Placement Design and Implementation - Professional Research and Communication

The report contains the project placement module containing the Cesim simulation which provide an awareness on developing the skills in project management. The project is about the Kings and Queen Restaurant Business for project simulation. The background of the project discussed and analyzed that the Cesim simulation provides an opportunity to develop experience and skills in real life. It then demonstrates the theories or models that has underpin the analysis. The effectiveness of the project was evaluated to assess the phase of the project. The problems that are based on work were solved through the skills that was develop. The report also evaluated and analyzed the action taken and the learning outcome. Finally, it has concluded with the outcome of the learning that was given in the portfolio of evidence.

Running head: PROFESSIONAL RESEARCH AND COMMUNICATION
Placement Design and Implementation
Name of the Student
Name of the University
Author Note

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Execution Summary
The report contains the project placement module containing the Cesim simulation which
provide an awareness on developing the skills in project management. The project is about
the Kings and Queen Restaurant Business for project simulation. The background of the
project discussed and analyzed that the Cesim simulation provides an opportunity to develop
experience and skills in real life. It then demonstrates the theories or models that has underpin
the analysis. The effectiveness of the project was evaluated to assess the phase of the project.
The problems that are based on work were solved through the skills that was develop. The
report also evaluated and analyzed the action taken and the learning outcome. Finally, it has
concluded with the outcome of the learning that was given in the portfolio of evidence.

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Table of Contents
1. Introduction............................................................................................................................2
2. To demonstrate trans-disciplinary models / theories to underpin your analysis....................3
3. To assess the project phases (preparation and implementation) and evaluate their
effectiveness...............................................................................................................................4
4. To discuss the skills that you developed to solve work-based problems...............................5
5. To analyze and evaluate the action you did / did not take and why.......................................7
6. Conclusion..............................................................................................................................8
References................................................................................................................................10

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1. Introduction
The project background gives an overview about the PPDI that will enhance and build
some skills that are necessary for developing the strategies and analyzing the problem while
working on the project (Wall, Russell and Moore, 2017). The aim of the project is being
discussed and analyzed based on the context of the assignment. It is an agreement about
placement learning contract for the tutor and me. The project has a learning outcomes that
need to be covered and completed. There are group of members working as a staff for
simulation of a project (Banihashemi et al., 2017). The business for the restaurant would
cater by taking away and eat in the service that are based on the residents of London. The
members of the project have allocated the role for payment and digitalization. The project is
about the business of Kings and Queen Restaurant which was owned by Maxwell in which it
need to be worked for the Cesim simulation of a project where they have 3 members. The
restaurant has diverse audience for adults and children that are having a comfortable area for
sitting. The restaurant has a service for home delivery with the radius of 1-mile from the
current location. The main purpose of the Cesim simulation project is to receive a group
member that has got an opportunity were real life experience and skills could be develop as
per there is a requirement of a project manager that will help in completing the ongoing
project (Carvalho and Rabechini, 2017). The team members have a risk free and cost
effective Cesim simulation through some skills of decision-making and training to build a
skills of project management through practical experience. In the project, the finder of the
gallop strength develops the traits for progressing in the studies. Presently, skills will be
develop based on the experience of the work at present that will improve the communication
and build the skills for the team that will undertake the module. The project has provided a
learning outcomes, justification of Cesim simulation, methods, timetable, and evidence of
accomplishment.

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2. To demonstrate trans-disciplinary models / theories to underpin your analysis
In the Cesim simulation, the students get an opportunity to learn and correct their
mistake while they work with the project from whatever experiences they gain. The project
placement of PPDI has a method chosen from Cesim simulation.
The students have employable skills that increase the societal demand and have a work-based
learning as this has theories underpin with range of models (Fan and Lin, 2017). Students has
a work-based learning that provide practical experience working in an environment having
real life. There are skills, training and personal identity that are helpful in developing a
collective form with experiences having forms with identity. The method that has been
chosen for simulation has develop an awareness about the theories that are enabled by the
student. The flaw of Cesim simulation does not permit students to learn experimentally from
their own experience (Carvalho and Rabechini, 2017). The employability skills that have
been develop enables employers to have work placement at the training and education. The
students are provided with some personal skills by the work placement which are develop and
transferred to the employment of the future. There have a skills extended for positive
transferee that the individual has developed.
With the analysis being done in the project, the pathway of Cesim simulation is the
method that is most suitable for students to identify the skills of the project management
(Martens and Carvalho, 2017). This skill could be developing and learn by making some
mistakes on project work from which the experience and the skills are learned. Here, the
pathway of Cesim simulation transferred to future employment which would take place from
week 1 to week 10. The evidence could get collected through records of the log with critical
incidents, feedback of the tutor, log book and learning contract for the weekly activities (Wall
et al., 2017). However, the activities are logged and record that helps the students to
understand the negative and positive aspects of project work.

