Solo Experience free essay sample

More than 50 miles from the closest corner store and a five-day paddle from any kind of framework, I ventured out of the kayak, waved farewell to my kindred heads in preparing and entered the obscure. Furnished with my folding knife, a canvas, 20 feet of rope, an angling pole bar, a Bible, a diary, my camping bed, garments, water, an apple and two granola bars, I abruptly understood that for the following 48 hours, these future my solitary partners. As I remained on the shoreline, gazing into the decaying woodland of Northern Quebec, with the sun setting on my back, I was solidified and disturbed. Smacking at multitudes of no-see-ums and mosquitoes, I pondered, Whose thought was this at any rate? What advantage is there to going through two days alone with only trees and bugs? Arousing the following morning to a splashed camping cot and pounding precipitation just uplifted my discontent, yet it was under these conditions that I had the option to obviously look at my life in a manner I never had. We will compose a custom article test on Solo Experience or then again any comparative subject explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page As my performance experience followed through to its logical end, the colloquialism The calmer you become, the more you can hear took on an entirely different importance. I had been in the wild previously; the majority of my mid year had been spent outside ascending mountains and developing in a gathering dynamic. Be that as it may, being here alone, expelled from each interruption in such a remote spot, had a totally extraordinary impact. What began as an apparently silly and fomenting suggestion changed into a useful one that I realized I would exploit. Along these lines, rather than sitting under the canvas agonizing about my hardship and reviling the downpour, I benefited as much as possible from it. Each trouble that came my direction, I took on with ardent life. At the point when it began to rain and I got wet since I hadnt set up my covering accurately, it was my shortcoming. There was nobody else to fault. The acknowledgment that I was liable for controlling unequaled and activity and conquering all contention had a prompt impact. Thus, as I approached my day perusing, angling and composing, I experienced some genuine contemplation. Accordingl y I started to consider myself to be an individual adroit at conquering difficulties of any condition. As I came to see my own capacity and potential, I likewise wound up analyzing the numerous connections and individuals who have graced my life. From family to companions, away from the regular rushing about of life, evaluation and examination of how my activities influenced both their lives and mine turned out to be progressively normal. As the hours wore on, my stomach began to snarl, and distress arrived at an unsurpassed high. Strangely, however, things became more clear. The affliction had in truth brought forth a development procedure, one that would stay with me and furnish me with another feeling of singularity and attention to my job as an individual. What's more, in spite of the fact that I was hopeless, eager and aggravated at that point, thinking back, I esteem those minutes to myself clustered in an absorbed camping cot the center of no place.

5 Quick Tips For Choosing Orders on Textbroker

5 Quick Tips For Choosing Orders on Textbroker MichellaTextbroker Author Services Rep The Open Order pool can feel overpowering. There are in some cases a huge number of requests for creators to look over and just such a great amount of time in the day. All in all, how would you utilize your time at Textbroker all the more viably? Here are a few hints accumulated from experienced creators and our care staff. 1. Start With Topics You Already Know How frequently have you heard the guidance to compose what you know? This holds as valid for an independent substance essayist as it accomplishes for a writer. The more you definitely think about a theme, the less time you have to spend learning it before you can begin composing and the simpler it is to inquire about. Textbroker has as of late refreshed the classifications in the Open Order pool to make choosing intriguing requests simpler for creators, so guide your focus toward the classes first. When you are in the class, pause for a minute to look through all the accessible requests t o focus on a point that you are agreeable writing.If you can’t discover a request that as of now fits into your domain of experience, take a gander at classifications that flash your advantage. Regardless of whether you should invest more energy inquiring about a theme that is totally new to you, the exploration will speed up in the event that you discover the point engaging. 2. Peruse the directions Before You Claim an Order It might be enticing to promptly guarantee a request dependent on the normal income, however recall that you have 10 minutes to survey a request before choosing. Set aside this effort to deliberately peruse and see all gave guidelines. A major piece of ensuring the request procedure goes easily is lessening the requirement for update requests.Pay exceptional consideration regarding: Voice and POV (perspective): Is the customer searching for a first-individual, cordial and relatable article? Third-individual and expert? Be set up for this as you plan your article. Crowd: Writing for 25-35-year-old housewives will be unique in relation to composing for experts dynamic in the subject field.Sources: Clients will regularly give you comparable destinations, look into sources or instances of substance they like. This can give you a thought of the tone you ought to give. Do’s and Do Not’s: Pay thoughtfulness regarding when a customer gives you a â€Å"Don’t do this!