Project Placement Design and Implementation

This project aims to develop software required in the Cesim project management simulation based on document digitization project. The learning contract is based on creating an automated process to handle documents delivered in standardized format.

Project Placement Design and Implementation
Name of the Student:
Name of the University:

TASK1: Learning Contract Level 5 Project
Section 1: Student and course details
Name: Please insert the name
Tutor: Please insert the name
Project/Placement name: Cesim Project
Section 2: Focus
Aim/Problem Statement
The aim of this project is to develop software which is required in the Cesim project
management simulation which is based on document digitization project. The project
management concepts are designed to enhance efficiency of digitization efforts and
make sure that quality of digitized documents meets with intended uses. The
learning contract is based on creating automated process to handle documents
which are delivered in standardized format. The problems related to digitalization are
human and technical issues, which have implications for planning. The major issues
are caused due to internal factors in Cesim simulation project such as cost, technical
and long term preservation.
In order to achieve the aim, it is required to set SMARTER objectives and set a strict
deadline to complete the work. It is required to set a leadership skill to gain
throughout experiences and practices. The skills are developed by dealing with
project complexity including elements of the project goals, budget, and establishment
of detailed steps, resource allocation and problem solving. For achievement of aim,
goal setting theory should be used involves with development of action plan
designed to encourage and guide the person to meet project goals. It is major
component for the personal development as well as management literature.
Learning Outcomes
As a result of this project I am able:
1. Build a portfolio of evidence using a range of methodologies and activities (log
books; critical incident diaries; employer or supervisor feedback).
2. Identify and articulate the development of work related skills mapped to
evidence drawn from either the project or placement.

3. Demonstrate knowledge and understanding of the background and context
relative to the chosen project or placement opportunity.
4. Evaluate the effectiveness of preparation and planning undertaken prior to the
placement or project implementation.
Section 3: Justification
The aim of this project is to create automated process for handling of papers in a
proper way. The Cesim Project is included of project management concept for
balancing schedule goal by means of project budget as well as quality goals. This
simulation project is provided with right knowledge, abilities in addition to resources
to turn out to be professional in the future (Brook and Corbridge, 2016). Proper
project team members are assigned to work on the project work. The team is divided
in four teams have own sub-projects such as digitization, payment, internal and
customer. The entire completion of project is achieved of greater goals. When a
group of people are working in simulation project, then it requires vision and people’s
opinions to complete the project work. The project progress is measured through
feedback from the project tutor (Atkinson, 2016). Feedback of the project is focused
on stakeholder’s satisfaction with Cesim simulation project.
From entire simulation project, I believed that areas like negotiation skills,
communication skills, time management, project planning and IT skills develop the
simulation work. In order to meet with satisfaction level of stakeholders, problem
solving and decision making skills are required. Using the learning contract, it
becomes easier to raise skills to evaluate and find where I will get succeed as well
as failed in the project (Lyon, 2016). The learning outcome of this project is
justification through documentation and demonstration in real world context using
simulation skills. Each of the project tasks are performed by single team member.
Productivity in the project is gained through innovative set of skills among each team
member. The simulation project has two different kinds of tasks such as normal as
well as quality tasks.
After analyzing the case of Cesim simulation project, completion of project on
schedule is required communication among the team members since they are
dependent on progress of this project work. This project work is not possible to
complete on estimate schedule without prior communication (Assiter, 2017). The
project specifications and project scope are approved with functioning of solutions
that are aligned with company’s strategies. The project management is consisted of
balancing among time, budget as well as quality goals to meet with project objectives
(Cleak et al. 2015). As various project groups are participated in the research study,
therefore at last there is determination of project winner, the researcher has
transformed time as well as quality to financial terms. Information related to quality
and time points are provided within parameters related to simulation.

