PPDI5039 - Spring 2019: Level 5 Project Learning Contract & Simulation

This learning contract outlines the objectives, methods, and expected outcomes of a Level 5 project focused on simulating a work-based learning module. The project aims to develop essential skills such as teamwork, communication, decision-making, and problem-solving through a recycling project involving gourd as a replacement for plastic. The contract details the student's learning outcomes, justification for the project, chosen methods (simulation), a timetable, and evidence of accomplishment. It also identifies the student's strengths and weaknesses, and how the project will help in professional development by applying project management theories and addressing real-world challenges in a simulated environment. The project is designed to provide practical experience and insights into workplace dynamics, team management, and time management, culminating in a portfolio of evidence including a project report, log books, and a learning journal.

Learning Contract Level 5 Project
Section 1: Student and course details
Name:
Tutor:
Project/Placement: Simulation
Section 2: Focus
Aim/Problem Statement
This Learning contract is an agreement between my tutor ___________ and myself.
This Learning Contract aims to document the learning outcomes of a work based
learning module which I have taken to develop some skills that are essential in a
work environment such as team work, communication, decision making, and
problem solving. This learning is expected to help me gain practical knowledge of
corporate work which would help me gain an ideal candidacy in recruitment drives.
The learning module will be used by me for my professional development and would
give me an understanding of how my academic skills can be applied to a real work
life work experience. The Learning Contract serves as a tool that would guide me
through the process of learning and would form a reference document for me which I
can use during the project. It would also document the specific lessons I would take
from my project on recycling of gourd to replace plastic. The contract gives specific
of the project goals and activities to be completed on it.
A personal development plan would be developed to demonstrate the knowledge of
the chosen subject using the learning contract. This would serve as an opportunity to
learn in an environment where I would to have negotiate with other members in the
project team and gain a simulating experience of a real work scenario. From this
project, I would be gaining some essential skills like team work, decision making,
problem solving, conflict management, and communication skills (Ohlendorf, 2001)
Learning Outcomes
As a result of this project I am able to:
• Build a portfolio of evidence using a range of methodologies and activities
such as log books, critical incident diaries, employer feedback and supervisor
feedback

• Identify need for skill development and map them to evidence taken from the
project
• Demonstrate my knowledge and understanding of the background of the
project
• Evaluate my capability to plan project before its implementation (Mishkind,
2014).
Section 3: Justification
In my project, I am working on recycling of gourd to provide a replacement for the
plastic. Consumption of plastic is a major concern in the world today because of its
non-biodegradable qualities and thus, many researchers are using alternatives to
plastic usage and use of recyclable biodegradable materials is a popular choice. A
team has been formed of which I would be the part while developing this project
(Davies, 2006).
The project would give me exposure to how a recycling project is managed in
practice and in the process develop skills like team work, decision making, problem
solving, conflict management, and communication skills.
With this learning contract, I can identify the areas of my strength as a working
person as well as understand my weaknesses that need improvement. The
simulation project would help in developing the missing skills.
I have identified a few weaknesses already that I need to work on during this project.
These include my inability to take decisions on my own and managing teams. This
project would be like a challenge for me in which I would have to do both the things
and discover how they can be done.
I have learnt during my time in classes that there are some project management
related theories that can be used to overcome challenging communication, decision
and team management. Tuckman model of team formation is one such example.
With this learning contract I would be able to also identify the conceptual foundation
of the work and accordingly understand these theories and apply them in the
practice of the simulation project (PMI, 2013).
There are also some strength areas that I can use in the my project such as my
ability to manage time and dealing with people. Although, I am not very efficient in
managing conflicts between people because I have a natural tendency to stay away
from troubles that can be caused when you get into fight. However, this can also be
useful because I may not involve myself in a conflict and instead work on resolving
others conflicts to improve
SECTION 4: METHODS

