Project/Placement Design & Implementation Learning Contract

This project presents a learning contract developed by a student for the Project/Placement Design & Implementation module, undertaken during the Summer of 2017 at Greenwich School of Management (GSM). The contract outlines the student's aims, which include developing self-directed learning strategies, enhancing critical thinking, and improving problem-solving skills. The student justifies the contract by highlighting the importance of skills like communication, problem-solving, and team management, essential for success in the oil and gas industry. The chosen method is a simulation experience due to the absence of work placement provisions. The contract includes a detailed timetable, a Gantt chart outlining weekly activities, and an ethics review form to address potential ethical considerations. The student aims to produce a portfolio with the learning contract, appendices, a project report, a skills grid, and supporting evidence. The student's learning contract also references several sources to support the learning approach and objectives.

Project/Placement Design & Implementation
Summer 2017
Energy & Procurement Department
Oil & Gas Programme
Student Name:
Student ID #:

PART ONE
LEARNING CONTRACT

Learning Contract Level 5 Project
Section 1: Student and course details
Name:
Tutor:
Project/Placement:
Section 2: Focus
Aim/Problem Statement
In order to achieve a certain level of education, there is a need to push oneself to
learn and understand how to learn. The aim of this portfolio is to develop a self-
directed learning arrangement. This will eventually map out the vital strategies and
tools needed to become a better learner. Furthermore, to systematically enhance the
way we think critically and also to promote effective decision and problem solving
skills.
The ability to learn effectively can help students develop vital skills and knowledge
necessary in academy and also in a long run or future prospect and also aid
employability from work based learning [ CITATION Hel15 \l 2057 ]. As an adult and
autonomous learner, it is significant to have a schedule and guided leaning scheme
in order to stay focus and determined.
This learning contract is projected to be a bridge between the learner and the
programme Tutor; this will practically create a suitable communication to understand
the vital learning need and help me to stay focus[ CITATION Hel15 \l 2057 ]. In other
words, would enhance how to learn, its application, assessment and analyses.
Lastly, the major focus of this learning contract is to understand and concentrate on
some learning difficulties areas and then establish possible ways to solve or make
improvement. Communication, problem solving and working in a team skills are
some of my learning concern that needs attention. A meaningful understanding of
these skills mentioned can aid and determine my learning prospect and also build a
better career accomplishment in the future.
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
Company`s success significantly depends on the ability for individuals or candidate
to understand the application of some basic skills and techniques in academy.
Organisation and businesses would prefer to work with or employ individual that can
demonstrate skills such as problem solving, communication, team management and
decision making. As I pursue my dream and goal to become an expert in the oil and
gas industry, it is very important that I stay focus and firm. Although, there are
various challenges as an adult and autonomous learner, these can be from family,
finance and time management. However, the desire to achieve my learning goal
persists. And this is achievable with self-discipline and assistant from my module
tutor. It is obvious that this learning scheme will eventually enhance my learning
ability, give desired energy, knowledge and vital skills needed to gain necessary
study skills and also create a platform for career development in the future.
It is necessary in most cases to always keep a certain level of determination,
interest, smart decision making and staying focus as an autonomous
learner[ CITATION Cot13 \l 2057 ].
There are significant evidence that stimulation based teaching experiences can
produce much needed management skills. The major objective of every organisation
is positive productivity and maximum profitability. And these can be guaranteed with
candidates having a clear understanding of vital skills such as communication and
decision making[ CITATION Gol14 \l 2057 ].
During the simulation exercise, my learning progress and development can be
dignified with the level of seriousness and knowledge gained and these would be
seen through feedback from my tutor.
In justifying this learning contract, it is important to understand the application of
various research methods individually or as a group and lastly being able to apply
gained experience in a real life situation.
Section 4: Methods
I have chosen simulation as my method pathway. The reason is because there was no
work placement provision at Greenwich School of Management (GSM) currently, so
there was no chance to practically involve in a work based real life activity or
experience. However, we were given an opportunity for the option of a simulation

experience. In the present day, simulation is the most used technique generally used
by teaching institutions and business organizations to enhance students or
individual’s participation, awareness and management skill[ CITATION Gro17 \l 2057
].
Simulation activities can help students to understand and set various principles for
achievements. It also enhances the ability to analyse and evaluate data for future
improvement[ CITATION Kol15 \l 2057 ].
There are various platforms or methods that can be used in this assessment. But the
question is which one is more favourable. The advantages of using simulation
platform ranges from the low cost involvement to reduced risk experience and
optimised use of accessible resources.
Section 5: Timetable
The major challenge as an adult learner is time management, having the ability to
manage family, work and education at the same time. Time management is an
important tool in everyday activities, it helps to stay organised and focused. Having a
clear picture of my time table can portrait me as a determined and positive learner.
My PPDI Module has numerous tasks which need to be studied and understood
adequately within given weeks of the programme activities. I have been able lay out
my time schedule for the various tasks and also know when my coursework is due
for submission (deadline). Furthermore, with time, I have gained a suitable learning
style, understood the concept of a learning contract and also have knowledge on
how to conduct various research methods and evaluate information. See appendix
for breakdown of the week’s activities.
Section 6: Evidence of accomplishment
By the end of this project I will produce a portfolio containing:
 The learning contract and associated appendices
 Ethics Review form
 Project Report
 Skills Grid
 Supporting evidence (log books, critical incident diaries, and employer and/or
Tutor feedback)

