PPDI5039: Project/Placement Design & Implementation Cesim Simulation

This report provides an analysis of a Cesim simulation project undertaken as part of a Project/Placement Design and Implementation module. The report begins with an introduction outlining the project's context and objectives, including the development of key skills such as negotiation, communication, and change management. It then analyzes relevant theories and trans-disciplinary models underpinning the project, justifying the choice of simulation as a learning method. The evaluation of project phases is discussed, highlighting the importance of planning and time allocation. The report also addresses problem-solving strategies employed during the project, emphasizing the development of skills through practical application. Furthermore, it includes an evaluation of actions taken (or not taken) during the simulation, supported by justifications. The report concludes by summarizing the learning outcomes achieved and referencing the materials used. Desklib offers similar solved assignments for students.

Running head: CESIM SIMULATION
Cesim simulation
Name of the Student
Name of the University
Author Note

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Executive Summary
The report briefly discuss and analyze about the context and background of the project. The
report demonstrate and analyze the theories or about the trans-disciplinary models. The
phases of the project is effectively evaluated which need to be assess. In the report the
problems were solved regarding the work and the skills were develop and discussed for each
week. There were no proper discussion about the action taken and is evaluated and analyzed.
Finally, it was concluded by achieving evidence portfolio.

2CESIM SIMULATION
Table of Contents
1. Introduction............................................................................................................................3
2. Analyze to underpin and demonstrate about the theories or trans-disciplinary models........4
3. Effective evaluation for the project phases that has to be assess...........................................4
4. Solving the problem that are work-based and develop the skills and discuss it....................6
5. Evaluation and analyzation of the action taken or not taken with proper justification..........7
6. Conclusion..............................................................................................................................8
References................................................................................................................................11

3CESIM SIMULATION
1. Introduction
The learning contract main aim is assisting the student to identify, clarify and define
about variety of roles the are in the project. The project has the ability to meet the outlooks
and then agreed with the learning outcomes that has been discussed with my lecturer and me.
The name of the company for the project group of Cesim Simulaition is A-F-A-O Mobiles
has a simulation exercise with four rounds where there are mobile phones for production and
sales with individual roles having areas of internal focus, digitalization, payment and
customer (Marcelino-Sádaba, González-Jaen and Pérez-Ezcurdia 2015). This are held in the
presence of GSM online Cesim project. The achievement is done by utilizing the skills for the
current employment. This could be gained with better understanding of addressing the project
management with the competencies of listing it namely, negotiation, planning,
communication, change management and customer management (Silvius et al. 2017).
The author stated that there is experience for the phases that captures the reflection
that has six cycles which include evaluation, description, feelings, analysis, action plan and
conclusion. The outcomes of the first three learning would be achieved were it has
apprehended the main points for the learning outcome that come in the fourth (Silvius and
Schipper 2014). Once the four are achieved, the project will definitely reach the stage of
success. Throughout the course I would be able to build the evidence of portfolio with the
range of activities and methodologies. Later will draw some evidence based on project or
placement and skills will be developed based on work that would identify and articulate
(Virapongse et al. 2016). Further, there will be an evaluation being done for undertaking the
preparation and planning for the project or placement implementation.

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2. Analyze to underpin and demonstrate about the theories or trans-disciplinary models
The Cesim Simulation has been chosen for the project placement of PPDI as it is the
method were the task will get completed and with self-confidence it get boost up to create
real life project management for practical experience (Hornstein 2015). The method has been
chosen to learn from the safe environment that are working. With the work based learning
application, the practice of learning could occur that could easily bridge the theory and
practice gap. It often happen that there is an absence of confidence and absence of knowledge
in the management of a project and the practice of placement is apprehensive (Takey and de
Carvalho 2015). Furthermore, considering the pathway of the case study, it is too theoretical
as it need to focus analytically that could not lead to knowledge acquiring which could allow
working on multiple projects.
With internship, practical experience could be provided to students having a first-hand
experience that needed to work on an environment with real working experience and it need
time to organize and has lengthy nature with the method of stimulation that are cost less and
flexible (Too and Weaver 2014). The factors that are considered above have stimulation
which is the best method applicable for the pathway of learning process. Through the
research, it is found that simulation is the process to learn the action which slowly get
increase in the organization (Miterev, Engwall and Jerbrant 2016). This enables the student to
effectively communicate and improve the experience of learning. The stimulation process
was for 4 weeks that is between weeks 1 to week 12.
3. Effective evaluation for the project phases that has to be assess
The phase that the project need to be assess with effective evaluation which need a
Cesim simulation that is schedule for 12 week. The project of PPDI need various task for
completion and such task could be completed when the project is in line with module having
the learning outcomes. There are certain amount of task that need to be completed at the