I have selected simulation as my pathway to achieve learning. The reason behind
the choice of simulation as the learning method is that it gives me freedom to make
the choice of a project and scenario to work with so that I can be innovative in my
learning. Also, as the team members of the project would be more or less familiar as
they have studied with me which would be beneficial in team formation and
assignment of responsibilities as we would know each other. In the case of a real
company project, much time is consumed in learning about work settings and people
involved in work. With simulation, I will still be able to have a practical experience of
working on a project.
What I have learnt from my past experiences is most people get into conflicts
because their personal lives affect their professional lives if they are stressed. Their
personal issues can shape their attitude and behaviour which also affect their
professional endeavour. With fellow team members known to each other, it would be
easy to share even the personal problems if we have to identify the factors that could
cause conflicts between people in the team.
A realistic work environment can be created using simulation in which I would be
able to place myself in the role of a project manager and learn from the experience
of the project execution. However, it can still be challenging to manage people in the
teams because it would not be easy for them to accept if they lack in something.
However, true learning only happens when learners are willing to accept the
existence of weaknesses and work upon them.
When passing out from a college, a student can face challenges when joining the job
for the first time because of unfamiliarity of the work setting. However, with
simulation helping student gain a preliminary experience of working on real projects
with teams having to face real challenges, this problem can be less prominent as the
student would have some experience before joining an actual company. If
simulation experience is done seriously, it can give a lot of insight on one’s weak
areas, workplace challenges, applications of theories, decision making opportunities,
and more. It can expose one to challenges that are faced when working
professionally on projects and discover ways to solve these problems (BIS, 2010).
Section 5: Timetable
This Simulation project would be completed in four weeks and learning
module would take five weeks.
When working on the project, student would ensure that the given time is properly
managed for which tasks identified would be recorded and timed using a Gantt chart.
This chart would be used for monitoring activities during the progress of the project
to check if the project is on track as per defined timelines. Managing timelines can be
very difficult if they are not properly accommodated and defined as per the needs of

the project and availability of the resources who would be working on it. Proper
planning can ensure that work is completed on time. I have a timeline prepared for
the four weeks of my work. One thing I found from my past experiences of working
on project is that timeline if too strict then it can cause pressure on team. Also, when
timelines do not have considerations for the time that would be taken in discussing
between project team members separately, a lot of time unpredictably can still get
wasted in talks. Thus, I have made an attempt to have special consideration of the
discussion and have assigned time for brainstorming work as well.
Another challenge I discovered in managing time is that despite the case that full
consideration of the timing from the beginning, avoiding delays is almost inevitable
and it can be very challenges specially when you have not worked with the team
members previously on similar projects or any professional projects. Although, we
knew each other while working on the project but that was more of a personal side.
Professionally, we were not very well aware of the behavioural tendencies,
strengths, weaknesses, and working styles of the others. This can cause conflicts if
their styles clash or they have other kinds of differences. Use of timetable would still
be able to keep everyone on track as they would know the due dates for completing
their tasks such that in any case they will try their best to complete things on time. A
practical scenario can be very different from what is planned on paper and this
experience would serve as a learning of real challenges that can occur in following
timelines and would help in development of time management skills of the whole
team.
Section 6: Evidence of accomplishment
By the time this project is completed, I will have a portfolio ready which would have
the following learning evidences:
.my learning contract
. Project report
. Log books
. Learning Journal
. Ethics Review form (BENAIJA1 & KJIRI, 2013.)

Section 7: References
Signed: Tutor/Supervisor
Signed: ____________________ Student
Date: 30/03/2019
References
BENAIJA1, K., & KJIRI, L. ( 2013.). Project portfolio selection: Multi-criteria analysis and interactions
between projects. ENSIAS.
BIS. (2010). GUIDELINES FOR MANAGING PROJECTS: How to organise, plan and control projects. BIS.
Davies, A. (2006). Management development through self managed learning: the case of West
Sussex County Council. Emerald Publishing.
FME. (2014). Project Scope Management: Project Skills. FME.

Mishkind, A. (2014). Evidence-Based Professional Learning. State of California.
Ohlendorf, A. (2001). Conflict Resolution in Project Management. MSIS.
PMI. (2013). A guide to the project management body of knowledge. Newton Square: Pennsylvania.:
PMI.