Section 7:
Bibliography
Cottrell, S., 1999.
The Study Skills Handbook. 4th ed. Hampshire: Palgrave.
Cottrell, S., 2013.
The Study Skills Handbook. 4th ed. London: Palgrave.
Goldthwaite, J., 2014.
The Importance of Communication in Industrial Environments. [Online]
Available at: http://www.sensear.com/blog/the-importance-of-communication-in-industrial-
environments
[Accessed 17 July 2017].
Growth Engineering, 2017.
What is Experimental Learning. [Online]
Available at: http://www.growthengineering.co.uk/what-is-experiential-learning/
[Accessed 17 November 2017].
Helyer, R., 2015.
The Work Based Learning Student Handbook. 2nd ed. London: Palgrave.
Kolb, D., 2017.
Centre for learning. [Online]
Available at: https://teach.its.uiowa.edu/sites/teach.its.uiowa.edu/files/docs/docs/
David_Kolbs_Learning_Cycle_ed.pdf
[Accessed 25 August 2017].
Kolb, D. A., 2015.
Experiential Learning: Experience as the Source of Learning and Development. 2nd
ed. New Jersey: Pearson Education.

Section 8: List of appendices to this learning contract
 Appendix 1: Gantt chart
 Appendix 2: Ethics Review Form
 Appendix 3: Skills grid
This is your responsibility to tailor the above learning contract to the case study. You
are required to explicitly articulate what objectives you are going to set, what
activities would be undertaken, which sources of information or data need to be
collected to ensure that the learning outcomes are achieved. You would need to
discuss and seek guidelines from Tutors/supervisors. You would need to agree
/negotiate the learning contract with your Tutor/supervisor, include the signed copy
of the learning contract in final submission and submit it along with the portfolio. It is
to ensure that transparent, feasible and verifiable set of activities are established in
the learning contract which enables you to meet the learning outcomes of the
Module and achieves the assessment criteria.
Signed: Tutor/Supervisor
Signed: Student
Date:

Appendix 1
Gantt chart
Plan of activities
Week Task
s
Activities Duratio
n
Dependencies
1 A Introduction, The role of work based
learning and considering what is
necessary.
1
2 B Learning Contract. 1 A
3 C Preparation and negotiating
knowledge.
1 B
4 D Work based training/ Group work 7 C
5 E Meetings in various Group 6 A
6 F Continues Simulation study 8 A,B,C,E,F
7 G Research, evaluating and gathering
secondary information
7 E,F
8 H Writing of project report 7 E,F,G
9 I Assessment 2 G
10 J Review 2 I,J
11 K Project Submission 1 A,B,C,D,F,G,H,
I and J
Gantt chart
Task ↓ - Week →
A
B
C
D
E
F
G
H
I
J
K
Formulated by the Author 2017

Appendix 2
Ethics Review Form
Name: Kolawole Omolaye
Tutor: James Milne
Project/Placement: Simulation
This checklist should be completed by the Student undertaking a project/placement design
and implementation Module which involves human participants and must be discussed with
the project/case study Tutor/supervisor and the form must be verified and signed by the
project/case study Tutor/supervisor.
This ethical form will identify if ethics approval needs is required to be submitted to the
Ethics Committee. For ethics policy you are required to read your programme handbook and
visit GSM London website for all the policies before completing the Ethics Review Form. It is
your responsibility as a learner on the project/case study to exercise appropriate
professional judgement on the Ethics Review Form and familiarise yourself with GSM
London Ethics policy.
Project/Placement Option: Simulation
Student name and ID: Kolawole Omolaye 47907
E-mail address: [e-mail]
Programme: Oil and gas Management
Module: Project/Placement Design Implementation
Tutor/Supervisor name: James Milne
Tutor/ Supervisor E-mail address: [e-mail]
Yes No
1. Will the case study you are working involve sensitive information?
3. Could the case study you are working induce psychological stress or
anxiety, or cause harm or negative consequences, beyond the risks of
everyday life to anyone?
4. If you are collecting information or data in this case study, will anyone
involved be unable to give informed consent (e.g. people with learning
disabilities?