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given allocated time. The task need adequate planning and allocated time for the project
completion (Yang, Huang and Hsu 2014). The present semester has undertaken two modules
for Project or Placement Implementation and it offers an opportunity that could learn
experimentally by gaining and unpin the theories to learn it. In the 12 weeks the simulation is
schedule and has taken place for the Cesim simulation between week 4 and week 7. The
Cesim simulation start taking place in the semester of the first week that introduces the
module having requirement that needs to be elaborated and provide an insight for the students
that has the task and the requirements for the implementation of the PPDI project that are
helpful in completing the task (Aarseth et al. 2017).
With the task completion the team could achieve the learning outcomes and the
objectives that cover the module having activities with 3 weeks. The simulation of week 2
activities is extended in week 3 which have an activities that lead to week 6. There are
various materials to be read and researched by the students to whom guidance being provided
by the tutorials and the lecturer and gain a understanding that is better for student as
expected. The group members were having difficulties in facing and concern that were raised
for them. When the group has completed week 2 activities this information are gathered in
week 3 that would be analyzed with the help of effective decision making (Mir and
Pinnington 2014). Decisions has to be made for the group were opportunity has to be use that
could re-evaluate the week 1 strategies. This ensures that the activities were planned within
the given time frame and discuss about the simulation activities for the 3 weeks. Materials are
gathered in week 4 which are to be implemented in the learning contract of PPDI project for
part 1 and then complete it (Hornstein 2015). Later forwarded to the lecturer for reviewing
the written parts were the report writing could be proceed. At this stage, the final decisions
were made to last for 3 weeks. The Cesim simulation start as planned from week 1 to week 4
and kept logging in critical incident diary and journal for all the activities and then jotting

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down the reflection in the group meetings which have been added as a learning contract with
the evidence of participation (Kuipers et al. 2014). With the completion of the report
referencing being done along with all the materials.
4. Solving the problem that are work-based and develop the skills and discuss it
The project has the phase for planning which is important for the success of the given
project that was contributed. The planning is inadequate as it can cause failure in the entire
project. In it the risk and certain other factors would be overlooked as it was not taken into
consideration during the phase of planning. The phase of planning is vital for the project to
get successfully completed (Al-Haddad and Kotnour 2015). There are project that has to be
successful and for it the manager of the project find it important to apply the negotiation
skills throughout the duration of the life cycle of the project. The project cost, quality, scope
and time needs to balance by the project manager (Jalili and Ford 2016). Here the
stakeholders negotiate with the project. A solid communication plan becomes important to
create to make the project successful. The strategy of communication is good at the starting
phase of the project when it is getting created (Brière et al. 2015). The team members could
create trust and openness among themselves. This helps in enhancing to make the project
successful.
The skill of communication is vital which could develop continuously to work as a
team for the project. The next skill that is vital for the project manager is to acquire a
customer management skill, there are services that is provided by a project manager for the
diverse group of customer. There are various changes in the project life cycle that is taking
place through constant changes were awareness is very much important for the project
manager (Kaiser, El Arbi and Ahlemann 2015). The changes could be adapted and manage
by the project manager as it is the vital part for the project manager, as the specification and
functionality of the project changes and it successfully get completed were the project need a

