Cesim Project Management Simulation

The report discusses the Cesim project management simulation and its effectiveness in developing skills for successful project completion. It includes a case study on Kings & Queen Restaurant Business and covers topics like transdisciplinary models, project phases evaluation, problem-solving skills development, and action analysis. The report concludes with a reflection on the learning outcomes.

Running head: CESIM PROJECT MANAGEMENT SIMULATION
Cesim Project Management simulation
Name of the Student
Name of the University
Author Note

1CESIM PROJECT MANAGEMENT SIMULATION
Executive Summary
The report demonstrate about the knowledge and understanding of the background of the
project. The project implementation or placement are evaluated effectively. The report has a
project placement module having a Cesim simulation were awareness is needed for skill
development. This project give the information about the King and Queen Restaurant
Business for simulation of the project. Skills were developed and discussed through Cesim
simulation which will be analyzed and discussed in the project. Analysis were underpin that
demonstrate the models or theories and evaluate the project effectiveness and will assess the
project phase. Thus, it is concluded that portfolio evidence were given to get the learning
outcome.

2CESIM PROJECT MANAGEMENT SIMULATION
Table of Contents
1. Introduction............................................................................................................................3
2. Underpin the analysis by demonstrating the theories or the models of trans-disciplinary....4
3. Effective evaluation of the phases of the project...................................................................5
4. Solving the problem that are based on work by developing the skills...................................6
5. Evaluating and analyzing the action taken or not taken with proper reason..........................8
6. Conclusion.............................................................................................................................9
References................................................................................................................................12

3CESIM PROJECT MANAGEMENT SIMULATION
1. Introduction
The student would experience the learning contract about the PPDI from the platform
that are based on learning. This could be clarified and recognized for my role and about my
tutor. The author Wall, (2017) in his article even stated the idea behind practicing the work
based learning through which it could achieve it for it is associated with the theory for the
practices of work based learning (Willenborg, Sindram and Kolbe, 2016). The simulation of
Cesim project management would give the student with the aim of gaining opportunities form
the members of the group keeping in mind to have a hand-on experience for the skills that are
needed by the manager of the project with the ongoing project till the project completion
(Pennbrant and Svensson, 2018).
The business of the company is about the Kings & Queen Restaurant that has owned
by Maxwell. The development and awareness of the skills of project management is taken by
the Cesim simulation. There are 3 staff members in the project. There are diverse audience
for catering the restaurant. They have comfortable areas for sitting with children and adults. It
offers services like home delivery from its location within the radius of 1-mile. Certain
responsibility is listed for each of the owner (Sunindijo, 2015). The research study for the
Cesim simulation shows that the location is hazard free that aids to Cesim simulation. The
procedures for decision-making is cost effective when a training is needed by the student
were different area of practical requirements are there for the team work. The process for
Cesim simulation helps in improving the interaction and communication among the members
of the group (Jiang et al., 2014). There is some work in the past that has experience and
would be established with adequate understanding thorough planning, negotiation, team
work, communication and feedback.

4CESIM PROJECT MANAGEMENT SIMULATION
The study of the Gibbs’ model state that student tries to repetitively learn from the
past communication. It does not matter what experience they have in the present. In the
project, the positive outcome has been achieving by three learning outcome.
2. Underpin the analysis by demonstrating the theories or the models of trans-
disciplinary
The project placement for the PPDI has chosen the method for simulation pathway.
In the study it is clearly shown that transpire the learning while making a mistake on the task
that has been attempted (Blomquist, Farashah and Thomas, 2016). Here Cesim stimulation is
offered to student that could attain a hand-on experience. There might be difficulties arising
in any set of working. The aid of work-based learning will be helpful in split closing of
theories and practical.
The method of work-based learning is used mainly in the work environment that
provide changes (Gu et al., 2017). Education is evolving with new ways of working through
learning method and it highlights problems that are important from the method of learning
that need changes in the practices of working and their cultures.
Simulation does not offer experimental learning for the learner as it focuses mostly on
the part of analytics which have lot more theories (Iluz and Shtub, 2015). Thus, no element is
there that has acquired knowledge with proper foundation.
It is sometimes become difficult to arrange the internal placement which takes time
and if it is done once there will be an inflexible method involves as compares to the
flexibility that allows pathway for stimulation (Ackerman et al., 2016). Moreover, there are
more workload and cost management that has to be considered. There is other way were the
internal placement have got some benefits like the staffs hands that offers the project
experience with alternative benefits for the organization.

