Reflective Essay: Scenario Consideration And Application Of Five R’s In Project Management

Body of Knowledge in Project Management

Question:

Reflective Essay: Scenario Consideration and Application of Five R’s in Project Management. 

The aim of this essay is to determine the application of five responsibility points in project management. The way of expressing thoughts should be presented in reflective manner along with further information (Karaman and Kurt 2015). In order to show such information about project management and application of knowledge, the primary emphasize is put in the essay to determine the essential activities of any project manager (Schwalbe 2015). The duties are followed with body of knowledge areas understanding. The primary body of knowledge areas are depicted along with personal experience in the process.

I included the body of knowledge along with realizing the five R’s with shifting them into project transition. The shifting in project management steps is important due to prioritizing the steps with environmental changes. I faced certain pressure points and challenges in projects due to lacking in these five R’s. Later section discusses reporting, responding, relating, reasoning, and reconstructing usage in project management. 

In this section, I have taken a scenario based upon a problem solving project development by two organizations. Red Cliffs Secondary College and Red Cliffs East Primary School both of the organizations have implemented an innovative approach to deal with problem solving in real life projects (Karaman and Kurt 2015). The real-life project is conveyed upon as utilizing a winery. The problem-solving project first is dealt upon the winery operation, and the identification of processes. In this matter, the winery operation managers helped the project members to understand the process following basic PMBOK guide. The visit to the winery helped the students to understand the process and make them motivated (Wang and Jin 2015). In this project, the members were involved in several types of management works to acquire different sets of problem-solving skills.

I have included five individual responsibilities according to basic body of knowledge in project management. As per PMBOK requirement, I described ten knowledge areas as following:

Integration management: The integration management is described in terms of processes and activities along with indentifying, defining and making suitable combination and unifying several other processes (Whitaker 2016). I need to introduce the processes along with cooperating, coordinating, and integrating such procedures along with project management activities as well.

Scope management: The scope management is important for processes identification in order to ensure the project includes all the required work along with completion (Riol and Thuillier 2015). The project needed to be included with several scope and limitations in order to confirm its boundary of implementation and incorporation. I required understanding what should be in-scope and out-scoping in the project to ensure the alignment of the project with objectives.

Time management: Time management is another essential part for any project management and there must be such processes and procedures to accomplish project activities within time (Landry and McDaniel 2015). The project management require a complete timeline specification to complete it along specified timeline as well.

Scenario-based Analysis of Project Development

Cost management: Cost management is another relevant part of project management to accomplish subtasks and tasks within pre-declared budget (Hornstein 2015). To achieve the milestones within specific budget, the processes should be implemented to plan, estimate, financing, managing, and controlling expenditure. In this way, the project can be completed within approved budget to gain advantage to control unnecessary expenses later in the implementation phase as well.

Quality management: The quality management is identified as suitable activities to perform the quality management policies, objectives, and responsibilities alongside the project. The quality management is basic requirement for any project that is hard to achieve, as it requires every activity to be planned accordingly (Nguyen, Chih and Garcia de Soto 2016). I need to ensure learning of such policy, quality management competencies and regulations in order to achieve them in project outcome. For instance, I need to set out the standards to achieve quality outcome in projects later.

Human resource management: Human resource management is another process that requires organizing, managing, and leading the team towards meeting all objectives (Turner 2016). The project management is suitably handled with controlling the human resources in form of a team to reach certain milestones and objectives. I need to set out the project teamwork process along with the effective understanding in  between the members and regulate their efforts in the project as well.

Communications management: Communication management is proper technique to initiate communication in-group teammates. This managerial process includes the procedures of attaining highest level of information sharing and timely completion of project (Zapata-Jaramillo et al. 2015). The processes help to ensure timely and appropriate collection, creation, and distribution of project information. I related the process in order to start storage, disposal, retrieval, and information management in team member communication.      

