World War I Poems Themes

Compare and contrast the representation of one of the following themes in two of the assigned World War I poems:

  • Early enthusiasm for the Great Warà sense of chivalric ideals of heroism vs. growing objection to mounting atrocities
  • Evidence of the industrial revolution–imagery of technological progress
  • The “alternative reality” of the trench and No-Man’s Land
  • Function of popular imagery à rats, lice, flowers, birds
  • Sunrise/sunset as “fully freighted with implicit aesthetic and moral meaning”(Fussell, p.55)–appropriation of pastoral conventions
  • Endlessness of battle
  • Focus on particular body partsà corporeal specificity
  • Layers of revolution/rebellion: Industrial Revolutionà WW1 itself à Revolt against war’s violence
  • Dichotomizing–Us vs. them, demonizing of the enemy–“the drama of the binary” (Fussell, p.80).

Break of Day in Trenches

–Isaac Rosenberg

The darkness crumbles away.

It is the same old druid Time as ever,

Only a live thing leaps my hand,

A queer sardonic rat,

As I pull the parapet’s poppy

To stick behind my ear.

Droll rat, they would shoot you if they knew

Your cosmopolitan sympathies.

Now you have touched this English hand

You will do the same to a German

Soon, no doubt, if it be your pleasure

To cross the sleeping green between.

It seems you inwardly grin as you pass

Strong eyes, fine limbs, haughty athletes,

Less chanced than you for life,

Bonds to the whims of murder,

Sprawled in the bowels of the earth,

The torn fields of France.

What do you see in our eyes

At the shrieking iron and flame

Hurled through still heavens?

What quaver—what heart aghast?

Poppies whose roots are in man’s veins

Drop, and are ever dropping;

But mine in my ear is safe—

Just a little white with the dust.

Returning, We Hear the Larks

–Isaac Rosenberg

Sombre the night is: 

And, though we have our lives, we know 

What sinister threat lurks there. 

Dragging these anguished limbs, we only know 

This poison-blasted track opens on our camp— 

On a little safe sleep. 

 

But hark! Joy—joy—strange joy. 

Lo! Heights of night ringing with unseen larks: 

Music showering on our upturned listening faces. 

 

Death could drop from the dark 

As easily as song— 

But song only dropped, 

Like a blind man’s dreams on the sand 

By dangerous tides;

Like a girl’s dark hair, for she dreams no ruin lies there, 

Or her kisses where a serpent hides.Dulce et Decorum Est–Wilfred Owen

Bent double, like old beggars under sacks,

Knock-kneed, coughing like hags, we cursed through sludge,

Till on the haunting flares we turned our backs,

And towards our distant rest began to trudge.

Men marched asleep. Many had lost their boots,

But limped on, blood-shod. All went lame; all blind;

Drunk with fatigue; deaf even to the hoots

Of gas-shells dropping softly behind.

 

Gas! GAS! Quick, boys!—An ecstasy of fumbling

Fitting the clumsy helmets just in time,

But someone still was yelling out and stumbling

And flound’ring like a man in fire or lime.—

Dim through the misty panes and thick green light,

As under a green sea, I saw him drowning.

 

In all my dreams before my helpless sight,

He plunges at me, guttering, choking, drowning.

 

If in some smothering dreams, you too could pace

Behind the wagon that we flung him in,

And watch the white eyes writhing in his face,

His hanging face, like a devil’s sick of sin;

If you could hear, at every jolt, the blood

Come gargling from the froth-corrupted lungs,

Obscene as cancer, bitter as the cud

Of vile, incurable sores on innocent tongues,—

My friend, you would not tell with such high zest

To children ardent for some desperate glory,

The old Lie: Dulce et decorum est

Pro patria mori.

Anthem for Doomed Youth

–Wilfred Owen

 

 

What passing-bells for these who die as cattle?

      — Only the monstrous anger of the guns.

      Only the stuttering rifles’ rapid rattle

Can patter out their hasty orisons.

No mockeries now for them; no prayers nor bells; 

      Nor any voice of mourning save the choirs,—

The shrill, demented choirs of wailing shells;

      And bugles calling for them from sad shires.

 

What candles may be held to speed them all?

      Not in the hands of boys, but in their eyes

Shall shine the holy glimmers of goodbyes.

      The pallor of girls’ brows shall be their pall;

Their flowers the tenderness of patient minds,

And each slow dusk a drawing-down of blinds.

