for implementing and using the EHR system. A change management approach will be implemented by providing training and educational workshops (Alsaffar et al, 2017).

Deliverables – The deliverables expected from the EHR project is better healthcare and treatment to patients.

Reason for selecting the project

The HER implementation project is expected to assist the Healthcare practice. This approach will automatically retrieve, store and assist the information of patients from healthcare providers. In addition to this, health care providers are also assisted by this software for deciding the future course of treatment. It allows smooth communication with patience, Healthcare professionals, labs, and amazing facilities through electronic media, which in turn increases efficiency and documentation process (Shickel et al, 2017). This approach will help in accomplishing the hospital goal of reducing medical errors, efficient communication means, and gathering health information for research purposes (De Pietro et al, 2018).

Analysis of the external and internal business environment

There are several pressures such as local competitiveness, incentive from the government, which forces healthcare organizations to adopt EHR. The internal factors which affect the healthcare environment comprise; organisational structure, managerial resource, core capability, and organization and culture. On the contrary, the external factors affecting the Healthcare environment are community factors and market factors. Thus, the adoption of EHR can positively affect the organizational structure thereby creating a stable health network. Moreover, to sustain in a competitive environment, it is required for a healthcare organization to adopt EHR and include the approach of cost reduction. According to studies, it is identified that the inclusion of EHR can save above $813 billion per year and strengths in the doctor-patient relationship (Alsaffar et al, 2017).

MANAGEMENT & ORGANISATIONS IN A GLOBAL ENVIRONMENT

GROUP 208 – APPENDIX
Faculty of Higher Education
Assignment Cover Sheet
Complete this and attach as a front cover sheet to every Assignment you submit for marking

Unit Code HI6005
Unit Name MANAGEMENT & ORGANISATIONS IN A GLOBAL
ENVIRONMENT
Your campus and
class/tutorial number
(e.g. M2)
MELBOURNE CAMPUS
Your Lecturer/Tutor SHIKHA LUCMAN
Assignment Number GROUP ASSESSMENT – APPENDIX
Is this a Group or Individual
Assignment?
If Group, state your assignment group number 208
Due Date 22/05/2020

Declaration
1. This assignment is my/our own work. We have NOT copied any part of it from any other student’s work,
neither from our own work in any other subject/unit, whether at Holmes Institute or any other Educational
Institution.
2. I/we have cited all sources from which data, ideas, diagrams, facts, or words (whether quoted directly or
paraphrased) were taken.
3. This assignment was prepared specifically for this unit only and has not, nor will be used for any other
unit.
4. The reference list is accurate and in Harvard referencing style and a true statement of the sources I/we
have personally read and used.

Student name/s Student number
[must be correct]
Which section(s) did each person work on
ABHEY SINGH AGG3103 Challenges in recruiting and managing cross cultural
team
SNEH PAL AGG3100 Issues of expatriate manager: Evaluation from
Hofstede’s theories
ROZY ACHARYA YSE2066 Skill and abilities of international managers
ANUSHA
RANARAJA
TRM3020 Multivariate analysis for recruiting international
managers

GROUP 208 – APPENDIX
HI6005 Managing Organisations in a Global Environment – Appendix for Group
Assignment – T1 2020

Topic Chosen: Cross Cultural Team: People Issues in Global Business
Student ID First Name Family Name Contact Phone
Number
Allocated
Task(s)
1. AGG3103 ABHEY SINGH 0421377144
2. AGG3100 SNEH PAL 0478898767
3. YSE2066 ROZY ACHARYA 0410388555
4. TRM3020 ANUSHA RANARAJA 0433479957

GANTT CHART

Tasks Start Date End Date Duration
Introduction 29-04-2020 30-04-2020 2
Challenges in recruiting and managing cross
cultural team
30-04-2020 4-05-2020 5
Issues of expatriate manager: Evaluation
from Hofstede’s theories
5-05-2020 12-05-2020 7
Skill and abilities of international managers 12-05-2020 15-05-2020 3
Multivariate analysis for recruiting
international managers
15-05-2020 18-05-2020 3
Acculturation issues 18-05-2020 20-05-2020 2
Conclusion 20-05-2020 21-05-2020 1

29/04/2020 4/05/2020 9/05/2020 14/05/2020 19/05/2020
Introduction
Challenges in recruiting and managing cross cultural…
Issues of expatriate manager: Evaluation from …
Skill and abilities of international managers
Multivariate analysis for recruiting international…
Acculturation issues
Conclusion
GROUP 208 – APPENDIX
Each student to list at least five references and sources for their chosen part.