The team members are required of decision making skills as it is required to take
proper decisions regarding to simulation project. It engaged the stakeholders and
involved stakeholder’s satisfaction to gain and achieve project success. It enhances
forecasts of the employability (Husebø, O'Regan and Nestel, 2015). Using the
learning contract tool, it establishes agreement between student and tutor to
concrete learning and behavioural objectives. This tool measures where the
knowledge and skills are questioned and assessed to find out area of succeed and
failures in simulation task.
Section 4: Methods
I have chosen the project pathway as simulation because it helps to develop
knowledge as well as skills for further working in the project. This pathway is
required by the student when it is required to engage the stakeholders in the project
work (Kumar, 2016). Simulation is required in any project when it is mandatory and
compulsory to complete the project on scheduled time. Simulation is encouraged for
lower cost budget, lower risk management as well as accurate business environment
to control sourcing of information. The information which is transferred from one
place to other are controlled properly so that there are no chances of failures. The
main priority of any project is to complete the work on scheduled time, therefore on
weekly basis the project is updated to the project manager. Apart from the simulation
methods, other methods are also available based on selected project such as case
study (Smith and Roberts, 2015). Advantage of simulation method in the project
work is teamwork and team collaboration. For successful completion of any project,
proper team collaboration is required so that all the project tasks and activities are
completed on time. Simulation method encouraged the students to analyze as well
as evaluate information when changes are occurred and developed the project
phases and stages required achieving the selected pathway. Through this case
study based simulation, the project management theory is turned in real world
application as it will synthesize as well as apply of skills to scenarios of the project
management (Johns, 2017). The work structure is created to generate schedule for
analyzing the risks, then it will complete each step of processes related to project
management using tools and project management software.
Section 5: Timetable
For each project to be succeeded on time completion of project is required and it is
highest priority of any project. Timeline is directed to develop time management skills
in the organization so that I can get success in the project. A project schedule is
created for the project so that all the project activities are scheduled based on start
as well as finish time. Planning as well as conducting the research project, the plan
is executed (Gould and Taylor, 2017). The timetable is list of project milestone;
activities as well as deliverables which are intended to start and finish the project
work. The project schedule is timetable to communicate what the tasks are done and
progressed and the organizational resources are allocated to complete the project

tasks on scheduled timeframe. The project schedule is a document to collect the
work required to deliver simulation project on time. Gantt chart is used to provide
graphical representation of the schedule which helps the researcher to map,
organize as well as pathway the project activities in the project. It presents how the
project is running if the project is on track or it is progressing based on scheduled
time (Lumpkin, Achen and Dodd, 2015). It reviews the individual tasks, durations as
well as sequence of the project tasks. This plan provides entire timeline of the project
work as well as its expected time to complete. The schedule assesses how long the
project should take, determine the resources required and plan to complete the
project tasks (Easterby-Smith and Cunliffe, 2017). Following table shows the project
schedule to demonstrate entire project throughout the entire learning style.
Main activities/ stages Week
1
Week
2
Week
3
Week
4
Week
5
Week
6
Week
7
Week
8
Defining the role of work
based learning from
simulation project

Learning contract  
Planning and learning 
Teamwork on the
simulation project
  
Group meetings  
Planning for the simulation
work
 
Research analysis and
collection of data
 
Writing the report  
Evaluation of simulation
report

Revision of the work 
Report draft  
Final submission 

Section 6: Evidence of accomplishment
By the end of this project I will produce a portfolio containing:
 The learning contract and associated appendices
 Project report
 Supporting evidence (log books, critical incident diaries, and employer and/or
Tutor feedback)
 Gantt chart of entire project work