Caledonian LLC Conflict Management

Consumer Behaviour and Insight in hospitality

Learning Outcomes
LO1 Examine the factors that influence hospitality consumer behaviour and attitudes

ASSIGNMENT BRIEF AND GUIDANCEScenario and Activity
You are working as a marketing analyst within a hospitality organisation of your choice and as part of your training you are required to provide an essay discuss and examine key factors that influence hospitality consumer behaviour and attitudes relating to your selected hospitality organisation.
Within the essay you are required to include the following:

• Considering your selected hospitality organisation investigate and critically analyse different factors and trends that influence customer behaviour and attitude such as cultural, social, personal and psychological factors supported by in depth analysis of how they contribute to changing and driving trends within the hospitality sector, using specific examples from the hospitality industry to support your arguments.
• Provide exploration of how the impact of digital technology is changing customer trends, ensure to include examples from the hospitality industry to support your arguments.

Across the essay you are required to provide various examples to enhance the credibility, currency and depth of the answer. You are also required to support your answer by academic and professional sources as well as statistics when relevant. Harvard referencing to be followed in this task (Citations and reference list) should be provided. The recommended word limit is 1,500–2,000 words, although you will not be penalised for exceeding the total word limit

LO2 Demonstrate the ability to map a path to purchase in a hospitality context, including the decision-making process
LO3 Evaluate appropriate forms of research to understand influences on the hospitality consumer decision-making process
LO4 Evaluate how marketers influence the different stages of the hospitality decision-making process

ASSIGNMENT BRIEF AND GUIDANCEScenario and Activity
With reference to activity one, as you have been appointed as a Marketing analyst for the chosen hospitality organisation. You are responsible for delivering regular reports and custom analyses to determine the Return of Investment (ROI) of multi-channel marketing campaigns. Your line manager has asked you to research, identify and measure opportunities that enhance conversion, efficiency and profit to present at the next
leadership meeting. Your work should be written in report format.
In producing the report you will:

• You will firstly map out the path to purchase for customers of the organisation and produce a report to evaluate the different market research approaches for understanding the decision-making process. Create a map illustrating the hospitality consumer decision-making process for purchase of the organisation’s products and services
• Evaluate different approaches to market research for the organisation at each of the different customer touchpoints within the hospitality consumer decision-making process
• Explore the factors that influence the different stages of the process
• Illustrate how elements of the marketing mix influence the decision-making process, supported by examples
• Using specific hospitality examples, critically evaluate how marketers from different hospitality organisations are responding to the hospitality decision-making process and buying behaviour.
• Evaluate the similarities and differences between B2C and B2B hospitality decisionmaking processes
• Critically evaluate the different approaches to market research and how they influence the stages of the decision-making process for B2B.Ensure to see that your evaluation is backed with appropriate theories concepts and models.

Conclude your report by critically evaluating how marketers can influence the different stages of hospitality decision making process with reference to the chosen organisation. Make sure you refer your reflection with relevant methods and models

Business Consultancy Project Course Work 1

Component 1 Assessment Guidelines You will carry out a situational analysis of the organisation/issue as a starting point for the project.

The situational analysis may comprise of tables, diagrams etc. and overall will constitute 1000 words Diagrams and charts are regarded as equivalent to the number of words otherwise occupying that space (therefore a one page diagram is c. 300 words, one and half-page c.200 words).   A suggested template is as follows:  1500 words,

 SUMMARY:  Of the company, its key details (location, vision, etc.)   ANALYSIS  Three or more appropriate analysis tools chosen and used, for external and internal analysis. You should briefly justify your choice of tools.

IDEAS FOR ACTION  This section should build on your analysis to make some recommendations of ideas to be developed.

CONCLUSION  Brief summary of what has been covered and next steps.

The Situational Analysis,  will be marked using a rubric as a guide.  The mark for this work is pass or fail so you must achieve a mark of at least ​40%​ for this work.  This situational analysis is the foundation for your report and presentation.  It is worth putting work in at the beginning of the process as it will pay off. EXCEPTIONAL

The work is creative and illustrates a thoroughly in-depth understanding of content as well as issues and problems.  The work shows an exceptional, critical engagement with complex ideas and concepts. There is an outstanding appreciation of all of the relevant competing perspectives.  The work shows an exceptional level of evaluation and illustrates incisive conclusions based on that evaluation. The work is exceptional in that it is logically presented and error-free. The work is communicated with an exceptional degree of authority that comes close to that expected of a professional in the discipline.

Hire one of our writers by clicking “Order Now”. We promise to deliver to notch quality paper.