Student
ID
Key theme / Reason for choosing
this?
AGG3103 1. Badura, K. L., Grijalva, E., Galvin, B. M., Owens,
B. P., & Joseph, D. L. (2020). Motivation to
lead: A meta-analysis and distal-proximal
model of motivation and leadership. Journal
of Applied Psychology, 105(4), 331.
2 Beugelsdijk, S., Kostova, T., & Roth, K. (2017).
An overview of Hofstede-inspired country
level culture research in international
business since 2006. Journal of International
Business Studies, 48(1), 30-47.
3 Bird, A., & Mendenhall, M. E. (2016). From cross
cultural management to global leadership:
Evolution and adaptation. Journal of World
Business, 51(1), 115-126.
4 Cetin, G., Demirciftci, T., & Bilgihan, A. (2016).
Meeting revenue management challenges:
Knowledge, skills and abilities. International
Journal of Hospitality Management, 57, 132-
142.
5 Corner, J. (2016). Aesthetic experience and the
question of “difficulty”: A note. Cogent Arts &
Humanities, 3(1), 1134139.
6 Wisankosol, P., & Chavez, G. (2016). Developing
Cross-Cultural Leadership Skills and Cross
Cultural Team working Skills through
Organization Development Intervention: A
• Model of motivation and
leadership
• Cultural research in
International Business
• Cross cultural management
to global leadership
• Cultural research in
International business
• Question of Difficulty

GROUP 208 – APPENDIX

Case Study of a Multinational Enterprise
(MNE) in Thailand. ABAX ODI Journal
Vision. Action. Outcome, 3(2).
AGG3100 1 Engle, R. L., & Nash, B. (2015). Does it matter if
researchers use individual dimension
constructs or only aggregated constructs of
cultural distance and cultural intelligence?
Journal of International Business Research,
14(2), 47.
2 Englund, R. and Bucero, A., 2019. The complete
project manager: Integrating people,
organizational, and technical skills. Berrett
Koehler Publishers.
3 Gunn, F., Lee, S. H., Cappuccitti, A., & Taylor, H.
(2017). Profiling people’s perceptions of
retail management careers. The
International Review of Retail, Distribution
and Consumer Research, 27(5), 515-532.
4 Imakwuchu, O., & Billy, I. (2018). Cross-Cultural
Team Management. The Business &
Management Review, 9(3), 575-580.
5 Kar, N., & Mitra, S. (2015). Recruiting a project
manager: A hiring manager’s perspective.
International Journal of Information
Technology Project Management (IJITPM),
6(1), 54-65.
6 Valaei, N., Rezaei, S., Ismail, W. K. W., & Oh, Y.
M. (2016). The effect of culture on attitude
towards online advertising and online
brands: applying Hofstede’s cultural factors
• Cultural distance and
intelligence
• Organizational and technical
skills
• Review of Retail, Distribution
and Consumer Research
• Cultural Team Management
• Recruiting a project manager
• Effect of Culture on online
promotions
• Congruence and
contextualization.