Section 7: References
Assiter, A., (2017). Transferable skills in higher education. Routledge.
Atkinson, G., (2016). Work-Based Learning and Work-Integrated Learning: Fostering
Engagement with Employers. National Centre for Vocational Education Research
(NCVER).
Brook, C. and Corbridge, M., (2016). Work-based learning in a business school
context: Artefacts, contracts, learning and challenges. Higher Education, Skills and
Work-Based Learning, 6(3), pp.249-260.
Cleak, H., Hawkins, L., Laughton, J. and Williams, J., (2015). Creating a
standardised teaching and learning framework for social work field
placements. Australian Social Work, 68(1), pp.49-64.
Easterby-Smith, M. and Cunliffe, A.L., (2017). From reflection to practical reflexivity:
Experiential learning as lived experience. In Organizing reflection (pp. 44-60).
Routledge.
Gould, N. and Taylor, I., (2017). Reflective learning for social work: research, theory
and practice. Routledge.
Husebø, S.E., O'Regan, S. and Nestel, D., (2015). Reflective practice and its role in
simulation. Clinical Simulation in Nursing, 11(8), pp.368-375.
Johns, C. ed., (2017). Becoming a reflective practitioner. John Wiley & Sons.
Kumar, K., 2016. Reflection and its uses in Problem Solving and Personal
Development.
Lumpkin, A., Achen, R.M. and Dodd, R.K., (2015). Student perceptions of active
learning. College Student Journal, 49(1), pp.121-133.
Lyon, P., (2016). Design education: learning, teaching and researching through
design. Routledge.
Smith, J. and Roberts, R., (2015). Reflective practice. Vital Signs for Nurses: An
Introduction to Clinical Observations, pp.222-230.

Appendix
1. Gantt chart
Task Name Duration Start Finish
Learning contract 48 days Mon 5/11/18 Wed 9/1/19
Defining the role of work based
learning from simulation project 5 days Mon 5/11/18 Fri 9/11/18
Learning contract 4 days Mon
12/11/18 Thu 15/11/18
Planning and learning 5 days Fri 16/11/18 Thu 22/11/18
Teamwork on the simulation
project 2 days Fri 23/11/18 Mon 26/11/18
Group meetings 3 days Tue
27/11/18 Thu 29/11/18
Planning for the simulation
work 8 days Fri 30/11/18 Tue 11/12/18
Research analysis and
collection of data 5 days Wed
12/12/18 Tue 18/12/18
Writing the report 4 days Wed
19/12/18 Mon 24/12/18
Evaluation of simulation report 4 days Tue
25/12/18 Fri 28/12/18
Revision of the work 3 days Mon
31/12/18 Wed 2/1/19
Report draft 2 days Thu 3/1/19 Fri 4/1/19
Final submission 3 days Mon 7/1/19 Wed 9/1/19
Figure 1: Gantt chart
(Source: Created by author)

2. Ethics review checklist and the skills grid
Is the research topic and implications of the research have
addressed with the student?
YES NO
Is the research topic merits further research being proposed and
is proper to level of course study?
YES NO
Is the student confirmed that they understand with the ethical
research guidelines for the students?
YES NO
Is the student has skills to carry out the research study? YES NO
Is the project participant information sheet and consent form are
appropriate based on research topic?
YES NO N/A
Are the procedures for recruitment and getting informed consent
are suitable?
YES NO N/A
Are the research procedures ensuring confidentiality and
anonymity of respondent data?
YES NO N/A
Are the risk assessment carried out and the form completed
where necessary?
YES NO N/A

Task 2: Project Report Level 5 Project

Table of Contents
Introduction.........................................................................................................................................12
1. Context/Background....................................................................................................................12
2. Literature Review (models and theories).....................................................................................12
3. Project Phases.............................................................................................................................13
4. Skills Developed...........................................................................................................................14
5. Your actions taken/not taken......................................................................................................15
6. Project Learning...........................................................................................................................16
Project log....................................................................................................................................16
Weekly learning log.....................................................................................................................17
Incident log sheet........................................................................................................................23
7. References.......................................................................................................................................25