Problem Solving Process Scenario

When faced with a problem, what do you do to solve it? This assignment asks you to apply a six-step to problem solving process to a specific problem scenario. You will write a paper that presents a synthesis of your ideas about solving the problem using this systematic approach. As Voltaire said, “No problem can withstand the assault of sustained thinking.” Choose one (1) of the problem scenarios as a topic choice for your paper (Note: Your professor must approve your topic choice before you begin work on the assignment.)Scenario 1: You have worked at your company for eleven (11) years. You have returned to college to earn a Bachelor’s degree in order to increase your chances for a promotion. You are nearly finished with your degree, when a supervisor’s position in a competing company becomes available in another state. The start date is in two (2) weeks, during your final exam period for your courses. The position of******** $******** per year salary increase, a car allowance, and relocation expenses. Your former supervisor works for the company and is recommending you for the position based on your outstanding job performance; if you want the job, it’s yours. All of the other supervisors at this level in the company have Master’s degrees, so you know that you would be expected to earn your Bachelor’s degree and continue on to a Master’s degree. Your present company offers tuition reimbursement, but the new company does not.

Scenario 2: Your child comes home from school with an assignment sheet for a school project. He / she is very excited about the project and begins work immediately, doing research on the Internet and gathering materials. You read over the assignment sheet and notice that your child is not including all of the required items in the project, and you have some ideas for how to improve the quality of the presentation. You recently read an article in a parenting magazine about the importance of a child developing responsibility for his/ her own learning. You recall the many ways in which your parents took over your school projects. You, on the other hand, want to encourage your child’s confidence in his / her ability to complete a project independently. The next day, you are at the grocery store when you see a parent of a student in your child’s class. That parent has spent******** $********supplies for the science project and is taking a day off of work to put the pieces of the project together.

Scenario 3: You have two jobs, one during the week from 9:00 am to 6:00 pm, and one on Saturday from 3:00 pm to 11:00 pm. You are taking two classes, one that meets from 6:00 to 10:00 pm, and one class online. You have two kids, one who plays soccer, and one who is in band. You have two elderly parents who no longer drive. You have two siblings, one who lives two (2) miles away, and one who lives in another state. You have two (2) papers due in your classes the same week that one (1) of your children has a soccer tournament, and the other child has a band concert. You are coaching the soccer team, and you are in charge of fundraising for the band. You have a goal to complete your degree in two (2) years. Your doctor tells you that your blood pressure, your cholesterol, and your weight are too high and recommends several medications******** cost ************* $********r month after your insurance co-pay.
Scenario 4: You are a sales representative for a company that encourages staff to log time in the field and away from the office. You are expected to begin and end your day at the office. You notice that each day when you arrive and return another co-worker is already there, and you wonder whether this person spends most of his / her time at the office. At your weekly sales meeting, you are informed of your co-workers’ outstanding sales performance. You suspect that this co-worker is spending more time flattering the boss instead of working leads in the field, and as a result is getting the best client referrals. Your own sales numbers have steadily decreased since this other sales representative was hired.Scenario 5: Professor’s Choice – problem scenario presented by your professor.
Scenario 6: Student’s Choice – Problem scenario presented by you.
Review the six-step problem solving process outlined in the webtext, based on the article “The Problem Solving Process

Step One: Define the problem
Step Two: Analyze the problem
Step Three: Generate options
Step Four: Evaluate options
Step Five: Make your decision
Step Six: Implement and reflect

Write a four to five (4-5) page paper in which you:
Define the problem in the scenario that you have chosen.
Analyze the problem in the scenario.
Generate options for solving the problem in the scenario.
Evaluate the options for solving the problem.
Decide on the best option for solving the problem.
Explain how you will implement the decision ******e and reflect on whether this option was the most effective.
The paper should follow guidelines for clear and organized writing:

Include an introductory paragraph and concluding paragraph.
Address main ideas in body paragraphs with a topic sentence and supporting sentences.
Adhere to standard rules of English grammar, punctuation, mechanics, and spelling.
Your assignment must follow these formatting requirements:

This course requires use of Strayer Writing Standards (SWS). The format is different than other Strayer University courses. Please take a moment to review the SWS documentation for details.
Based on the guidelines in SWS, “A well-researched assignment has at least as many sources as pages.” Therefore, since this assignment requires you to write at least 4-5 pages, you should include at least 4-5 references.
The specific course learning outcomes associated with this assignment are:

Recognize the hindrances to the decision-making process in order to apply problem-solving s******s to a variety of situations.
Create written work utilizing the concepts of critical thinking.
Use technology and information resources to research issues in critical thinking s******s and informal logic.

Melodies on the Web Case Study

Since her childhood, Sarah Jackson had passion for music and wanted to be an entrepreneur helping
young, talented youth get exposure to potential audience. During 2013, she felt that her professional career was stable enough and decided to launch her own venture, ‘Melodies on the Web’(MOW), without quitting per permanent job. The concept was to have her own radio station on the ‘Patreon1’, web portal. ‘Patreon2’, was launched in the same year and was becoming very popular, hence was her preferred media.On the ‘Patreon’ portal, Sarah, would lease her own bandwidth and have her own radio station. She would identify talented youth and invite them to perform musical activities like singing, playing instruments etc. She would also focus on digital marketing so that a growing number of listeners would continue to tune in to her radio station. Once they listened to the new talent, their interest in them would grow. They would then be given an option to move on to a second, subscription-based channel providing enhanced content, where they can join for a subscription and continue to enjoy the music of their favourite artist.