GROUP 208 – APPENDIX

to internet marketing. International Journal
of Internet Marketing and Advertising, 10(4),
270-301.
7 Wang, D., Fan, D., Freeman, S., & Zhu, C. J.
(2017). Exploring cross-cultural skills for
expatriate managers from Chinese
multinationals: Congruence and
contextualization. Asia Pacific Journal of
Management, 34(1), 123-146.
YSE2066 1 Kiely, P., Busby, A. D., Nikiphorou, E., Sullivan,
K., Walsh, D. A., Creamer, P., … & Young,
A. (2019). Is incident rheumatoid arthritis
interstitial lung disease associated with
methotrexate treatment? Results from a
multivariate analysis in the ERAS and ERAN
inception cohorts. BMJ open, 9(5), e028466.
2 Koontz, H., Weihrich, H. and Cannice, M.V.,
2020. Essentials of Management-An
International, Innovation and Leadership
Perspective|. McGraw-Hill Education.
3 Makarova, E., & Birman, D. (2015). Cultural
transition and academic achievement of
students from ethnic minority backgrounds:
A content analysis of empirical research on
acculturation. Educational Research, 57(3),
305-330.
4 Meyer, K. E., & Xin, K. R. (2018). Managing
talent in emerging economy multinationals:
Integrating strategic management and
human resource management. The
• Innovation and Leadership
• Managing Talent in
Multinationals

GROUP 208 – APPENDIX

International Journal of Human Resource
Management, 29(11), 1827-1855.
5 Meyer, K. E., & Xin, K. R. (2018). Managing
talent in emerging economy multinationals:
Integrating strategic management and
human resource management. The
International Journal of Human Resource
Management, 29(11), 1827-1855.
TRM3020 1 O’Rourke, J. S. (2019). Management
communication: A case analysis approach.
Routledge.
2 Ross, A. S., Hinshaw, A. B., & Murdock, N. L.
(2016). Integrating the relational matrix:
attachment style, differentiation of self,
triangulation, and experiential avoidance.
Contemporary family therapy, 38(4), 400-
411.
3 Sixtus, F., Wesche, J. S., & Kerschreiter, R.
(2019). Identity multiplicity, national group
contact, and acculturation: The role of
identity‐related cognitions. Journal of Social
Issues, 75(2), 486-514.
4 Stender, M., & Walter, A. (2019). The role of
social sustainability in building assessment.
Building Research & Information, 47(5), 598-
610.
5 Tsegaye, W. K., & Su, Q. (2017). Expatriates
Cultural Adjustment: Empirical Analysis on
• Management communication
• Social issues impacting
cross culture
• Cultural Orientation on
Business

GROUP 208 – APPENDIX

Individual Cultural Orientation. Journal of
Applied Business Research (JABR), 33(5),
963-978.

Group Meetings
Meeting No.1 Date 29/04/2020 Time:2.00PM

STUDENT
ID
Name Points discussed If absent
state, the
reason
AGG3103 Abhey Singh Formation of the group and brainstorming.
Agg3100 Sneh Pal Discussing choosing topics for each person.
YSE2066 Rozy Acharya Choosing topics from the given table according
to sufficient evidence and background.
TRM3020 Anusha
Ranaraja
Comparing each topic given, and pointing down
the positive points.

Meeting No.2 Date 01/05/2020 Time:3.00PM

STUDENT
ID
Name Points discussed If absent
state, the
reason
AGG3103 Abhey Singh Discusses the challenges which comes in hiring
process of the cross-cultural team
Agg3100 Sneh Pal Discussing and choosing each parts of the
assignment.
YSE2066 Rozy Acharya Analysing the challenges with hiring process
topic and next sub topic.
TRM3020 Anusha
Ranaraja
Noting down more points towards chosen topic.

GROUP 208 – APPENDIX
Meeting No.3 Date 04/05/2020 Time:10.00AM

STUDENT
ID
Name Points discussed If absent
state, the
reason
AGG3103 Abhey Singh Discusses next sub topic sections and
separating each sub topic according to work
load.
Agg3100 Sneh Pal Discussing Hofstede’s theories and the abilities
of International managers
YSE2066 Rozy Acharya How Hofstede’s theory applicable and what are
the outcomes of the theory.
TRM3020 Anusha
Ranaraja
Combine whole idea into one page to conclude
the meetings outcome and planning next topics.

Meeting No.4 Date 18/05/2020 Time:1.00PM

STUDENT
ID
Name Points discussed If absent
state, the
reason
AGG3103 Abhey Singh Analysing how and what are the outcomes of the
past sub topics and how they are relate to the
topic.
Agg3100 Sneh Pal Discussing skill and abilities of international
managers.
YSE2066 Rozy Acharya Describing the analysis for recruiting
international managers and corporate issues in
cross culture organization.
TRM3020 Anusha
Ranaraja
Highlighting the importance of expatriate
managers skills and how Hofstede’s theory
effect the outcomes.