TASK2
Project Report Level 5 Project
Introduction
The project is based on Cesim Project Management Simulation which is related to
document digitization project. Cesim project is team based as well as interactive
project management simulation which permits the project participants to experience
of project complexity contains of various interrelated sub-projects. The main goal of
the project team members is to finish main project by proper planning and
performing of the sub-projects (Majeed et al. 2018). There is proper cooperation is
required among the project team member for main project to be completed on time.
The simulation project tracks progression of project and its related cost and work
hours of team members. It is analyzed that the simulation is a full browser based and
it is not required of any software downloads.
1. Context/Background
The learning goals of this Cesim Project Management Simulation Project are to
develop in identification and analyze the key organizational variables which can
influence project completion date. The participant’s awareness is increased to
handle project complexity of operating in diverse team with a goal to complete the
project work (Miller, 2016). A fact based analytical decisions are taken related to
financial implications by linking decisions with cash flows and line of business
performance. This particular project provides the student with realistic experience in
collaboration furthermore difficulty solving in supportive project environment. Cesim
project is designed to give importance to communication among people which is
required for the project management. The main focus is project management,
leadership, collaboration, teamwork in addition to interaction among the team
members.
2. Literature Review (models and theories)
Cesim Project is designed with a philosophy that communication among people is
required for all the project management. Markulis, Nugent and Strang (2015)
analyzed that the key learning area is needed to distribute information with the
program, receive deliberation with innovative requirements for each project. The goal
of project team members is to finish program and demonstrate strong
communication skills among individual and team. Kokcharov (2015) mentioned that
the success of project team members is based on ability of project manager to
interact action plans with formed program. In this project, there is analyzed of Kolb’s
learning styles model from which the team members developed learning style
inventory. This model is worried with learner’s inner cognitive methods. According to
Kolb (1984), learning is a process where knowledge is produced throughout
transformation of experiences. This learning style theory is represented by four stage
learning cycle such as:

Concrete experience: Nikolaenko (2016) stated that in this stage, the project team
experiences of innovative situation and they reinterpret its existing experiences.
Reflective observation of new experience: Farmer et al. (2017) discussed that the
team members have inconsistencies among experience in addition to understanding
of the Cesim Project.
Abstract conceptualization: Caylor et al. (2015) argued that reflection provides rise
to new and innovative ideas and there is modification of existing concepts related to
learning style among the individuals and team members. The individuals are learning
from their own experiences.
Active experimentation: Cohen, Iluz and Shtub (2014) illustrated that the new
learner is applied to ideas related to project management around them to see what
are happening to get successes in the Cesim project work.
In Cesim simulation project, each of the members should know each other’s learning
style which enables the learning to become oriented as per preferred methods.
There are three learning styles under Kolb’s experimental learning cycle such as:
Diverging: The team members look at project things from various perspectives
which are sensitive. They are gathered information and used imagination to solve the
project related problems (Chiocchio, Rabbat and Lebel, 2015). It is best to view
concrete situations from viewpoints of others. As per Kolb, this learning style is
diverging as people can perform better in critical situations using brainstorming
session.
Assimilating: This learning style includes of logical approaches, ideas and concepts
with good explanation of the practical opportunities related to Cesim simulation
project.
Converging: This style can solve issues and use learning to find solutions to the
practical challenges (Pando-Garcia, Periañez-Cañadillas and Charterina, 2016).
Using this style, people are more attracted towards technical work and problems.
Accommodating: It is based on intuition rather than the logic. People are taking
other analysis and prefer to practical and experimental approaches.
3. Project Phases
The Cesim Simulation project is a web based solution and it is not required to install
separate applications. The Simulation is accessed from PC and tablet as it has
internet connections. The simulation platform permits the project team members to
work virtually as they wish (Martinez et al. 2015). Each of the team members have
their own account which can enable to take project related decisions on their own.
The platform is also included of communication forum used to interact with team and
individual person. The project phases are as follows:

Introduction: After introducing the project to the team members, they start familiar
with decision making processes through the first round (Roversi et al. 2018). The
project instructor decides number of decision making rounds and it follows the
project life cycle on right.
Planning: The project manager plans to deliver the program on scheduled time, on
budget and better quality level. For this Cesim project, simulation tracks quality,
schedule and budget (Polat, Okay and Eray, 2014). The project manager also plans
to match with the resources and entire cost performance index for each of the
project.
Implementation: A web based Cesim simulation solution is implemented which is
accessed from PC and tablet has internet connections. The implemented web based
solution consists of communication forum for communicating in teams moreover
between teams (Kolb, 2014).
Decision making: This phase in Cesim simulation project is round based and one
decision making period is one week. The project manager should familiar with virtual
team and initial project budget (Peterson, DeCato and Kolb, 2015). The skills of
project team and skill requirements for project are analyzed to take proper project
related decisions.
Conclusion and analysis: The system measures the results automatically at
scheduled project deadline. The decisions taken by the team members may
influence results of other teams and completion of main project work. It is analyzed
that it is not possible to improve decisions after deadline of each round (Forray et al.
2016). When the team is not taking decisions for round, then the system will
automatically use results from the previous round.
4. Skills Developed
The key role in the simulation project is the project manager. The manager has
responsibility to complete the project with help of 2-4 team members. The project
manager starts the project with the team members where each of them have own
skill sets. The manager can switch the members between the projects with one
program (Konak, Clark and Nasereddin, 2014). In these project leadership skills is
developed to deal with project complexity including elements of the project goals,
budget, allocation of budget and problem solving. The project manager controls team
members which are generated by simulation. The skills which are developed for this
Cesim simulation project are negotiation, communication, software development,
design, and planning as well as customer engagement. Other required skills are
change management, system architecture, technical project management and
product knowledge (McKinney, 2017). This project is intensive towards software
development skills. The team members should know how to design, program,
document, test and fix involve in making and maintaining the simulation application.
The internal team members are not required skill in customer management.
Therefore, mainly soft skills are required to meet with project goals. This simulation

project is used to improve practical business skills. The members are focused on
practical skills along with explorative learning (Kolb, 2014). Effective collaboration
and communication among the members help to solve problems related to
simulation work. The manager is assigned with tasks provide best match between
skill sets and requirements of task.
5. Your actions taken/not taken
The project manager has set of most working hours per round which is allocated for
the project tasks with possibility to use overtime hours at discretion of project
manager. There are some changes in the availability of project member from one to
other round. I had taken actions to measure success of the project by operational as
well as financial key indicators. The success factors of Cesim project are included of
market share, return on capital, and earnings per share and scrap rate of production.
The key success indicator in simulation is return to the shareholders that can
consolidate key success factor in one measurable criterion used to compare
performance of each project team (Barker, Lencucha and Anderson, 2016). At first I
got familiar with the business through practice round and then refine the business
related ideas for the business. During the round, we were able to manage future of
the project by taking decisions on the human resources, quality, marketing, revenue
management and project investments. It is faced with strategic decisions like
expansion of the business operations to new market area. We had developed and
implemented a business plan to address variations in demand and utilization of
revenue management (Polat, Okay and Eray, 2014). At the end, the project manager
shows how the tasks are allocated to each of the team member and hours will spend
for the task along with competition level.
As Cesim simulation project is collaborative, therefore it is required to define winning
criteria. It is required to complete the project on scheduled time and estimated
budget. The team’s collaborative activities were taken in account for this simulation
project. The decision making actions were done by the project team members. All
the rounds were shown and decisions were made through the round. The project
team members were allocated based on their expertise and skills required to carry
out their allocated project activities and tasks (Konak, Clark and Nasereddin, 2014).
All the project related actions were done by the project manager to successfully carry
out of each of project phases.
The project manager had not taken proper actions related to communication in and
among project team members. Therefore, the project was not possible to finish on
schedule without proper communication channels. The project manager had not
negotiated with other project manager regarding moving the team members those
were not provided full concentration and focus in the project. From the budget point
of view, there were no such cash transfers among the project in one program
(Chiocchio, Rabbat and Lebel, 2015). As the project completion time was based on
scheduled start time as well as finish time, therefore it was required to prepare a
proper business plan for the simulation project. However, the project manager had