Since the business idea was new, Sarah was unable to find business partners or investors. She decided to invest her own savings of $60 000. Most of this amount was allocated towards digital marketing channels. The business model was a service based one, hence there was no necessity to invest in fixed assets. Sarah began bootstrapping her business towards end of 2013. She did not draw any salaries and focussed on growing her business instead.
Fast forward to 2018. Sarah’s vision yielded strong results. At the of December 2018, her operating statistics were as follows:
• Combined subscriber base (both paid and unpaid): 40 000
• Subscriber base – paid: 8 000
• 2018 revenue: $ 800 000
• Year over year subscriber growth: 24%
• Subscriber conversion from unpaid to paid: 20%
• Number of artists on the platform: 120
• Growth rate of artist acquisition: 15%

During Christmas break, Sarah was preparing her Operating Plan for the period 2019-2022. She realized that to implement her plan several strategic issues needed to be addressed and decided to seek help from Conestoga Consulting Group.
You are the consultant from Conestoga Consulting Group and allocated to work with Sarah. You have just held your first meeting with her. You are reviewing your meeting notes and see the following:
• To maintain the growth momentum, MOW can no longer be a bootstrapped venture and it needs to change its structure from Sole Proprietorship. The question is to decide between converting MOW to either a Partnership or a Private Corporation. Sarah would like to know the features of both these forms and like you to make a recommendation that is a good fit with her business.
• She has not prepared any financial statements since starting her venture and inquired as tom why they were necessary? You explained to her the concepts of external and internal users of financial statements and what each user would need the financial statements for? Following the entity change, as proposed above, she would like you to prepare a list of both internal and external users and what their potential interest would be in Financial Statements of MOW.
• Sarah feels that she may need to raise capital soon. Her options are to borrow funds as a loan from BDC (Business Development Corporation)3, or issue shares and raise equity capital. You explained to her about ratio analysis and trend analysis, which caught her attention. Specifically, she would like to know the ratios which the lender (BDC) would be interested in and the ratios a potential shareholder would look at before considering
investing in MOW?Your next meeting with Sarah is in two weeks. Prepare a memo, addressed to Sarah, with your analysis of the above discussion points.

Business Ethics and Responsible Management

Assessment Case Choice 2:The gender pay gap: what median pay gap says about your companyBackground

In the UK regulations to publish data on the gender pay gap came into force, companies with over 250 employees were required from 2018 to publish figures on their gender pay gap.  In 2017 the then UK Prime Minister Theresa May called the gender pay gap a ‘burning injustice’.

The gender pay gap is not about equal pay- the Equal Pay Act 1970, updated in 2018 ensures that it is unlawful employment practice for employers to pay less in wages, benefits, or compensation to members of a protected class for “substantially similar work.

The gender pay gap says something else about a company. It is a measure of the median wage – ie the difference between middle ranking men and middle ranking women. The simplest explanation of a difference is that there are more men earning more and more women earning less. But if people get paid the same for the same job why would this happen? This is your task to understand. You will be thinking about why it is that there are more high earning men in top positions, there are likely to be more women working part time and there are likely to be ‘gendered roles’ – when you think of a doctor who do you picture? When you think of a nurse who is it? Exactly. Why do all these things happen?

But – what should, could and can companies do about it?

 Here are a few articles to get you thinking:

The Guardian 4/4/18 ‘The Guardian view on the gender pay gap: a symptom of deep prejudice’ https://www.theguardian.com/commentisfree/2018/apr/04/the-guardian-view-on-the-gender-pay-gap-a-symptom-of-deep-prejudice

BBC News 20/2/19 ‘Gender pay gap grows at hundreds of big firms’ https://www.bbc.co.uk/news/business-47252848

Personnel Today 20/2/19 ‘Four in 10 companies have reported a wider gender pay gap’ https://www.personneltoday.com/hr/four-in-10-companies-have-reported-a-wider-gender-pay-gap/

You can explore what companies report by going to the government portal for reporting gender pay gap :

https://gender-pay-gap.service.gov.uk/

If you are going to do this example then you will probably want to look at two very helpful publications on the government site; on the Search and Compare Gender Pay Gaps page you will see links at the bottom to:

  • Eight ways to understand your organisation’s gender pay gap – there is a short report to download

A link to a page with actions to close the gap  https://gender-pay-gap.service.gov.uk/actions-to-close-the-gap

Your task is to explore the issue of gender pay gaps as an ethical issue for management.