5CESIM PROJECT MANAGEMENT SIMULATION
With the methods that are viewed above, it is suggested that, in this project there is an
appropriate method for pathway simulation which have improve the communication (Munns
et al., 2016). The flexibility is viewed as pleasing with the experience of learning. There is
action learning method with continuous learning and reflection which allows the staffs who
can learn the task from each other.
Evidence being provided for weekly journals, learning logbooks and activities during
the process of simulation. It has enables me to keep the record that has taken any action with
weekly reviews, simulation for my feelings and just after the simulation have any taught or
ideas that has develop with this process (Hamlin, 2016). Moreover, there are some incident
log that are kept in the journal with critical incident from the team of the project that would
be helpful in positive and negative effect that the project may have.
3. Effective evaluation of the phases of the project
The schedule time for simulation is for 12 weeks in which the evaluation was
effective to complete the project phase that could be achieve through objectives and learning
outcome. The phase of planning for all the activities is very important to be covered and to
complete the task with the group members in the PPDI. Through this it can ensure that report
and learning contract has to be completed in timely manner (Wareing, 2017). Everyone who
are involve in effective communication has the presence of involvement in the project for
stimulation to permit engagement with the completion of the task.
During the semester, certain modules were taken like the Project or Placement and
Implementation (PPDI5039) and Evaluation and Reflection (EVER5017) which has basic
theories that are set to support the experimental learning and commence 12 week of
simulation stages and having consecutively 4-7 week.

6CESIM PROJECT MANAGEMENT SIMULATION
In the Week 1, the simulation has the warm up stage that get assign the group
members by discussing the team. Within the next three weeks the activities were plan and
agree to develop an approach that are suitable in each stages for those activities that could set
a target that are attainable and realistic. In week 2 stage, the leader of the group has
understanding in the better way with the strength of everyone where each member were
considered and has the ability to get the ideas of input and concerning about the worries of
the project were the working connection could be develop better and also in turn there will be
some value added to the Cesim simulation of the project (Iluz and Shtub, 2015). In week 3,
the same simulation activities get extend by the group members which have evidence to
collect and analyzed with effective decision making. The group members placed the
decisions to conclude that there will be opportunity for reassessing which could be
implemented by making an approach and deliberate the simulation to commence in 3 weeks
(Vince et al., 2018). In week 4, the members of the group make the final decision for the
weeks that is outstanding for simulation. Thus keeping in mind that data has been analyzed
and collected in week 3. In week 5, a meeting has been there with the group members which
decides the simulation to be completed and the agreement need to be finish for the learning
contract which has to be discussed with the lecturer. The individual report have to complete
the PPDI part 2.
4. Solving the problem that are based on work by developing the skills
The learning skills could be developing with the willingness of learning from an
individual. There are teaching characteristics that are helpful through the theoretical and
practical aspect which are in line with the aspects that are internal and external. However, the
learning aspects is completely dependent on individual willingness (Carenys, Moya and
Perramon, 2017). The following are the skills that need to be develop

7CESIM PROJECT MANAGEMENT SIMULATION
Planning: In the project the outcome could be negative when there is no proper planning.
Such catastrophe could be avoided from all the stages that has adequate planning and this is a
must for guarantee the success of the project that has prioritized the importance highly and
marked it.
Negotiation: the negotiation in the project becomes important to achieve a success in the
teamwork of the project and it becomes important that listening to project becomes important
for everyone who are involve to it. The targets and goals are set clear for the agreement that
are amicable in the project.
Teamwork: There are certain skills that are focused on to achieve success in the project and
work as a team and complete the project successfully (Sprinkle and Urick, 2018). Through it
the team member could rely on the collaboration effectively which could be develop.
Communication: The productivity increases and the working relationship is strong and
sustaining. With effective communication it can be ensure that the project involve everyone.
The require tool are essential for the project at every stages and at the point where it could be
focus on positively completing the project.
Feedback: Feedback is a tool for learning. In the project, the outcome of the project helps in
learning this tool and feedback is offered feedback on the aptitude and receive them
(Nikolova and Andersen, 2017). Thus, through this the performance of the individual
increases.
Thus, with the previous employment and the present employment the skills were achieve and
goals were set for the stakeholders through negotiation and liaising (Onal, Nadler and
O'Loughlin, 2017). With the application of skills that are gained from the present and the pat
employment the goals could be set.