† or a â€Å"Make sure you include†¦Ã¢â‚¬ Be sure you additionally check the cutoff time or handling time and consider your own calendar. As appealing as a request might be, in the event that you know you don’t have the opportunity to give to a top to bottom request, let it proceed to pick a simpler request that you can finish without worrying over an approaching cutoff time. On the off chance that you have inquiries on the request, you can contact the customer before you begin composing by tapping the client’s ID: When the custom er reacts, it will show up in your inbox under the â€Å"Messages† tab. Regardless of whether the specific request you were thinking about is not, at this point accessible when the customer reacts, this opens a line of correspondence with the customer, and you can be progressively sure getting one more of the client’s orders. 3. Know Your Strengths and Weaknesses Are you a pro at news recaps yet not very good with HTML? Taking on another test may be acceptable, yet additionally remember that you have a cutoff time. Learning another expertise, for example, HTML coding, on the fly may add to the pressure of composing a request and lead to a negative encounter. Writer Services urges all writers to catch up on basic HTML demands alongside keeping on your specialized composing aptitudes. Nonetheless, some of the time requests will have prerequisites that are somewhat more confounded than utilizing a header tag or embeddings a connection. On the off chance that you are not s ure about your capacity to rapidly learn new labels, you should leave the request for another person, yet don’t simply forget about it. Rather, add it to your rundown of things to learn. Whenever you see a request requiring the equivalent convoluted HTML, you will as of now have it taken care of! 4. Beat the Deadline Whenever conceivable, have your substance finished and prepared to turn in with a huge support. 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You can generally contact the customer to request explanation on this, yet on the off chance that the customer either doesn't hit you up or they show that they spelled the word inaccurately deliberately, you should utilize the word precisely as it is introduced. You will never be punished by our editors for this. Guarantee that you have met the base and most extreme watchword thickness prerequisite. Our watchword counter may tally the catchphrase inside a URL. On the off chance that you are coming up on the cutoff time and you don't have the opportunity to sit tight for Author Services to hit you up, evacuate URLs containing the watchwords, or expel occasions of the catchphrase in the content. At the point when you do this, reach the customer to let them know.We trust that these tips help make your composing experience simpler. Don't hesitate to impart your own tips and encounters to finishing orders at Textbroker! Start your independent vocation by composing at Textbroker. Join today!Register for Free! Walk 13, 2019 March 18, 2019 Cortez Blog, For creators, Account Help, Author Experiences 1 Comment Ø 4.00 (6 vote) Loading...Similar presents How on Optimize Your Content for User Intent How Small Businesses Can Benefit From Content Marketing 6 Tips on How to Communicate Professionally With Text Comments Robin Humphrey 14. Walk 2019 - 17:43Excellent advice!!!!! ReplyDo you have an inquiry or an assessment on the article? Offer it with us! Drop replyYour email address won't be distributed. Required fields are checked *CommentName * Email Address *Website Blog Tutorials Videos For customers For writers Punctuation 6 Professionalism 6 Increasing Earnings 16 Ratings 10 Account Help 11 Content Trends 4 Grammar 20 SEO 4 Author Experiences 20 Textbroker News 5 Style 11 Workflow 9 Search Tagsad cetera contextual investigation writers content substance creation content showcasing syntax promoting web optimization Tutorial writingTable of contents1. 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Systems Development - Free Essay Example

Department of Information Systems Abstract Various factors influence the success of a Systems Development (SD) project. As a result, project teams must comprise of practitioners with various skills (Katzenbach Smith, 1993); and a certain ambience must exist for the groups to flourish. This paper sought to discover exactly what these factors are. Having previously completed an SD project, we compiled a list of factors that our group deemed as vital in guaranteeing our project success. We considered soft and technical skills; the project and its scope and requirements; as well as other stakeholders as some of the critical success factors (CSFs). We then conducted a study with IS students, who completed a survey, rating certain factors in order of importance. The results revealed that most students considered the given factors as important, with programming seen as most critical, and effective communication being rated second. We then looked to literature for academic opinion. The literature outlined that while