Your assessment into two parts with part 1 being further split into two. Read the requirements below and attempt all three parts:Part 1

  1. You should go to the government site noted above (https://gender-pay-gap.service.gov.uk/) and select a company you want to report on. Find its reported pay gap. You are now required to write a brief report to senior managers at the company of your choice from the perspective of an employee who has been asked to write a report for senior managers outlining the gender pay gap as an ethical issue . You will need to explore and write about a number of factors including – Why should the company be looking at this issue from an ethical perspective of ethics? How might this issue influence the public image of the company? What alternatives ways are there to think about a business’ role in society? Who/what are the stakeholders impacted in the scenario you are reporting on and how are they impacted on? Where are there examples of business that act responsibly and ones that do not? You should illustrate this by including research you can find  g where is there research that shows good choices benefit companies and bad choices have a negative impact?. Finally you should conclude with some recommendations for what the company should do (here you may want to look at the reports noted above on ‘understanding your organisation’s gender pay gap’ and ‘Actions to close the gap’.

This part of your assessment should be written as a report, but should be referenced in the normal academic way using Harvard citations and referencing.(1200 words)

  1. For this part you should again use the case study – but this time choose TWO ethical theories and demonstrate that you can apply these to the case to show how your chosen theories lead you to a view on the ethics of the case. For example, if you applied utilitarian thinking to the gender pay gap question what would you need to consider and how might the issue look from that perspective? Or, what if you apply Rawls idea of social justice? NOTE – you do NOT have to use ‘opposing’ ideas, we are interested most in how you use theory, if, when you apply two theories they seem to give the same answer that is fine, if they seem to give different outcomes that is fine too. This section is written in a more academic style than the report.(1000 words)

Part 2

Part 2 is NOT related to the case study. This section requires you to discuss what makes an ethical leader and how you would, as an ethical manager, manage your business and/or others to a high ethical standard.

You will need to think about personal ethics, about the conditions that bring about unethical organisations and practices, about organisational values and methods of compliance. This part can be written in a more reflective style, where the first person can be used. (800 words)

WORD COUNT

 The word limit for this assessment is 3,000 words. This does NOT include any title page or bibliography.

How the word count is used across the submission is up to you. A suggestion would be

 Part 1

  1. 1200 words
  2. 1000 words

Part 2

Approx. 800 words

 The exact proportions will vary and this is part of your challenge to write informatively and concisely across the required tasks.

 Referencing

You MUST use the Harvard System.  The Harvard system is very easy to use once you become familiar with it.

Assessment Guidance

Read the following in conjunction with the case study you choose to focus on and the rubric.

Your assessment will take the form of a 3,000 word (you are allowed to go over by 10% making it a maximum of 3,300 words) submission consisting of three parts in total.You will be expected to show that you understand the importance of individual and organisational ethical thinking and practice and that you can apply ethical decision making. You will also need to show that you can think critically about the role of business in society. Further, you will need to show that you have understand the way in which theory can underpin how ethical issues are viewed, but also that you understand that theory offers a guide but not necessarily the answer to practice. The assessment also requires you to show that you have reflected on what makes an ethical leader and manager and what that means in the context of organisational culture.

An extensive rubric is provided which will show you how the work is marked and what is required to achieve high marks.

Your assessment into two parts with part 1 being further split into two. Read the requirements below and attempt all three parts. You will submit all three parts together in the same submission.

The Task

Part 1

  1. You are required to write a brief report for senior managers at the case of your choosing. This report is written from the perspective of a middle manager tasked to outline the ethical dimensions of the issues from the case. You will need to explore a number of factors including – Why should this be explored as an ethical question? How might the company want to think about the role of business in society? You will also need to outline who the key stakeholders are and in what way they are affected. You should include research into examples of how ethical choices impact on other companies (e.g where is there research that shows good choices benefit companies and bad choices have a negative impact?). Finally you should conclude with some recommendations for what the company should do

This part of your assessment should be written as a report, but should be referenced in the normal academic way using Harvard citations and referencing.

  1. For this part you should again use your chosen case study – but this time choose TWO ethical theories and demonstrate that you can apply these to the case to show how your chosen theories lead you to a view on the ethics of the case. This is written as an academic paper.

Your choices for cases are:

Each of these is on moodle and is linked to an article related to the story.

 Part 2

Part 2 is NOT related to the case study. This section requires you to discuss what makes an ethical leader and how you would, as an ethical manager, manage your business and/or others to a high ethical standard.

