Requirements for optimal learning environment for an online project risk management game

Several authors have questioned the effectiveness of using lecture-based teaching to provide students with enough confidence to apply project risk management. Gaming was proposed as a solution. However, despite widespread use of games in teaching project management, it is still not clear what conditions provide optimal learning through games. Another shortcoming with the existing games is oversimplification.  This paper addresses these shortcomings and proposes a game design that captures real-life challenges associated with applying the project risk management process; a design that prompts an appreciation for project complexity as well as providing students with the opportunity to experience the consequences of ignoring or following the risk management process. The paper also identifies and elaborates on the requirements for optimum learning, and distinguishes between two types of requirements: 1) learning requirements, and 2) qualitative requirements.  Learning requirements identify the learning outcomes of the game. These requirements were identified through structured and semi-structured interviews with senior project managers from several management-consulting firms. The challenges and the corresponding tactics that are adopted in practice in order to manage project risks were thus identified and ranked. These results are also presented in light of supporting literature. The challenges and associated tactics were mapped into a set of eight requirements representing the learning outcomes of the game. These requirements were then mapped to the design using four instructional methods: a briefing lecture, a team-based assignment, an online computer simulation, and a debriefing lecture. All these methods were linked by a real-life project case and executed in a gaming context to improve engagement.  Qualitative requirements represent important conditions that must be present for optimal learning. These were identified through structured interviews with continuing education students taking a master's degree in project management. This empirical study resulted in four qualitative requirements that must be considered in the game design: 1) ownership, 2) relevance, 3) feedback, and 4) adaptation.  The paper also presents the evaluation results of the game design. The purpose of the evaluation was to examine the game's ability to capture the two sets of requirements identified above.   &nbsp

A qualitative study of success criteria in Norwegian agile software projects from suppliers’ perspective

This paper provides practical insights into the success criteria in agile projects in the Norwegian software industry. We conducted 32 interviews with practitioners working with agile projects. The findings revealed two fundamental differences that distinguish the perception of success in agile projects from that in projects that are based on the waterfall approach. Firstly, the evaluation is carried out on a regular basis after each increment. This regular and continuous measurement of success contributes several advantages, including greater commitment and involvement from the customer and a higher level of mutual trust between the supplier and the customer; and thus leads to better knowledge sharing and reduced task uncertainty. The reduction of task uncertainty provides more predictability about the direction of the project and better grounds for change control; not least, it allows room to consider multiple and subjective assessments by various stakeholders. Secondly, there is a stronger emphasis on customer satisfaction. Customer satisfaction is measured in terms of how quickly the customer obtains value from the project. The continuous assessment of success at the end of each iteration also has a significant, positive impact on the customer’s evaluation of the project outcome

Analyzing the Connection between Occupational Stress Factors and Instructors’ Productivity—Practical Shreds of Evidence from Lebanese Technical Schools

Academic institutions ensure substantial advantages by employing preventive stress strategies. The systematic intervention on occupational stress increases their productivity. The perception of tension in the workplace is linked with academic overload, lack of job security, stability, and nepotism. These encountered problems instigate occupational stress. This research is of a correlational descriptive nature. According to Lebanese instructors (teaching staff), it attempts to study relationships. The pre-structured questionnaire was suitable for collecting data from 715 Lebanese instructors. Results advocated that Lebanese instructors research job stability and security. Unsecure jobs have the most significant influence on productivity. Instructors being exposed to stressful situations are less productive. Occupational stress practices induce a variation in productivity. Lebanese technical should promote a culture of stress prevention by endorsing the feeling of job security and the permanency of their contract

A qualitative study of success criteria in Norwegian agile software projects from suppliers’ perspective

This paper provides practical insights into the success criteria in agile projects in the Norwegian software industry. We conducted 32 interviews with practitioners working with agile projects. The findings revealed two fundamental differences that distinguish the perception of success in agile projects from that in projects that are based on the waterfall approach. Firstly, the evaluation is carried out on a regular basis after each increment. This regular and continuous measurement of success contributes several advantages, including greater commitment and involvement from the customer and a higher level of mutual trust between the supplier and the customer; and thus leads to better knowledge sharing and reduced task uncertainty. The reduction of task uncertainty provides more predictability about the direction of the project and better grounds for change control; not least, it allows room to consider multiple and subjective assessments by various stakeholders. Secondly, there is a stronger emphasis on customer satisfaction. Customer satisfaction is measured in terms of how quickly the customer obtains value from the project. The continuous assessment of success at the end of each iteration also has a significant, positive impact on the customer’s evaluation of the project outcome

Effect of Graft Ratio PVA-Urea and Different Concentration Blend Polymers on Swelling Ratio

The polymeric materials still important parameters for drug delivery research.In the present work two graft polymers PVA-U were prepared from reaction  polyvinyl alcohol PVA  and urea by using two ratio concentration from urea. Were blending 8% PVA-U and 5% Hydroxypropyl methylcellulose HPMC  in different ratio 100:0, 75:25 and 50:50  with using glutaraldehyde as crosslinked agent 0.75 ml/dl. The structure of PVA-U and blend PVA-U/HPMC hydrogel was characterized by Fourier transform infrared spectroscopy FTIR, differential scanning colorimeter DSC and scanning electron microscopy SEM. Studies are made on swelling behavior for all prepared samples in different media of PH (neutral, acidic and alkaline) and deionised water.. It is found that swelling ratio depends on media and proportion of substitutes in graft polymers, in high graft polyvinyl alcohol the swelling ratio increased with pH increased from pH2 < dionized water ≤ PH7 < PH10, But in low graft polyvinyl alcohol the swelling ratio increased with pH increased from pH2 < PH10 < dionized water ≤ PH7. Swelling ratio of polymeric hydrogels was affected by composition blend polymers and it was increased by increasing the concentration of HPMC and decrease time for complete swelling. Keywords: Blend polymers, Hydrogel polymers, PVA, HPMC, Glutaraldehyd