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changes. The current employment and the job role that are aspiring has gained some skilled
that is need to a project manager for which the opportunity has been recognized for the skills
like negotiation, change management, customer management and communication and
planning. The stimulation of the project placement aim at applying for the skills that could be
gained with the negotiation of the current employment among the stakeholders and the
colleagues through which a strategic decisions could be make easily (de Carvalhom Patah
and de Souza Bido 2015). Moreover, the employability skills of Johari’s window has taught
in the recent semester about the application of jotting down the incident report by identifying
the strength through the finder of Clifton Strength which are applied to meet and complete
the learning outcomes of the module (Todorović et al. 2015).
5. Evaluation and analyzation of the action taken or not taken with proper justification
On 11/06/18, the four members of the group were selected, then it was expected from
the students to gain insight about the complete Cesim project that covers the weekly activities
from week 1 to week 10. From this activity I learnt that the project PPDI develop the skills
for project management that could manage and lead the project. The theories that was learnt
was helpful to describe the learning outcomes and things that has happened through the
implementation of Cesim simulation.
On date 13/06/18, at 12.00 pm, the event was that the group had a meeting that was
schedule on time in which one of the member has not reached on time. The action that was
taken made the team members to proceed with the weekly targets. This action was taken to
make understand about the meeting and the importance of it that needed to be met on time
and the members has to check the productivity of the group.
On date 20/06/18, at 1.45 pm, the event was planned for group meeting that discusses
the activities that was planned for week 2. The action that was taken was by the leader of the

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group, were they had to send reminders in the message by text or either by whatsapp which
allow each member to make a practice of having group meeting. This action made the group
member understand about the group meeting through communication which is essential for
the completion of the project task. Through the theories of Johari’s window a self-awareness
was created.
On date 27/06/18, at 12.05 pm, in the event the EVRA and the PPDI got mixed up
from the group members. The action that was taken had nominated the project manager and
its members. It was clarified that both were interlinked for the PPDI. With this incident the
group were aware about the individual reading so that it could identify what was expected.
On date 17/07/18, at 12.30 pm, in the event a practice round was arranged for the
member where one of the member of the group was not able to finish the session for practice.
The action that was taken here was to allow the member of the group to agree to complete
their part of the task at home meanwhile the other members of the group were made to
remain behind and do the weekly activities. This action made them understand the
importance of confirmation to complete the individual task prior to the meeting.
6. Conclusion
The stimulation process that has happen for 4 weeks that is between weeks 1 to week
12 has weekly logs with group activities. There are evidence to be learnt in the given
duration. The activities were recorded to log the ideas, actions, feelings and thoughts with the
events having the practice of simulation that could be reviewed later (Savery 2015). I have
also learn to keep the record for critical incidence log that are allow for simulation by
analysis and deeper understanding.
At week 1, through the practice of skills grid time management, the PPDI module was
introduce were a whatsapp account was created by the group to improve the communication.

9CESIM SIMULATION
From the skills grid time management, I learned to create a skills health check. The
importance of team work, reflecting and effective communication was learnt from it. At the
beginning it was little confusing on how to proceed with the task. With the introduction of
Cesim project, the roles and activities of the individual would be clarified and covered some
modules and understand the group expectation. The outcome of the meeting were the success
of the Cesim project was discussed.
At week 2, the theory of Kolbs and Johari’s window was applied and a Gantts Chart
was created. The abstract, reflective observation, active experiment and planning was used
for the Gantts Chart activity. When all the group member made an agreement for nomination
of the group leader, the members of the group had to decide whom to nominate for the
Project lead. A name was written by each member whom to nominate in the meeting. The
person name that was highest in the nomination was agreed by the group to be the nominated
person.
At week 3, there was learning contracts, ethics, project phases that are review for
skills mapping and check list. A learning contract and a portfolio evidence was provided.
From it I learned the completion of the learning contract for the task, also the importance of
GSM code to fill the reviews of ethics. In addition, I have also learn the skills for
communication, leadership and collaboration to work on the project management. The
progress of the Cesim project activities were successful were the group were able to meet and
discussed about the role and faced the difficulties and bring out some ways to develop each
other.
At week 4, through learning journal, there was a better understanding gained by the
group about the Cesim project and this will help them to apply and use the task in the group.
With the group I learnt some skills individually and allocated some task. The outcome of the

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meeting that provide the completion of the guidelines of the Ethics review which completed
the Ethics form provided by GSM and was easy to understand to fill out the ethics review
form.
At week 5, with the practice of Cesim project, I learnt that project managers are
important and review about the need for practicing Cesim weekly. The practice of Cesim
project was completed by knowing the roles to work together and effectively that could cover
the parts.
At week 6, the group members decided to work at home for the activities were the
roles of the project managers are researched and the information are gathered which was
decided to be discussed in the activity of week 7. The outcome of the project was that all the
research will be completed of every individual report writing.

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