most SD projects require technical skills, the teams also needed soft skills and a good blend of personalities to ensure success (Reel, 1999). Academic support and a clear scope were also considered important by students and academics. A flaw in the study was that it failed to acknowledge to what degree these factors are necessary, whether these are the only factors needed, and the intra-relationship between the factors. The results of the study can aid academics in deciding on the composition of future IS curricula. Introduction There seems to be no consensus in literature regarding what the Critical Success Factors of SD projects are (Wateridge, 1995). For instance, Belassi (1996) reported that team members commitment, their technical background, project attributes and environmental factors are viable and critical factors. On the other hand, Fortune White (2006) cited support from seniors, clear realistic objectives, detailed plans and good communication and feedback as the necessary factors; while a study by Ewusi-Mensah (1997), suggested clear project goals, good team composition, technical know-how and adequate technology as most critical for success. Evidently, many factors can be seen to contribute to the success of SD projects. However, there are countless lists all with varying ideas of what these factors are. Our studys aim is to find the right combination of factors, from the perspectives of UCT IS students. We then want to see whether existing literature is in support of, or against these factors . SD projects in particular, consist of many tasks which require various competencies. Completing an SD project entails everything from documenting the details of a system, to creating the actual system. In order to succeed, the project group must be composed of programmers, business analysts, project leaders, strong communicators, and essentially, a dedicated team (Scott, 2008). Good performance is dependent on the coordination of expertise within a team. (Faraj Sproull, 2000). Klein, Jiang Tesch (2002), recommend that teams be composed of people with complementary skills, who are committed to a common purpose. The key, they suggest, lies in matching people to tasks. This paper focuses on technical skills, with most emphasis on programming; soft skills, namely communication and good conflict resolution; project requirements and scope; as well as the role of stakeholders in ensuring project success. The aim is to highlight the most important of these factors and substantiate for them. The section following this introduction will deal with the research design. It will then be followed by a further discussion of the findings. The limitations of the study will also be stated and will be followed by the conclusion. Key words: Systems Development, Critical Success Factors, technical knowledge, interpersonal skills, project scope, resources Research design A mini survey of 3rd year students who are currently in their honours year was conducted in order to get a better understanding of what students felt were the most important factors for successful SD projects. The factors, as shown in table 1 below, were personality, skills set, the project and other stakeholders. These factors had sub factors (e.g. communication, conflict resolution and work ethic fell under personality; while staff, tutors and sponsor support all fell under other stakeholders). The survey asked students to rate the given sub-factors on a scale of 1 to 3, in order of importance, 1 being most important, and 3 signifying least importance. As seen in table 1, the blocks highlighted are the factors that got the highest ratings. For example, good communication skills were considered the most important trait for personalities within a team, and ability to program was regarded as the most important technical skill. Table 1. Results from 3rd year students mini-survey Personality Technical Skills set Project Other stakeholders Communication Skills 1s: 60% 2s: 40% 3s: 0% Programming skills 1s: 100% 2s: 0% 3s: 0% Adequate Resources 1s: 20% 2s: 50% 3s: 30% Tutors 1s: 30% 2s: 50% 3s: 20% Conflict resolution skills 1s: 40% 2s: 40% 3s: 20% Documentation skills 1s: 0% 2s: 70% 3s: 30% Clear Scope Requirements 1s: 70% 2s: 20% 3s: 10% Staff 1s: 40% 2s: 20% 3s: 40% Work ethic 1s: 0% 2s: 20% 3s: 80% Presentation skills 1s: 0% 2s: 30% 3s: 70% Work environment 1s: 10% 2s: 30% 3s: 60% sponsor 1s: 30% 2s: 30% 3s: 40% Key: 1: Very important 2: Somewhat important 3: Least important Highlighted: Received the highest rating (mostly 1s) Findings: Evaluating the Critical Success Factors Technical Skills: Programming During our SD project, we identified the ability to program, document and present the system as the most critical technical skills. However, programming proved to be most important. This could be attributable to the fact that we were not very strong programmers; and this is the skill we spent most of our time perfecting. On enlisting UCTs IS honours students to rate the same technical skills, i.e. programming, documenting and presenting in order of importance based on their past experiences, our survey results concluded that programming was also considered most important by other students. Several reasons can be given for this. Firstly, students differentiate courses by what modules predominate. In IS, the dominant modules all centre on programming. Secondly, since the programming of the system weighed more