Effect of Crosslinking Agent Ratio and Temperature on Degree of Swelling in Polymer Hydrogels

In the present work graft polymers PVA-U were prepared from reaction polyvinyl alcohol PVA  and urea. Were blending 8% PVA-U and 5% Hydroxypropyl methylcellulose HPMC  in different ratio 100:0, 75:25 and 50:50  with using glutaraldehyde as crosslinked agent in different ratio 0.5, 0.75, 1.0 and 1.25 ml/dl. The structure of PVA-U and blend PVA-U/HPMC hydrogel was characterized by Fourier transform infrared spectroscopy FTIR, differential scanning colorimeter DSC and scanning electron microscopy SEM. Studies are made on swelling behavior for all prepared samples in different media of PH (neutral, acidic and alkaline) and deionised water.. It was observed that swelling ratio of hydrogel decreased by increasing the concentration of glutaraldehyde. The swelling ratio was measured for some hydrogel in pH7 at three different temperatures (25, 37, 50) as function of time, it was observed that swelling ratio increased with increased temperatures.. Keywords: Blend polymers, Hydrogel polymers, PVA, HPMC, Glutaraldehyd

Measuring the Impact of Risk Factors Associated with Project Success Criteria in Early Phase

AbstractA survey was conducted in order to collect empirical data about the frequency of occurrence of several risk factors associated with success criteria. On the basis of the statistical correlation we may conclude that there are four risk factors in the initiation phase that, if occurring, will lead to the occurrence of risk factors in the implementation and evaluation phase. These risk factors are; 1) Failing to identify all success criteria due to lack of knowledge about stakeholders, 2) Having conflicting or competing criteria in order to accommodate the multiplicity and diversity of stakeholders, 3) Use of optimistic or pessimistic targets in the formulation of success criteria, 4) Use of ambiguous/soft criteria that might be interpreted differently. These factors affect all aspects of management and evaluation. The presence of these factors is also found to be contribute to the occurrence of other factors such as 1) lack of organizational commitment, and top management support 2) poor alignment to success criteria in the performing organization, 3) Subjective assessment of the project outcome during evaluation phase

11 Principles Every Educational Organization Should Be Implementing

Many articles and reports issued by educational institutions and research centers discussed the basic requirements that should be implemented by universities, schools, vocational schools, training centers and other categories of educational institutions to assure they can provide quality of education. Although these references have been widely used to achieve quality in education, still differences in requirements may exist. Hence the importance of shedding lights on the International standards ISO 21001 published in 2018 by the International Organization for Standardization.  In this article, the author highlighted on the implementation of 11 principles of quality education stipulated in this Standard. In this context, he touched upon the social responsibility principle and the related 7 core subjects (building a governance system, the rights of learners, practicing in a fair operating way, students issues, the development of community, protecting the environment,  administrative and academic staff practices) (ISO 26000: Guidance on social responsibility, 2010) that distinguish the ISO 21001 from other international standards and made it a tool that could be applied by educational institutions to create their shared value strategies. In this context, the authors heard the voices of instructors and analyze their views concerning the implementation of the twenty-three requirements mentioned in the ISO 21001, through diffusing surveys to instructors working in educational organizations in Lebanon. The results indicated that 19 of the requirements are being applied effectively. Keywords: Standard, Social Responsibility, Quality Education, Shared Value DOI: 10.7176/JEP/12-33-01 Publication date: November 30th 202

A Project Life Cycle (PLC) Based Approach for Effective Business Process Reengineering (BPR)

Over the past two decades, business process reengineering (BPR) has been one of the most popular approaches to improving the efficiency and the effectiveness of organizations. However, a review of existing BPR models that are widely in use reveals a wide variation in the number of phases or stages of such models.  In an attempt to overcome this challenge, this paper presents an optimal model with comprehensive phases that are based on best project management practices within the framework of well-established and industry proven project life cycles.  The paper will provide an overview of the proposed model, describe its phases and highlight their application to help organizations successfully carry out BPR initiatives and projects in an effective manner leading to better chances of success. Keywords: Business process reengineering (BPR), BPR models, project management, change management, project life cycle

Grounded Theory Study of Conflicts in Norwegian Agile Software Projects: The Project Managers' Perspective

Abstract: This paper aims to explore the process of conflicts in agile software projects. The purpose was to investigate the causes and consequences of these conflicts. For this purpose, we conducted a qualitative study involving agile software projects in Norway. Grounded theory was used to analyze the data and the interview findings are presented using Glaser´s Six C model (context, condition, causes, consequences, contingencies, and covariance). The research findings suggest that there are several causes of conflicts. These include: the role of the product owner, an inexperienced project manager, the customer's lack of knowledge about methodology organizational hierarchy in public companies, contracting, personal egos, financial issues, not getting the right team. Consequences of conflicts include: decreased productivity, wastage of time and resources, diverted attention from project objectives loss of motivation, poor decision making, loss of communication. Based on interview data, different conflict strategies are suggested and these include appropriately skilled project manager, communication and negotiation, defining clear roles, stakeholder analysis, managing stakeholder´s expectations, discussion, finding the root cause of conflict. Project managers are using these strategies to avoid or resolve conflicts. The competencies required to handle these kind of conflicts are also discussed in the paper, while the implications of theory and practice of conflict management theory are also presented