not followed proper steps to do the project work. A proper planning was not done;
therefore sometimes the project work went out of the scheduled and allocated time
(Martinez et al. 2015). Finally, a proper communication plan is prepared to
collaborate and interact with project teams.
6. Project Learning
Following log books, critical incident diaries provide a portfolio of evidence of the
project such as:
Project log
Date of the
event
What was the
development
activity?
What was I
expecting to
learn/
What have I
learned?
How will I
apply this
learning?
5-11-2018 Define role of
the work base
learning
Allocation of
the project
work
Measure
success of the
project
I will allocate
the role to the
project team
members
12-11-2018 Learning
contract
Develop a
learning
contract
Measure
success of the
learning
contract project
I will deliver
the simulation
path
19-11-2018 Planning of the
project
Develop a
project delivery
phase
Taking
decisions on
the human
resources,
quality,
marketing,
revenue
management
and project
investments
The project
team members
were allocated
based on their
expertise and
skills required
to carry out
their allocated
project
activities and
tasks.
27-11-2018 Learning from
the project
Project
management
skills and
knowledge
Measure
success of the
project
I will use
project
management
skills to deliver
the research
03-12-2018 Teamwork Analyze the
role of team
members
Resource
management
plan
Identify the
project team
members
11-12-2018 Meeting with
the team
members
Communicate
with the project
team members
Communication
management
plan
Communicate
to the team

19-12-2018 Simulation
work
Develop a
simulation of
the project
work
Perform the
simulation work
Project
simulation
26-12-2018 Collecting data Learn to
collect
secondary
data
Data collection
methods
Secondary
data analysis
methods
03-01-2019 Write the
project report
Report writing - -
09-01-2019 Final
submission
- - -
Weekly learning log
Week Number: 1 Dates: 5-11-2018
Day/date: Mon 5-11-2018 Nature of work and time: Allocation of
the project work
Activities What did I learn or gain from these
activities/critical incidents?
Allocate the project team members to the
project activities
Project allocation work
Allocate the project activities base on
time and schedule
We have learned that this project
management task is based on balancing
between time, cost as well as quality
goals.
Follow the communication plan This project is completed on time as the
team members follow solid
communication among teams as they are
dependent on progress of other team
(Konak, Clark and Nasereddin, 2014).

Week Number: 2 Dates: 12-11-2018
Day/date: Mon 12-11-2018 Nature of work and time: Learning
contract
Activities What did I learn or gain from these
activities/critical incidents?
Develop a learning contract Decisions are taken regarding work for
overtime hours of people, unexpected
project changes, task outsourcing and
changes in composition of the project
team (Farmer et al. 2017).
Select a simulation path Simulation processes tracks the program
progress and other individual projects.
Identify project aim and objective I have learnt to manage the project and
goal of project team is to finish the
program that is consisted of various
projects.
Week Number: 3 Dates: 19-11-2018
Day/date: Mon 19-11-2018 Nature of work and time: Planning of
the project
Activities What did I learn or gain from these activities/critical
incidents?
Business requirement
identification
Each of the projects has task related requirements which
required matching with skill sets of project team members.
Identify the project
outcomes
The expected project outcome is better understanding of
critical element of communication within the project work.
Interpersonal skills test There is an increase of interplay of collaborative as well as
competitive elements in the business environment which
put interpersonal skills of the project team members to test.

Week Number: 4 Dates: 27-11-2018
Day/date: Tue 27-11-2018 Nature of work and time: Learning from
the project
Activities What did I learn or gain from these
activities/critical incidents?
Project management skills and
knowledge
I will use project management skills to
deliver the research
Consider the project time, cost and
quality
I have learnt to complete the project on
time, cost and highest quality considering
budgetary constraints.
Identify the project goals There is systematic measurement of the
project goals and metrics such as time,
cost as well as quality (Chiocchio,
Rabbat and Lebel 2015).
Week Number: 5 Dates: 03-12-2018
Day/date: Mon 03-12-2018 Nature of work and time: Teamwork
Activities What did I learn or gain from these
activities/critical incidents?
Analyze the role of team members There are differences of project opinion
along with variance in the teamwork
skills.
Communication plan The main goal for the project team is to
complete project program so that they
can demonstrate proper communication
skills for balancing between the individual
along with team goals.
Improvement of project knowledge It is learnt that Cesim simulation project
is designed for making improvement over
knowledge of complexity of the business
operations in competitive environment.