GROUP 208 – APPENDIX
Meeting No.5 Date 21/05/2020 Time:5.00PM

STUDENT
ID
Name Points discussed If absent
state, the
reason
AGG3103 Abhey Singh Prioritising the appendix and collecting data from
all the meetings.
Agg3100 Sneh Pal Compiling each person’s work and make into
final report submission as per given
requirements.
YSE2066 Rozy Acharya Monitoring the outcomes of each person’s work
and work on Gantt charts and tables which
required.
TRM3020 Anusha
Ranaraja
Overview about the discussion related to the
situation of global business with special
reference of cross-cultural team and submission.

GROUP 208 – APPENDIX

Our group expectations are:
Discusses the challenges which comes
in hiring process of the cross-cultural
team
There are certain factors which needs to be
considered at the time of hiring process. The
whole process is described in the word file.
Discussing Hofstede’s theories and the
abilities of International managers
This is a framework used to understand the
differences in culture across countries and to
understand the ways in a which any business
operated in international standards.
Describing the analysis for recruiting
international managers and corporate
issues in cross culture organization
While hiring process is on for international
operations, the international HR managers
must recognize the global effectiveness of the
possibility interviewees at the time of the hiring
process.
Overview about the discussion related to
the situation of global business with
special reference to cross cultural team
It discusses the strategies any company needs
to plan out to operate its business in global
market.
1. We experienced the following challenges during this assignment:
Below are the challenges involved to complete this task:
1. Time factor, enough time was not given for research development
2. Effective teamwork should have been there to prepare the project in a better manner.
2. At the completion of the assignment we have the following insights:
The main insights are overview about the discussion related to the situation of global
business with special reference of cross cultural team. It can be concluded that, managing
such teams are difficult but with suitable skills and abilities these team can be managed and
the successful management of such team leads to a path of great success in global market

PRM701 Project Management Principles

Assessment and Submission Details

Marks: 30 % of the Total Assessment for the Course

Due Date Report: Week #11 (Thursday @ 5pm)

Assignments are to be submitted by SafeAssign.

DO NOT SUBMIT THE ASSIGNMENT TO THE

COURSE CO-ORDINATOR OR TUTOR.

The assignment will be marked out of a total of 100 marks. Once marked, ALL assignments will be checked for plagiarism and/or collusion between individuals. Please remember this assignment is an individual task and must be your own work.

Refer to your Course Outline or the Course Web Site for a copy of the “Student Misconduct, Plagiarism and Collusion” guidelines.

Note: Each student MUST be able to produce a copy of their assignment and this copy MUST be produced within 24 hours of it being requested by the Course Co-ordinator. Failure to produce the second copy of the assignment when requested may result in loss of marks or a fail grade for the assignment.

Requests for an extension to an assignment extension MUST be made prior to the date of submission and requests made on the day of submission or after the submission date will only be considered in exceptional circumstances. Please note because this assignment forms the basis of the next task extensions will not be given without documented medical evidence off inability to work.

Case Study: NBN CO Australia

Background:

NBN Co (National Broadband network Corporation) was established in 2009 to design, build and operate Australia’s wholesale broadband access network. Underpinned by a purpose to connect Australia and bridge the digital divide, NBN Co’s key objective is to ensure all Australians have access to fast broadband as soon as possible, at affordable prices, and at least cost.

To achieve this objective, NBN Co has been structured as a wholesale-only, open-access broadband network. NBN Co provides services on its local access network on equivalent terms to retail phone and internet providers, to provision for end-user needs. This is intended to level the playing field in Australian telecommunications, creating real and vibrant competition within the industry and providing choice for consumers.

Since establishment, the Government has presented NBN Co’s mandate through a Statement of Expectations (SoE) which is supplemented from time to time by policy directives and correspondence. NBN Co’s current objectives are set out in the 24 August 2016 SoE.