You will need to think about personal ethics, about the conditions that bring about unethical organisations and practices, about organisational values and methods of compliance. This part can be written in a more reflective style

Strategic Management & Leadership

Assignment Task 1: Self-Assessment Report [30 Marks]Which job is best suited for you? Why?

Discuss briefly the job that would suit you the best based on your Career interest, Personality traits, leadership style and values. You are required to use self-assessment tests and describe yourself based on the findings.

The report will include:

1 – Introduction (Discuss your key skills, work experience and career goals.)

2 – Use a minimum of 2 (maximum of 3) self-assessment tests such as Holland’s test as well as any personality test. Attach the test results in the appendices. Critical reflect upon of what the self-tests are showing.

  1. Discuss which job suits you the best and why.

Word count limited to 2000 words

Assignment Task 2: Building a Coalition

  • Report (50 marks) +b) Presentation (20 Marks)= 70 marks)

The Woodson Foundation, a large nonprofit social service agency, is teaming up with the public school system in Washington, D.C., to improve student outcomes. There’s ample room for improvement. The schools have problems with truancy, low student performance, and crime. New staff quickly burn out as their initial enthusiasm for helping students is blunted by the harsh realities they encounter in the classroom. Turnover among new teachers is very high, and many of the best and brightest are the most likely to leave for schools that aren’t as troubled.

The plan is to create an experimental after-school program that will combine the Woodson Foundation’s skill in raising private money and coordinating community leaders with the educational expertise of school staff. Ideally, the system will be financially self- sufficient, which is important because less money is available for schools than in the past. After several months of negotiation, the leaders of the Woodson Foundation and the school system have agreed that the best course is to develop a new agency that will draw on resources from both organizations. The Woodson foundation will provide logistical support and program development and measurement staff; the school system will provide classrooms and teaching staff.

The first stage in bringing this new plan to fruition is the formation of an executive  development team. This team will span multiple functional areas and establish the operating plan for improving school performance. Its cross-organizational nature means representatives from both the  Woodson Foundation and the school district must participate. The National Coalition for Parental Involvement in Education (NCPIE) is also going to be a major partner in the program, acting as a representative for parents on behalf of the PTA.

Conflict and Agreement in the Development Team

While it would be perfect if all the groups could work together easily to improve student outcomes, there is little doubt some substantive conflicts will arise. Each group has its own interests, and in some cases these are directly opposed to one another.

School district representatives want to ensure the new jobs will be unionized and will operate in a way consistent with current school board policies. They are very concerned that if Woodson assumes too dominant a role, the school board won’t be able to control the operations of the new system. The complexity of the school system has led to the development of a highly complex bureaucratic structure over time, and administrators want to make sure their policies and procedures will still hold for teachers in these programs even outside the regular school day. They also worry that jobs going into the new system will take funding from other school district jobs.

Woodson, founded by entrepreneur Theodore Woodson around 1910, still bears the hallmarks of its founder’s way of doing business. Woodson emphasized efficiency and experimentation in everything he did. Many of the foundation’s charities have won awards for minimizing costs while still providing excellent services. Their focus on using hard data to measure performance for all their initiatives is not consistent with the school district culture.

Finally, the NCPIE is driven by a mission to increase parental control. The organization believes that when communities are able to drive their own educational methods, students and parents are better able to achieve success together. The organization is strongly committed to celebrating diversity along racial, gender, ethnic, and disability status categories. Its members are most interested in the process by which changes are made, ensuring everyone has the ability to weigh in.

Some demographic diversity issues complicate the team’s situation. Most of the students served by the Washington, D.C., school district are African American, along with large populations of Caucasians and Hispanics. The NCPIE makeup generally matches the demographic diversity of the areas served by the public schools. The Woodson foundation, based in northern Virginia, is predominantly staffed by Caucasian professionals. There is some concern with the idea that a new group that does not understand the demographic concerns of the community will be so involved in a major change in educational administration. The leadership of the new program will have to be able to present an effective message for generating enthusiasm for the program across diverse stakeholder groups.

Although the groups differ in important ways, it’s also worth considering what they have in common. All are interested in meeting the needs of students. All would like to increase student learning. The school system does benefit from anything that increases student test scores. And the Woodson Foundation and NCPIE are united in their desire to see more parents engaged in the system.

Candidates for the Development Team

The development team will consist of three individuals—HR representatives from the Woodson Foundation, the schools, and the NCPIE—who have prepared the following list of potential candidates for consideration.

Victoria Adams is the superintendent of schools for Washington, D.C. She spearheaded the initial communication with the Woodson Foundation and has been building support among teachers and principals. She thinks the schools and the foundation need to have larger roles than the parents and communities. “Of course we want their involvement and support, but as the professionals, we should have more say when it comes to making decisions and implementing programs. We don’t want to shut anyone out, but we have to be realistic about what the parents can do.”