Risk management: Risk is inevitable in any project, however; it serves the project members to manage the risk response planning (Kiznyte, Welker and Dechange 2016). The risk management is suitable practice with systematic steps as planning, identification of certain risks, analysis, and response register. The likelihood of any risk is to be estimated along with risk impact on the project activities. The risk register moreover, helps to analyse negative and positive risks and control their outcome (Wang and Jin 2015). Main aim of the risk register is to minimize the negative impacts from the negative risks and increase the positive impacts to increase positive risks. I need to first identify the risks, then I need to note them in a logbook. Finally, I determined the impacts and likelihood of those risks meeting all the perspectives of threat. Moreover, I served the purpose of risk management along with including them in a detailed list for further analysis and getting suitable outcomes.

Procurement management: The procurement management is used to show the process of purchase or acquire other products, services, and results without the project team (Ohshima 2015). The project team should need to prepare certain document as per further requirements in terms of implementation. I need to prepare the procurement document with including the other equipments for the project in order to gain certain advantages of modifications.  

Application of Five Individual Responsibilities in Project Management

Stakeholder management: Stakeholder management is more similar to human resource management; however, it has some differences in several aspects of management processes. The stakeholder management is suitable process to identify people, groups, and organizations with capabilities that might turn out to be effective (Dumrak, Baroudi and Pullen 2015). Again, the stakeholders can be thoroughly assessed in the process, allowing them to express their views in expectations from project outcomes, strategies development, engagement in projects, and reduce conflicts.

Now, I come up with the idea of analysing these knowledge areas with respect to five R’s in project management process. The application of these R’s is basically depicted how effectively the project can be managed, following are the main responsibilities: 

Reporting reflection: Reporting is the most reflective work in project management where I was taught to notice the practices and suitable aspects (Pollack and Adler 2015). I should form an opinion having emotional response to a certain issue initially relevant to discipline, professional field or learning space for a topic. The deliberation is generally concerned with exploration of implications along with endorsing the clustered concerns in desirable subjects. Again, the discernment takes place with comparing dialogues in reflective and retrospective considerations (Chauhan and Srivastava 2015). The reporting phase has another clear focus on providing introduction in giving student direction to higher reflection.

Responding reflection: It is another level of reflection based on project management covering the responses from my side to the assessor to include the essential and importance of information sharing (Nguyen, Chih and Borja 2015). The responding is important to show activity in completing project outcomes with stakeholder management, procurement management, and communication management. I understood the importance of responding as per assessor queries and achieved success concerning completion and timely delivery of project. The responding reflection is better understood with communicating others for getting instant replies and data to process limitations and lacking.

Relating reflection: The level particularly presents the individual tenor that separates reflection from different classes in which disciplinary learning is illustrated (Dumrak, Baroudi and Pullen 2015). This level obliges understudies to think about the issue as far as their own particular related involvements with this issue, a related issue, or in a comparable setting. They should make associations with their abilities and learning up to this point, alongside their qualities and needs, and how these identify with the qualities and needs of different partners and of society all the more comprehensively. They can then start to figure out if they have the assets to manage the issue, whether to counsel others or access assets and how to arrange a route forward. Kiznyte, Welker and Dechange (2016) recommends that interior discussions are natural in the reflexive procedure, whereby one chooses how and when to act, taking into account their understanding, duty, qualities and needs in any given connection.

Reasoning reflection: It moves the reflection from a to a great extent individual reaction to a mentally thorough examination of the connection, the issue, and conceivable affecting components. As indicated by Zapata-Jaramillo et al. (2015), the interaction and interconnection amongst people and social structures is vital to comprehend game-plans created by subjects through reflexive consultation. Along these lines, people are seen as dynamic specialists who intercede their subjective concerns and contemplations (values, needs, information and abilities) and their goal circumstances (for instance, course and appraisal prerequisites, proficient obligations and others) to act in certain ways (Nguyen, Chih and Garcia de Soto 2016). Methods for working inside the order and the calling will decide the sorts of proof or examination that ought to be attempted, and understudies’ decision of seven dialect/ancient rarities ought to show their insight into the control and the particular topic. Clarification and dialog ought to be apparent as understudies look at changed conceivable outcomes and now and then consider moral ramifications.