NBN Co is wholly owned by the Commonwealth of Australia as a Government Business Enterprise (GBE), incorporated under the Corporations Act 2001 and operated in accordance with the Public Governance, Performance and Accountability Act 2013 (PGPA Act).

The rollout of the NBN Co™ broadband access network remains one of the largest and most complex infrastructure initiatives undertaken in Australia. NBN Co is the company helping Australia transition to a digital future by building and operating this new high-speed, wholesale local access broadband network.

The Company’s purpose is to lift the digital capability of Australia, allowing Australians to have access to a fast, reliable broadband network, at least possible cost to the taxpayer.

There are more than 30,000 people working around the country on this important transition. And NBN Co is committed to for NBN Co to be a great place to work, underpinned by a customer-led culture. For example, NBN Co works in collaboration with Retail Service providers (RSPs), the industry, regulators and the government to better understand customers’ needs and their experience with their services.

As the network wholesaler, NBN Co provides wholesale broadband to Retail Service Providers (RSPs) on a non-discriminatory basis. This approach is intended to level the playing field in the Australian telecommunications industry, enhancing competition and providing greater choice for customers3 across the country.

The commitment is to deliver access to peak wholesale download data rates of at least 25 megabits per second (Mbps) to premises, and at least 50Mbps peak wholesale download data rates to 90 per cent of the fixed-line network.

There is also now real evidence that this network is having an impact on Australia. It has helped create jobs and new businesses, boosted the economy, supported more people to work from home and created more entrepreneurs.

As NBN Co look to the future and complete the network, the impact will be greater as more people are connected.

In your role as a Business Analyst team you have delivered a report that outlines proposed projects, your team prioritised them and delivered a charter for one.

You are to refer to your work in task one and work individually to do this work on potential projects for NBN Co. Choose one project that you identified during task one and develop a project plan for this project containing the sections listed below. Please note that this project need not be the one for which you developed a charter in Task 1. Make sure that your project plan is distinct, e.g. differentiate milestones, project requirements, limitations and exclusions, work/ process breakdown schedule, risk management, and project budget, and communication plan.

This report should address the following issues and you should include the following sections in the main body of the report. Please note standard report structure must be adhered to. There are standard templates available on blackboard for some sections.

As a guideline you may want to consider the following report sections:

  1. Project Background which includes a summary of Task 1 and the following sub-sections
  2. Project Background

You need to go beyond the given case study and include what is happening in the business environment that forms the background to the project.

  1. Project goal
  2. Project objective
  3. Project deliverables
  4. Strategic alignment of project.
  5. Project Schedule which includes the following sub-sections
  1. Milestones
  2. Project requirements
  3. Limits and exclusions
  4. Work/ process breakdown schedule
  1. Risk management
  2. Project Budget
  3. Communication management plan. You can find a sample communication strategy plan in your lecture materials. You need to complete a stakeholder analysis, list communication modes and justify the inclusion of each mode to both internal and external stakeholders.
  4. Recommendations

Assignment Requirements and Deliverables

Your submission will be a Microsoft Word document.

Resubmission due to uploading an incorrect file will not be permitted.

Submission

The completed assignment is to be submitted by SafeAssign on or before the due date.

The assignment will be assessed according to the marking sheet (Appendix A). Late submission of the assignment will be penalised according to the USC policy.

Assignment Return and Release of Grades

Assignment grades will be available on the course web site on two weeks after week 5 at the latest. An electronic assignment marking sheet will be available.

Where an assignment is undergoing investigation for alleged plagiarism or collusion the grade for the assignment and the assignment will be withheld until the investigation has concluded.

Assignment Guidelines

This assignment will take a few weeks to complete and will require a good understanding of the Project Management material for successful completion. It is imperative that students take heed of the following points in relation to doing this assignment:

  1. It would pay to start this assignment early.
  2. Ensure that you clearly understand the requirements for the assignment – what has to be done and what are the deliverables.
  3. If you do not understand any of the assignment requirements – ASK.
  4. Each time you work on any aspect of the assignment reread the assignment requirements to ensure that what is required is clearly understood.