5. Are you collecting information that do not give participants the right to
remain anonymous, or to have the information they give not
identifiable as theirs?
6. Will financial inducements (other than reasonable expenses and
compensation for time) be offered to participants for collecting
information?
7. Will deception be necessary during the case study to access
information or data?
8. Does the case study involve access to confidential information?
10. Will the right to withdraw from providing information or data from
individuals withheld, or not made explicit?
If the answer to any of the above questions is yes, you have to apply for Ethics approval
from GSM London Research Ethics Committee. If the answer to the above questions are no,
you will still be required to have this Ethics Review Form reviewed and signed by your
Tutor/supervisor. You Tutor/supervisor will discuss the details of any ethical implication and
advice where appropriate. You will be required to keep the signed copy of Ethical Review
Form and submit it as appendices in your final report/portfolio. It is your responsibility to
follow the guidelines of the ethics policy, programme and Module requirements. If you need
any clarifications with regards to ethics approval, you need to discuss with your
Tutor/supervisor.
All materials submitted will be treated confidentially.
I have read and understood the above guidelines and procedures set in GSM London
ethics policy and procedures.
Signed: Tutor/Supervisor
Signed: Student
Date:

Appendix 3
Week #1: SKILLS GRID
Skill What I
learned?
Where &
When I
learned?
How I
learned?
Evidence Location of
evidence
Progression.
What next?
Communication I leant and
develop how
to interact,
speak and be
more
organised
when in a
group
presentation
Was in a
Group
task
activity,
week #1
PPDI5039
In the section
I developed
self-
confidence
and how to
reflect
effectively on
given
experience.
Note taken,
Recorded
video, and
feedback
Samples
from the
portfolios
(printed).
And Saves
documents
on my USB
Still working on
my learning
ability and
would put in
more effort to
become a
better learner

Weekly Learning Log
Name: Click here to enter text.
Tutor: James Milne
Project/Placement: Simulation
WEEK NUMBER: 1, 2 & 3 DATES: 14/06/2017, 21/06/2017 and 28/06/2017
Day/date: Wednesdays and
Friday.
14/06/2017, 21/06/2017 and
28/06/2017
Nature of Work and Time: Class study section
9.00am respectively
Activities What did I learn or gain from these activities?
Relate this analysis in relation to knowledge and understanding;
cognitive skills; and graduate skills.
The first activity was on planning /
negotiation knowledge and the
overview of simulation research
and Hydro Laos simulation
I finally had an understanding and the relevant of planning before
embarking on any event or study. And was also introduced to the
general concept and the usefulness of a simulation.
Group work in class Different groups were set up in class, and in my team we
organised and decided to first understand how to work with
different stakeholders, how to make decision which will eventually
help us in the actual simulation exercise.
simulation activities formally started There was the practical simulation exercise, where I develop the
knowledge on communication and decision making when
engaging with stakeholders and the general business
environment.

Weekly Learning Log
Name: Click here to enter text.
Tutor: James Milne
Project/Placement: Simulation
WEEK NUMBER: 4, 5 & 6 DATES: 05/07/2017, 2/07/2017, 14/07/2017, 19/07/2017
and 21/07/2017
Day/date: Wednesdays and
Fridays. 05/07/2017, 2/07/2017,
14/07/2017, 19/07/2017 and
21/07/2017
Nature of Work and Time: Class study section
9.00am respectively
Activities What did I learn or gain from these activities?
Relate this analysis in relation to knowledge and understanding;
cognitive skills; and graduate skills.
Preparing/collecting secondary
data and simulation
Had the opportunity to learn the different type of research
method, the various techniques that is useful and how to apply
them.
The importance of carefully evaluating date gathered from
research to know and understand whether authentic and
acceptable
Simulation restarts with intensive
engagement in my group
At this point it was very importance to work more with the group.
We had the opportunity to reflect on cases together in order to
make useful and meaning decision when engaging with
stakeholders at the simulation exercise so as to have a positive
outcome.

Weekly Learning Log
Name: Click here to enter text.
Tutor: James Milne
Project/Placement: Simulation
WEEK NUMBER: 7, 8, 9 & 10 DATES: 26/07/2017, 28/07/2017, 02/08/2017, 09/08/2017
and 16/08/2017
Day/date: Wednesdays and
Fridays. 26/07/2017, 28/07/2017,
02/08/2017, 09/08/2017 and
16/08/2017
Nature of Work and Time: Class section
9.00am respectively
Activities What did I learn or gain from these activities?
Relate this analysis in relation to knowledge and understanding;
cognitive skills; and graduate skills.
More of revision sections on past
week class activities. and also
consolidating of useful evidence for
the final course assessment
The module tutor took out time to review most of the previous
class lecture, this actually guided the way we reflected and
analysed information in writing a constructive report. Finally, we
had a feedback from the tutor to know our progress.
.