Duane Hardy has been a principal in the Washington area for more than 15 years. He also thinks the schools should have the most power. “We’re the ones who work with these kids every day. I’ve watched class sizes get bigger, and scores and graduation rates go down. Yes, we need to fix this, but these outside groups can’t understand the limitations we’re dealing with. We have the community, the politicians, the taxpayers—everyone watching what we’re doing, everyone thinking they know what’s best. The parents, at least, have more of a stake in this.”

“The most important thing is the kids,” says second-year teacher Ari Kaufman. He is well liked by his students but doesn’t get along well with other faculty members. He’s seen as a “squeaky wheel.” “The schools need change so badly. And how did they get this way?

From too little outside involvement.”

Community organizer Mason Dupree doesn’t like  the level of bureaucracy either. He worries that the school’s answer to its problems is to throw more money at them. “I know these kids. I grew up in these neighborhoods.My parents knew every single teacher I had. The schools wanted our involvement then. Now all they want is our money. And I wouldn’t mind giving it to them if I thought it would be used responsibly, not spent on raises for people who haven’t shown they can get the job done.”

Meredith Watson, with the Woodson Foundation, agrees the schools have become less focused on the families. A former teacher, she left the field of education after being in the classroom for 6 years. “There is so much waste in the system,” she complains. “Jobs are unnecessarily duplicated, change processes are needlessly convoluted. Unless you’re an insider already,you can’t get anything done. These parents want to be involved. They know their kids best.”

Unlike her NCPIE colleagues, Candace Sharpe thinks the schools are doing the best they can. She is a county social worker, relatively new to the D.C. area. “Parents say they want to be involved but then don’t follow through. We need to step it up, we need to lead the way. Lasting change doesn’t come from the outside, it comes from the home.”

Victor Martinez has been at the Woodson Foundation for 10 years, starting as an intern straight out of college. “It’s sometimes hard to see a situation when you’re in the thick of it,” he explains. “Nobody likes to be told they’re doing something wrong, but sometimes it has to be said. We all know there are flaws in the system. We can’t keep the status quo. It just isn’t cutting it.”

Strategies for the Program Team

Once the basic membership and principles for the development team have been established, the program team would also like to develop a handbook for those who will be running the new program. Ideally, this set of principles can help train new leaders to create an inspirational message that will facilitate success. The actual content of the program and the nature of the message will be hammered out by the development team, but it is still possible to generate some overriding principles for the program team in advance of these decisions.Your Assignment

The Woodson Foundation, the NCPIE, and the schools have asked you to provide some information about how to form teams effectively. They would like your response to explain what should be done at each step of the way, from the selection of appropriate team members to setting group priorities and goals, setting deadlines, and describing effective methods for developing high performing teams. After this, they’d like you to prepare a brief set of principles for leaders of the newly established program.

That means you will have two audiences: the development team, which will receive one report on how it can effectively design the program, and the program team, which will receive one presentation on how it can effectively lead the new program.

  1. Report -For the development team (50 Marks)

The following points should help you form a comprehensive message for the development team:

  1. The development team will be more effective if members have some idea about how groups and teams typically operate. Review the dominant perspectives on team formation and performance from the concepts from the module for the committee so it can know what to expect.
  2. Given the profiles of candidates for the development team, provide suggestions for who would likely be a good group member and who might be less effective in this situation. Be sure you are using the research on groups and teams in the module to defend your choices.
  3. Using principles from the section on groups and teams, describe how you will advise the team to be cohesive and emerge as a high performance team.

Report will be of not more than 2500 words

  1. b) Presentations (20 marks)

Based on the above case create a presentation  for the Program Team

The following points should help you form a message for the program team:

  1. Leaders of the new combined organization should have a good idea of the culture of the school district, the NCPIE, and the Woodson Foundation because they will need to manage relationships with all three groups on an ongoing basis. How would you describe the culture of these various stakeholder organizations? Use concepts from the topic on organizational culture to describe how they differ and how they are similar.
  2. How would you bring about change in the mindsets of the members and establish a culture that is conducive to the achievement of the goals of the new combined organization?
  3. Consider how leaders of the new program can generate a transformational message and encourage employee and parent trust. Using material from the section on leadership, describe how you would advise leaders to accomplish these ends.

The power point slides can be limited to between 8-10 slides. Each student will be give 10 mins for presentation and 5 min for Q&A. The grades will be awarded based on the quality of content, preparation and delivery.