than the documentation and presentation, it is normal for programming to be deemed more significant than the other skills. In effect, the teams realized that if none of the member s within a group were competent in terms of programming, they were almost guaranteed failure, as programming constituted the bulk of the SD project. Several studies are in support of these findings. Reel (1999) suggests that because software development projects deal with complex problems, members must be intelligent and grasp programming easily. Literature advocates for strong abstraction and programming skills if one is to be a good systems developer, (White Leifer, 1986). Also, Scott (2008), supports that an IS professionals competence is reflected in the effectiveness with which analysis and design specifications can be translated into code. Soft skills: Communication It is not only technical skills that guarantee success. A balanced team is also important for SD projects. Reel (1999), defines a balanced team as one where all members can play a key role, where contribution is equal and there is mutual accountability. Our group found that communication serves as key for the formation of a balanced team. According to Noll Wilkins (2002), a good team is characterized by good communication. Gorgone et al., (2002), rank interpersonal, communication, and team skills as some of the main categories of exit characteristics of IS graduates (as cited in Miller Luse, 2004). Ultimately, team members need to be able to relay their opinions in order for there to be direction and progress in the project. Further, researchers are finding that ineffective communication skills have been a contributing factor to project failure (White Leifer, 1986). For example, a recent study found that while current technical skills, such as programming and documenting, that IS graduates possess are adequate for the market; interpersonal and personal trait skills, such as communication, and critical thinking skills, were amiss (Yen, Lee, Koh, 2001 as cited in Miller Luse, 2004). This supports the idea that while programming is needed and must be improved, the soft skills also need development. Our group found solid communication to be beneficial and this was supported by the IS students surveyed, as they rated good communication as the most important soft skill. Conflict Resolution According to Katzenbach Smith (1993), communication can only be beneficial if it represents a set of values that encourage listening and constructively responding to views of others and providing support while also managing conflict. It is no wonder that conflict resolution was rated a close second in our survey under personality. Also, a study by Clark (2002) found that 67 percent of respondents attributed project failure to poor communication and team conflicts. Interestingly, many studies that look into reasons for project failure ignore the group dynamics of the project team as a factor. This is a flaw, as most work within IS curricula is done in groups. It thus seems careless not to consider team incompatibility as a probable cause of failure. For instance, it would serve no purpose to place the best people within one group when they are at risk of personality clashes due to each of them wanting to outshine the other (Belassi, 1996). We can deduce from this that an ability to s olve conflicts is also necessary for SD project success. Also, the goals of the members need to be aligned. This can only be so if communication is solid and conflict is minimal. Daft (1994) found that when individuals worked together, as in SD projects, conflict ensued because members were not pursuing the same objectives (as cited in Miller Luse, 2004). Consequently, IS developers need effective communication and conflict resolution skills to be able to determine common goals and ascertain that a usable system is produced (Noll Wilkins, 2002, Levesque, Wilson Wholey, 2001). Project choice: scope and requirements Most of the 3rd year (now honours) project teams found that choosing a project with a manageable scope and well understood user requirements reduced the risk of failure quite substantially. This makes sense because of the limited time and resources that most teams had. They also found that they needed to appoint a team member who is good at communicating, in order to capture user requirements properly. If the user requirements were not fully understood, the teams had to go back to the users to get correct requirements. This often hampered the progress of the project. In a study by Procaccino, Verner Lorenzet (2006), the authors found that understanding user requirements was ranked as the most important driver of project success. According to Belassi (1996), most projects fail because teams dont pay particular attention to the size and the value of a project, the uniqueness of project activities (vs. standard activities), the density of a project network, the project life cycle and t he urgency of a project outcome. This is why it was important for the teams to choose a manageable project, with well understood requirements. Resources The availability of resources cannot be overemphasized. This relates to an enabling environment and up to date technology. This sentiment is shared by Reel (1999) as he emphasizes that teams need a working environment that will minimize distractions and encourage productivity. Moreover, teams need proper equipment. In