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3. To assess the project phases (preparation and implementation) and evaluate their
effectiveness
The project has five weekly activities that has to be evaluated. During the phase, the
Cesim simulation has plan to achieve and complete the project objectives and the learning
outcomes (Joubert et al., 2017). The PPDI has ensure that the contracts for learning has
completed on time. The group having the team members could ensure every activity with
relation to the task have adequate planning and co-ordination. Moreover, during the process
of stimulation there will be a communication skill develop by the team were two-way
communication is enable and a feedback from the team members individually and assure that
every member whoever take the task understand it and clearly interact about it (Wiele et al.,
2017). There will be a procedure that has to be followed adequately with proper guide lines
through which a team could create a weekly Gantt chart for the activities complied and are to
be followed through the stage having final contracts of learning it completely.
The PPDI5039 and EVRA5017 creates a module that are schedule for the semester which is
the foundation of some particular theories. There is some experimental learning which is used
for adding some value which has to be taken place (Henderson and Trede, 2017). The
activities have weekly simulation whose effectiveness are evaluated for every week.
In the first week, the semester starts with the formation of tutorial or lecturer for the group
members that have a team (Riley, 2017). Followed by the formation, a leader has been
nominated from the group and stimulation has been practice that will meet for better
understanding to know about the processes. There will be a discussion and planning made by
the team for the activities that are made for three weeks based on the dates set and review the
targets to meet the progress of the team members (Cooper, 2017).

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In the second week, individual members have a conversation with the team leaders about
their weaknesses and strength. There are ways that are develop to proceed with the activities
of the next planned within the 3 weeks. The members of the Cesim simulation have develop
and it has activities that need to be clarified and consider some theories that need to be
completed (Tena-Chollet et al., 2017). There is some learning outcome which could be
achieve that have outlined the assessment of the PPDI.
In the third week, the stimulation has the stage were members would have read and research
about the Cesim simulation. There has been practice being made for the simulation that could
gather data in the weekly activities, logs of learning, logs of critical incidents which are used
for analyzing the evidence of producing an accomplishment of the outcome that are for
learning (Eckhaus, Klein and Kantor, 2017). Just being analyzed about the information, the
team plan activities for the week 3 that cover and have a date to plan and meet the
information for review.
In the week four, the stimulation has the stage were data get collected for week 3 and it will
review and ensure that the objectives of the PPDI would cover the learning outcome and then
decide to complete the week’s activities (Torres and Augusto, 2017).
In the week five, the learning contract of the activities are completed and reviewed by the
lecturer that ensure the achievement of the learning contract. Once there is an achievement,
there will be a permission that are given by the lecturer to start the individual report and
completed by 19th August 2018.
4. To discuss the skills that you developed to solve work-based problems
The skills that are develop to solve the task of the problems that are based on work:
Co-ordination skills: This skill is important for completing the project successfully where
project managers need to understand ways to control the problems and work towards the

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project achievement containing the main objective (Maqbool et al., 2017). For the project
manager, it is important to create a relationship that are working harmoniously. It is
considered that internal and external conflicts are not present for project coordination in the
right direction. Thus, it has skills that are vital and needed to be develop for successful
project.
Team building: The work of the team member plays the main role is completing the project
as for the leaders the project is important because they can manage the members of the team
that has adequately plan and pair to enhance the productivity of the team (Chastonay et al.,
2017). Through the research it can be seen that, the accomplishment of the project is
important for the team members to creatively work and get ideas to share with harmonious
relative and increase the innovation and productivity. Thus, a skill is built for the team that
has to be develop with the placement of the project.
Communication: Effective communication is the back bone to achieve success in a project.
It is essential were team project could be manage. Moreover, through studies it is shown that
with effective communication, the conflicts and misunderstandings could be eradicated
among the members of the team and through it improve the working relationship of the team
(Morreale, Valenzano and Bauer, 2017). Thus, with this, the project managers find it
important to develop the communication effectively. The team work are getting influence by
the work and are productive that ensure the communication in two-way with effective
feedback.
Leadership skills: Activity of an individual get conducted thought the leadership skill. This
has a team work which has a shared vision to achieve. The attributes that the leaders have got
an intangible skill as such the zeal and willingness that influence the team in accomplishing
the goals that are define and considering it to be vital while managing the project team