8CESIM PROJECT MANAGEMENT SIMULATION
There is also a test that complete Clifton strength and Johari window. This could help
in achieving the learning goals. The skills that are listed above plays a vital role for attaining
the learning goals.
5. Evaluating and analyzing the action taken or not taken with proper reason
While evaluating and analyzing the report certain actions were taken
The event begin on 11/06/18, the module was introduce with the learning outcomes
and it has theories which are reflected critically. The critical reflection review about the
actions and reshape things that are done. It reflection is subjective, objective and self-
awareness.
The event of 13/06/18 for 12.00 pm, has a group meeting which was schedule as per
the given time were every member reached late from the time that was given. For this an
action taken by the members of the team was to move the meeting to 5.30 pm. The action
make the team understand that meeting is important to meet targets on time and the essence
of time management. Communication needs to be done regularly with reminder.
The event of 20/06/18 for 5.30 pm, has an event to plan the group meeting in which
the activities would be discussed as planned with group name focused on the sector and
product that simulate the group project. The group leader took the action to send the
information in various forms (Levkoe, Friendly and Daniere, 2018). Through this action the
member of the group understood that communication is important in the group meeting. Such
meeting with proper communication can help them meet the target and complete the task in
the project. It clarifies the role of the individual and avoid confusion in the task.
The event of 27/06/18, for 5.30 pm, have got PPDI mixed up with EVRA which was
bit confusing for the semester. As an action all the group member were receiving notification.
Through e-mail the absent members were send the progress of the meeting in the group

9CESIM PROJECT MANAGEMENT SIMULATION
discussion. This action make the team to understand the starting of the task that are prior to
seek advice to clear the confusion that are in the initial stage.
6. Conclusion
There has been 4 weeks with the simulation process with the activities in the group
having weekly log. Activities could be reviewed later for the simulation practice (Turnbull
and Madsen, 2018). I have analyzed and had deep understand about the critical incident log
that keeps a record for learning.
In the week 1, the module for PPDI once introduce created an account for whatsapp
and text massage so that it could improve the communication for the group. A skill health
check was created from the time management of skill grid. I learnt to communicate
effectively, work with the team and reflecting an important part to complete the project
successfully. During the starting phase of the project, it was confusing to proceed with the
project task. The individual activities and roles is clear for the modules and also has an
expectation from the group to understand the project. The activities are highlighted in the
action that follows the steps to review the actions, re-shaping, midst reflection, subjective,
objective, self-awareness.
In the week 2, Johari’s window and Kolbs was applied and also created a Gantts
Charts. A Gantts Chart activity was created for active experiment, abstract, planning and
reflective observation. With the use of Gantt chart I learn the importance of collaboration, co-
operation, communication and co-ordination. An agreement was made for nomination of the
leader from the members of the group. The group has nominated a project leader were each
member has written a name that has to be nominated. The person with highest nomination
would be selected by the group. This made me learn that setting goals is important which
helps to understand the change process.

10CESIM PROJECT MANAGEMENT SIMULATION
In the week 3, ethics, learning contracts and project phase are reviews to map the
skills and check the list. It has provided a portfolio evidence and the learning contract. This
help me in learning the process of making the plan, evaluating and monitoring about the plan
till the completion of the task that need to be carried out. The activities of a Cesim project
was successful for the group to meet and the role would be discussed and come out with
some way to develop the members. I learned to develop a communication skills, work with
team collaboratively and gain a leadership quality.
In the week 4, journals were used to learn to understand the Cesim project for the
group and help the group to apply and make use of the task for individual members were
allocated with individual task that completely review the Ethics for the complete guidelines
of the Ethics form that are provided by the GSM.
In the week 5, Cesim project practice made understood the importance of project
manager from which the weekly review about the Cesim practice was needed to practice
where the roles need to be understood to work together which is effective and cover every
parts.
In the week 6, the members decided to let one member complete their part at home
while other decide to stay behind and complete the task and discuss them all together in the
week 7. The information of the project would be gathered to get the complete report of the
individual.
In week 7, I learn to apply SMART activities were team had to work together to
observe the rules and establish the routines. It follows the strategies, which progress through
the assessment towards something that could be done better. I learn that the team could do
well in the Tuckman’s stages.

11CESIM PROJECT MANAGEMENT SIMULATION
In week 8, I learn to develop some professional skills that are provided by the PPDI
module. The activities will be to communicate effectively and need collaboration of the group
members.
In week 9, I learn the steps that provide guide for reflection with active experiment,
reflective observation and concrete experiment. The main fact have been summaries and
provide a rational for the report.
In week 10, I learn that the Cesim simulation could create findings and summary that
could practice simulation.

12CESIM PROJECT MANAGEMENT SIMULATION
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