Restructuring reflection: The largest amount of reflection, it is the most hard to accomplish, and for sure, to quantify (Landry and McDaniel 2015). Understudies ought to exhibit new thoughts, and methods for pondering or drawing closer an issue. Particular choices that they have made about future practice ought to be reported with avocation in connection to ‘best practice’ from the disciplinary field. Diverse choices can be postured, with forecasts about conceivable impacts. Dialect ought to be future-situated, however ought to relate straightforwardly back to the present issue (Riol and Thuillier 2015). Understudies can consider the courses in which conceivable activities will advantage self and/or others, and whether new inquiries or arrangements may emerge for a more extensive ‘great’. 

Conclusion

With a specific end goal to show such data about task administration and use of information, the relevance is placed in the paper to decide the vital exercises. Later area examines reporting, reacting, relating, thinking, and remaking use in undertaking administration. In this area, I have included five individual obligations as per fundamental assortment of learning in venture administration. I required understanding what ought to be in-extension and out-perusing in the undertaking to guarantee the arrangement of the venture with targets. I have to guarantee learning of such approach, quality administration skills, and controls keeping in mind the end goal to accomplish them in undertaking result.

Furthermore, the PMBOK management process is appropriately taken under care of a group to achieve certain developments and goals. This administrative procedure incorporates the techniques of accomplishing most abnormal amount of data sharing and opportune fulfillment of venture. The procedures guarantee convenient and suitable gathering, creation, and circulation of task data. Identification of threats is appropriate practice with orderly strides as arranging, recognizable proof of specific dangers, investigation, and reaction register. The probability of any threat is to be evaluated alongside danger sway on the task exercises. The risks enlist besides, break down negative and positive threats, and control their result. The obtainment administration is utilized to demonstrate the procedure of procurement or gain different items, administrations, and results without the task group. Partner administration is more like human asset administration; in any case, it has a few contrasts in a few parts of administration procedures. The reacting is vital to show movement in finishing venture results with partner administration, acquirement administration, and correspondence administration.  

References

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Dumrak, J., Baroudi, B. and Pullen, S., 2015. A study of project management knowledge and sustainable outcomes in Thailand’s reproductive health projects. Organisational Project Management, 2(1).

Hornstein, H.A., 2015. The integration of project management and organizational change management is now a necessity. International Journal of Project Management, 33(2), pp.291-298.

Karaman, E. and Kurt, M., 2015. Comparison of project management methodologies: prince 2 versus PMBOK for it projects. International Journal of Applied Science and Engineering Research, 4(4), pp.572-579.

Kiznyte, J., Welker, M. and Dechange, A., 2016. Applying Project Management Methods to the Creation of a Start-up Business Plan: The Case of Blendlee.

Landry, J.P. and McDaniel, R., 2015. Agile Preparation Within a Traditional Project Management Course. In Proceedings of the EDSIG Conference (p. n3429).

Nguyen, L.D., Chih, Y.Y. and Borja, G.D.S., 2015. Exploring knowledge areas offered in project management programs in construction.

Nguyen, L.D., Chih, Y.Y. and Garcia de Soto, B., 2016. Knowledge Areas Delivered in Project Management Programs: Exploratory Study. Journal of Management in Engineering, p.04016025.

Ohshima, N., 2015. A Study of Concept Structure of PMBOK Based on Graph Theory. Journal on Innovation and Sustainability. RISUS ISSN 2179-3565, 6(1), pp.69-75.

Pollack, J. and Adler, D., 2015. Emergent trends and passing fads in project management research: A scientometric analysis of changes in the field.International Journal of Project Management, 33(1), pp.236-248.

Riol, H. and Thuillier, D., 2015. Project management for academic research projects: balancing structure and flexibility. International Journal of Project Organisation and Management, 7(3), pp.251-269.

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Whitaker, S., 2016. Foundational Concepts of Project Management. In Pass the PMP® Exam (pp. 1-33). Apress.

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