the case of 3rd year teams, there were numerous complaints about the working environment in the commerce labs as well as the equipment i.e. lab computers. Most teams complained about the uncomfortable chairs; the extremely cold conditions during winter months, the inability to eat in the labs, even after being there for countless hours, as well as the computers which were often dysfunctional and ridden with viruses. Although these complaints seem trivial, they hampered the progress of most teams. This is perhaps why some teams chose to work at home instead of the commerce labs. From this, we can deduce that the need for comfortable working spaces is not to be underestim ated. According to May, Schwoerer, Reed, Potter (1997), human resource practitioners should fit workstations to their employees to avoid employee dissatisfaction and most importantly, any bad effects on employee wellbeing. Their studies found a moderate to strong link between productivity and office ergonomics. Looking at what most of the teams had to say about the working environment in the commerce labs, it is safe to say that the working environment can have negative impact on team productivity. Academic support Freemans (1986) stakeholder model emphasizes the need for managerial guidance. This strengthens the case for support from the sponsor as well as the project manager. In the case of 3rd year SD teams, the project manager has to oversee the projects and ensure that the final product fits the three requirements of: scope, time and budget (although budget is less significant for university teams since no money is involved in systems development projects). Joshi, Sarker Sarker (2007) concede that stakeholders, especially project managers, can be useful for knowledge transfer. Knowledge transfer can be for technical knowledge and project management knowledge. This was the case for most if not all 3rd year teams since they had to rely on lecturers who acted as project managers to impart knowledge. For instance, when teams were faced with technologies or methodologies they could not understand, they often consulted their project managers. Cumming Teng (2003) agree with Joshi et.al (2007), but go on further to suggest that project managers also have to encourage knowledge transfer among team members. This makes it easier for team members to trust each other and be open to criticism and feedback from team mates. It is interesting however, to note that in the study by Procaccino et.al, the importance of the project manager in terms of providing feedback was ranked twelfth out of fifteen drivers of project success. Project sponsor The project sponsor is one of the stakeholders for 3rd year project teams. The sponsors purpose is to approve a teams proposal and also provide user requirements. In other words, the sponsor is the client and the team is the service provider. If there is insufficient communication between the client and service provider, the project progress is slowed down or at worst, the project fails. Our team found it useful to get regular feedback from our sponsors to ensure that we were still adhering to the sponsors requirements. Since the sponsor is the user of the system, there is often a risk that the final product has incorrect functionality; it does not perform well and is unreliable (Boehm, 2007). Ropponen Lyytinen (2000) mention that, continuous and uncontrolled changes in requirements lead to changes in timetables and make it difficult to keep resource consumption steady. Some of the teams received complex requirements from the sponsors and had to negotiate for simpler user requiremen ts to ensure that the project was completed on time, given the limited resources that teams had. It is however interesting to note that while the sponsor may appear to be highly needed, the IS students surveyed ranked sponsors as least important to their project success. This could indicate a flaw in the SD teaching methodology, as one could argue that since the sponsor is representative of the client, he must be treated as most vital, since he will be using the system. Study limitations Though the study yielded useful results, its not without limitations. One such limitation was the structure of the survey. The survey made students rate answers from a list of pre-determined factors. These were factors we considered most necessary during our SD project. However, it is not guaranteed that other students would have primarily thought of these as CSFs for their project teams. Not all IS projects are similar. Therefore, the CSFs laid out in this text may not be universally applicable. For example, it is possible that even the right combination of people, adequate skills and enough resources may be affected by other factors e.g. environmental factors, which may lead to project failure. Therefore, projects must be treated uniquely (Miller Luse, 2004). For this reason, another survey could look into allowing students to give their own answers as opposed to picking from a list when completing a similar study. It is crucial that we not discredit the unlisted factors as comple tely unnecessary. Another limitation is the limited sample size of the survey. The survey was only exposed to 20 IS honours students, and only 10 responded timeously. Further studies could increase the sample to generate richer feedback. Finally, another flaw is that the study dealt with the factors in each category in