Minutes to meetings (week 1, 2, 3 and 4)
Simulation group (member’s engagement)
To commerce the first stage of the simulation, a warm up exercise was provided, this
gave an insight on how the whole programme will be carried and also to have a
general understanding.
First group consultation (07/07/2017)
As a team it was important to meet and discussed about the simulation. Our first
meeting was very significant; there was an overview of the main objective and
possible channel to undertake to achieve the desired profitability projected and in
addition, how to deal with the various stakeholders individually.
And in subsequence meetings, we talked and enhancing our communication,
problems solving, decision making, conflict management skill to guarantee a
successful project execution.

Simulation Dam site development proposal (final output)
The plan to build a profitable Dam project with justifying decision that has to be made with a
team, having various stakeholder`s presence. At the start, we had a feeling that this task was a
difficult journey. The stakeholders was quite a challenge to work with, and also making sure
that the organisation aid in making profit from the project is realised.
The whole process involved consultation, evaluation, communication and making profitable
and effective decisions.
At the end of the 12 weeks simulation, my team came up with a final Hydro Laos Dam result
as shown below:
 Village site Flooded
 Burial site Unaffected
 Fish population 65%
 Community development level - 4
 Landscape impact rating - 3
 Accident risk 4%
 Annual energy output 175 GWH
 Employment created 3,765 jobs
 Profitability $ 70,000
 Corporate taxes $ 13,500.

STAKEHO
LDER
Sharon Brown
Executive Director,
Hydro Con
Thongsavath
Boupha
Energy Minister,
Laotian
Government
Tanipat Thinnakorn
Project Head,
PTE Thai Energy
Birgitt Hanssen
Fund manager,
Investment
Fund of Norway
Michele Chow
Project Director,
World Bank
Mr. Soulivong
Director,
Provincial
Agriculture &
Forestry Office
Keo
Xayavong
Village
leaderRole/
organisati
on
Estimate
d
Importan
ce
Very high Very high high Very high Very high low high
RATIONAL
Priorities
and
preferenc
es for the
site
developm
ent plan,
e.g. dam
sites,
energy,
profit,
employm
ent etc.
Profit Growth Energy Investment Loan Government
policies
employm
ent
SOCIAL/POLITCAL
Which
stakehold
ers
influence
them
Michele Chow
Project Director,
World Bank
Keo Xayavong
Village leader
Mr. Soulivong
Director, Provincial
Agriculture &
Forestry Office
Michele Chow
Project Director,
World Bank
Sharon Brown
Executive Director,
Hydro Con
Thongsavath
Boupha
Energy Minister,
Laotian
Thong
savath
Bouph
a

Government Energy
Minist
er,
Laotia
n
Gover
nment
COMMUNICATION
e.g. form
and
frequency
preferenc
es, being
involved,
how they
are
“handled”
Informed with every
decision and
strategy
Carried alongside
on site actions
continually
Emails Emails and
meetings
emails Emails and
meetings
Emails
PERSONAL CHARACTERISTICS
e.g.
hidden or
personal
agendas,
cultural
aspects
Building a
successful dam
project was
significant as well as
high profit making
Concerned in the
community and
economy growth
Energy output Investing in world
development with
profits
Provision of clean
energy investment
Making sure
that policy are
being
cherished
Preservativ
e of
heritage
and jobs
opportunit
y
STAKEHOLDER Francois Delors
Construction
Subcontractor,
DEVELA
Buk Phongvonsa
Union leader,
Construction
workers
Josephine Candor
Professor of
Archaeology
Kai Chareonkul
Environmental
Impact Expert
Gert Offerbach
Activist, EcoAction
Daniel Fairbanks
Bureau chief,
International
News Agency
Role/organisation
Estimated High high low high low low

Importance
RATIONAL
Priorities and
preferences for
the site
development
plan, e.g. dam
sites, energy,
profit,
employment etc.
Profit occupation Heritage Environment and
heritage
Awareness
campaign
News
SOCIAL/POLITCAL
Which
stakeholders
influence them
Sharon Brown
Executive Director,
Hydro Con
Keo Xayavong
Village leader
Keo Xayavong
Village leader
Keo Xayavong
Village leader
Thongsavath
Boupha
Energy Minister,
Laotian
Government
Keo Xayavong
Village
Thongsavath
Boupha
Energy Minister,
Laotian
Government
leader
Keo Xayavong
Village leader
COMMUNICATION
e.g. form and
frequency
preferences,
being involved,
how they are
“handled”
Meetings and
emails
meetings meetings Emails and
meetings
meetings Emails and
meetings
PERSONAL CHARACTERISTICS

e.g. hidden or
personal agendas,
cultural aspects
construction
project is
accomplishment
Job confidence
and assurance
Site defence Environmental
safety
stakeholders
awareness
information
establishment