Infrastructure Project Case Study

Context:Assessment 2 builds upon the first assessment and adopts a similar case study approach but  focuses on the implementation and decommissioning phases of an integrated infrastructure  project. This assessment is designed to enhance your knowledge and analytical skills in the  management of the project life cycle with a specific focus on project performance, asset  management and sustainability and operational safety and security. This will involve the
consideration of management perspectives in terms of quality, control, risk, leadership and  decision-making throughout the life cycle and which are integral to ongoing process  improvement and project success. Crucial to this success is the way in which infrastructure  systems are managed and, specifically, the need to plan prior to and beyond the decommissioning phase of a project for asset maintenance and sustainability. This inevitably
involves safety and security considerations both from a contracting and user point of view.

Instructions:
This assessment adopts a similar case study approach but focuses on the implementation and decommissioning phases of an integrated infrastructure project. You may use the case  study selected for Assessment 1 or an alternative case study which you believe will better  address the requirements for examining and analysing the management of the project life  cycle, project performance, asset management and sustainability and operational security  and safety as specified in this brief. Your analysis and findings from the case study can be  structured in four parts as follows:
Part 1: Infrastructure Project Life Cycle,
Part 2: Managing Infrastructure Project Performance,
Part 3: Asset Management and Sustainability, and
Part 4: Infrastructure Project Security and Safety.

Part 1
Particular attention should be paid to reference material addressing control processes,  quality management, risk management, supply chain management and project leadership. As a guide, the case study analysis should address the following requirements:
• Explain the approach project leadership utilised to manage the project. How was  quality integrated into the project management function?
• Describe the risks associated with this project and the assessment of these risks.  Explain what was done to mitigate/manage these risks throughout the project life  cycle.
• Explain how the project leadership managed the supply chains for the project. Were there any difficulties in integrating quality management and control processes into supply chain network?
• Explain if leadership integrated quality into the process and if so, how?
• Describe what tools might have been used in the project’s life cycle to aid in the above tasks.
• Identify opportunities for best practice improvement in the management of the project’s life cycle.
• Were any infrastructure support systems put in place for the project?

Part 2
You will note a focus on the definition of project performance, the importance of building high performance teams, monitoring and controlling performance risks, monitoring and managing the supply chain of an infrastructure project, and approaches to project procurement. As a guide, the case study analysis should address the following requirements:
• Explain how the project defined project performance
• Explain how the project monitored and controlled the project’s performance risks
• Explain how the project monitors and manages the performance of the supply chain in the project
• Explain if there is a relationship between the approaches to procurement and the infrastructure project’s actual performance
• Did the project utilise an integrated project team that promoted project performance? Is there a link between team building and project performance?
• Do you think there were opportunities for improvement in the management of the project? Describe what improvements you would suggest.Part 3
The emphasis is on asset maintenance and sustainability-based management throughout the complete life cycle from planning to post completion. As a guide, the case study analysis should address the following requirements:
• Explain the commissioning steps for the project
• Explain how project leadership managed the following:
o Contract handover and sign-off
o Infrastructure maintenance issues
o Strategic planning for maintenance
• Explain the techniques the project utilised for maintenance management
• What methods and techniques did the project use for managing the critical infrastructure and the assets from a sustainability perspective? What are the best practice approaches to asset management?

Part 4
You will note an emphasis on safety and security from different perspectives including facility vulnerability, safety considerations after disaster events, disaster management information system requirements and decision-making tools, contamination/hazard sites and contingency models. As a guide, the case study analysis should address the following requirements:
• What were some of the broader operational issues for the project?
• Were there any strategies in place for dealing with safety and security threats?
• How did the project identify security and safety threats? What methods were used?
• Were there any safety and security issues and, if so, what was the project management response to these issues and how were they managed?
• Do you think the project leadership had the ability and disposition to deal with serious safety and security issues on the project?
• What types of techniques were used for safety and security management?

In considering these requirements, always be mindful of, and reflect on, the findings and the lessons learnt from the case study and how they can be applied in your own personal development and professional career. Highlight any specific instances where your strengths and limitations as a project manager have been identified.

Outcomes to be submitted:
This assessment is broken down into 3 parts to assist student progress through with support.

Part A: Proposed report structure – End of Module 4 – 5%
For Part A, submit a proposed report structure of the case study analysis by the end of  Module 4. The report structure should reflect the requirements for the assessment and the  way in which the relevant information needs to be organised, evaluated and communicated. The structure should at least go down to the next level under the proposed main headings.

Part B: Draft report – End of Module 5 – 15%
For Part B, submit a draft report which includes an introduction and the section which outlines and addresses the project life cycle by the end of Module 5.

Part C: Final report – End of Module 6 – 30%
For Part C, review the feedback received from Part A and B, complete the final report and submit by the end of Module 6.