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(Maqbool et al., 2017). Furthermore, there are studies that shows that it is essential to have
the leadership skill which are important for the success of the projects. Hence, it would be
necessary to develop a skill for the leadership that are strongly needed for the development
and completion of the project.
Time Management: For a project completion, it is responsibility of the project manager to
understand the management of time and communicate with the team members. The project
manager tracks and monitors the activities that are vital. They have been allocated with
activities to the members of the project. This ensure the members of the project are having
target to work on and the completion of the project needs to be done on time (Sundararajan,
Bhasi and Pramod, 2017). The project manager develop a skills for time management which
makes the things to be done right. This makes the project manager aware of the delegation,
keep schedule to be focused on and do multitasking which is necessary in delivery of the
project in a timely manner. Therefore, the skills needed for the time management are essential
to develop and complete the project placement.
5. To analyze and evaluate the action you did / did not take and why
On the date 13/06/18, a meeting was scheduled for the group at 12 noon and there was
no member that have arrive on time. For the members of the team, it was necessary to
proceed a meeting where there are weekly targets to be met. The experience that was gain
from this action through which the importance of planning could be learnt and meet the times
for meeting and before the start of the meeting the members could check that anyone has lose
out the information by being late. Through this incident, the importance of attending the
meeting on time could be realize by group productivity.
On the date 20/06/18, a meeting was planned for the group at 1.45 pm and discuss
about the activities in the week 2 planning. There are reminders being sent out to group

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leaders with the use of WhatsApp and text message. Each member are allow with a time that
are practice for group meeting. At the group meeting it was learnt that for the completion of
the task of the project, communication is essential and the theories that are use like the
Johari’s window that create a self-awareness which take some note that could reflect on.
On the date 27/06/18, at 12.05 pm, there were group members has got mixed up the
EVRA and PPDI. The nominated project manager and members have clarified the way that
were interlinked and was able to focus on the PPDI. Through this incident, the group
members were aware of the individual reading that have importance in identifying the
expectations from the students.
On the date 17/07/18, at 12.30 pm, there was an arrangement for the completion of the
project through a practice round. There was one member for whom the practice session could
not be finish. The members of the group decided to let that one member to go back to home
and let their part to complete at home. The other members of the group agreed to remain
behind and proceed with the weekly activity. With this incident, it was understandable that
the individual task could be completed with the essence of confirmation that are prior to
meeting.
6. Conclusion
With the evidence of the portfolio of the project, I have learned to create a group for
whatsapp account in the week 1 to improve the skill for communication and reflect the
importance of team work. With the application of Kolbs theory and Johari’s Window in week
2, I was able to learn about the active planning and experiment that will reflect the abstract
and observation and plan the activity for the Gantt chart. In week 3, there was task to
complete the learning contract and learnt the importance to comply the GSM code of conduct
while reviewing about the ethics. While working with the project management, the

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importance of leadership, collaboration and communication were learned easily. There were
Cesim project that the group has to understand in the week 5 and use them to apply in the
group task. I have learned to allocate the task through individual skills. In the practice of
Cesim simulation, I learn that the Ptoject Managers are important for the review. In the
activity of week 7, I learned to gather information about the role of the Project Manager.
In the event of group schedule meeting, there were weekly targets that could be met.
In this meeting I learn the importance of checking and meeting time for the productivity of
the group. In the next group meeting, communication for the project task is used for Johari’s
window theories that would create self-awareness. With the mix up of EVRA and PPDI
individual reading is identified as per the expectation from the students. The final incident
help in understanding the project completion as prior to the meeting of the individual task.

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References
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Project Management, 35(6), pp.1120-1132.
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Mpinga, E., 2017. A 25-year experience with a Project-centered Master in Public Health: key
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