Week Number: 6 Dates: 11-12-2018
Day/date: Mon 11-12-2018 Nature of work and time: Meeting with
the team members
Activities What did I learn or gain from these
activities/critical incidents?
Communicate with the project team
members
The researcher also ensured that the
activities are to be designed along with
carried out in such a way that each
learner should get chance to engage in
the project activities.
Identify the core management plan It is mainly designed to confine core
related to project management in
combined as well as aggressive
environment (Polat, Okay and Eray,
2014).
Week Number: 7 Dates: 19-12-2018
Day/date: Wed 19-12-2018 Nature of work and time: Simulation
work
Activities What did I learn or gain from these
activities/critical incidents?
Information related to quality
and time points are provided
in simulation parameters
I have learnt that the simulation project is mixed
elements of cooperation, decision making as well as
promotion with feedback along with repetition.
Develop a simulation of the
project work
The project is such a business simulation which is
integrated functional areas of advertising, invention
as well as logistics.
Work performance analyze Barker, Lencucha and Anderson (2016) discussed
that Cesim Simulation Project accelerated
performance throughout experimental learning.

Week Number: 8 Dates: 26-12-2018
Day/date: Wed 26-12-2018 Nature of work and time: Collecting
data
Activities What did I learn or gain from these
activities/critical incidents?
Data collection methods Kolb’s learning theory is used in this
project work which is concerned with
learner’s internal cognitive processes
and methods. It is related to further
learning as well as development and
analyzed experiences of the individuals
and teams.
Analyze the Kolb’s learning theory This model explains various nature of
people at certain and single different
learning style. It will provide influence on
person’s preferred style (Konak, Clark
and Nasereddin, 2014).
Action plan It allows the project team members to
learn by experience impacts of actions
and repetition of various strategies
related to the project outcomes.
Week Number: 9 Dates: 03-01-2019
Date: Thurs 03-01-2019 Nature of work and time: Write the
project report
Activities What did I learn or gain from these
activities/critical incidents?
Report writing In order to complete the project on
scheduled time along with estimated
cost, team collaboration is required so
that all the project tasks and activities are
completed on time (Martinez et al. 2015).
Develop the project phase This particular simulation project is
encouraged the students to analyze as

well as appraise information when
changes are happened in addition to
developed the project phases and stages
necessary achieving the required project
goals.
Analyze the project skills As my point of view, the skills such as
negotiation, communication, time
management, planning, and software
development skills are required to
develop and improve the project work
(Majeed et al. 2018).
Week Number: 10 Dates: 09-01-2019
Day/date: Sun 09-01-2019 Nature of work and time: Final
submission
Activities What did I learn or gain from these
activities/critical incidents?
Analyze the innovative skills to complete
the task
Within the project, productivity is gained
throughout innovative skills among the
team members. The simulation project
has two different kinds of tasks such as
normal as well as quality tasks.
Analyze the project factors The researcher has malformed instance
as well as superiority to monetary terms.
Information related to quality in addition
to time points are given within
parameters associated to simulation
(Markulis, Nugent and Strang, 2015).
Therefore, project success is based on
three factors like cost, time and quality.

Incident log sheet
Date Time Event/action taken What did I learn?
5-11-2018
12:00 am
Allocation of the
project work
Measure success of the project
12-11-2018
16:00 pm
Develop a learning
contract
Measure success of the
learning contract project
19-11-2018
13:00 pm
Develop a project
delivery phase
Taking decisions on the human
resources, quality, marketing,
revenue management and
project investments
27-11-2018
15:00 pm
Project management
skills and knowledge
Measure success of the project
03-12-2018
15:00 pm
Analyze the role of
team members
Resource management plan
11-12-2018
16:00 pm
Communicate with
the project team
members
Communication management
plan
19-12-2018
15:00 pm
Develop a simulation
of the project work
Perform the simulation work
26-12-2018
16:00 pm
Learn to collect
secondary data
Data collection methods
03-01-2019 18:00 pm Report writing I will write the report based on

requirement.
09-01-2019 15:00 pm Final project
submission
Submitted the solution

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