isolation. This ignores the intra-relationships between the factors. However, the considered factors do not provide a full picture when looked at in isolation (Belassi, 1996). Usually, a domino effect ensues when one factor is not met, causing all the others to also fall behind. For example, since no one in our group was strong at coding. This led us to seek tutor help. When the help seemed inadequate, the results were conflicts between members, which led to an unconformable work environment, which led to an almost incomplete project. Thus, an interesting but challenging area of study would be the analysis of the effects of each factor on the others. Conclusion In conclusion, if teams are to produce projects of a high standard, they must fair well in terms of programming and documentation. They must understand what the systems exact requirements are, have the means to produce the system; and also have a cohesive team that strives for the same objectives. Moreover, teams must ensure that they have a clear understanding of the project scope and user requirements in order to mitigate risk, and sponsors should provide teams with adequate user requirements and be willing to evaluate the finished product. It is also important that a team has good balance of technical skills i.e. it would be risky to have a team composed solely of programmers or business analysts. Good communication is also essential as it can help in mitigating conflict due to misunderstandings, as well as in obtaining user requirements from the project sponsor. There is also a need for support from lecturers and sponsors. In essence, A good blend of the afore-mentioned factors w ill go a long way in ensuring project success. Reference list Belassi, W., Tukel, O. (1996). A new framework for determining critical success/failure factors in projects, International Journal of Project Management 14(3), 141-151. Retrieved Feb, 12, 2010, from: https://www.sciencedirect.com/science?_ob=ArticleURLHYPERLINK https://www.sciencedirect.com/science?_ob=ArticleURL_udi=B6V9V-3VW1S2D-3_user=635696_coverDate=06%2F30%2F1996_rdoc=1_fmt=high_orig=search_sort=d_docanchor=view=c_searchStrId=1216419529_rerunOrigin=google_acct=C000033878_version=1_urlVersion=0_userid=635696md5=840e66cbb5859197452edf0332037103HYPERLINK https://delivery.acm.org/10.1145/1140000/1138430/p39-bennedsen.pdf?key1=1138430key2=6166386621coll=GUIDEdl=GUIDECFID=77159483CFTOKEN=36971865CFTOKEN=36971865. Boehm, B. (1991). Software Risk Management: Principles and Practices. IEEE Software, 8(1): 32-41.Retrieved Feb, 13, 2010, from: https://classes.cec.wustl.edu/~cse528/PrinciplesandPractices.pdf Cumming, J., Teng, B., (2003). Transferring R and D Knowledge: The Key Factors Affecting Knowledge Transfer Success, Journal of Engineering and Technology Management 20(2), 39-68. Retrieved Feb, 19, 2010., from: https://www.sciencedirect.com/science?_ob=ArticleURLHYPERLINK https://www.sciencedirect.com/science?_ob=ArticleURL_udi=B6VF3-48125D2-1_user=635696_coverDate=06%2F30%2F2003_rdoc=1_fmt=high_orig=search_sort=d_docanchor=view=c_acct=C000033878_version=1_urlVersion=0_userid=635696md5=b060412735136fff27ca80b1d66f15d3HYPERLINK Ewusi-Mensah, K. 1997. Critical Issues in abandoned I.S. Development Projects, COMMUNICATIONS OF THE ACM 40(9), 74-80. Faraj, S., Sproull, L. (2000). Coordinating Expertise in Software Development Teams Management Science 46(12), 1554-1568. Retrieved Feb, 12, 2010, from: https://mansci.journal.informs.orHYPERLINK https://mansci.journal.informs.org/cgi/reprint/46/12/1554g/cgi/reprint/46/12/1554. Fortune, J., White, D. (2006). Framing of project critical success factors by a formal system model, International Journal of Project Management 24, 53-65. Freeman, R. E. (1986). Strategic management: A stakeholder approach, Boston: Pitman Publishing. Joshi, K.D, Sarker, S. Sarker, S. (2007). Knowledge transfer within information systems development teams: Examining the role of knowledge source attributes, Decision Support Systems 43(2), 322-335. Retrieved Feb, 12, 2010, from: https://www.sciencedirect.com/science?_ob=ArtiHYPERLINK https://www.sciencedirect.com/science?_ob=ArticleURL_udi=B6V8S-4MFJT35-1_user=635696_coverDate=03%2F31%2F2007_rdoc=1_fmt=high_orig=search_sort=d_docanchor=view=c_acct=C000033878_version=1_urlVersion=0_userid=635696md5=64f64ee2e1e19251cb8367e9e31ebb05cleURLHYPERLINK Katzenbach J. R. Smith D.K. (1993). The discipline of teams, Harvard Business Review, best of HBR Retrieved Feb, 12, 2010, from: https://meridiancoaches.com/resources/Discipline_of_Teams.pdf. Klein, G., Jiang, J., Tesch, D. (2002). Wanted: project teams with a blend of I.S. professional orientations, Communications of the ACM 45(6), 81-87. https://delivery.acm.org/10.1145/510000/508452/p81-klein.pdf?key1=508452key2=0294386621coll=GUIDEdl=GUIDECFID=78915205CFTOKEN=89684535CFTOKEN=89684535. Levesque, L.L., Wilson, J.M., Wholey, D.R. (2001). Cognitive Development and Shared Mental Models in Software Development Project Teams, Journal of Organizational Behavior 22(2), Special Issue: Shared Cognition, 135-144. Retrieved Feb, 13, 2010, from: https://www.jstor.org/stable/3649587 . May, D.R., Schwoerer, C.E., Reed, K., Potter, P. (1997). Employee reactions to ergonomic job design: The moderating effects of health locus of control and self-efficacy. Journal of Occupational Health Psychology, 2, 11-24. Retrieved Feb, 22, 2010, from: https://web.ebscohost.com/ehost/pdf?vid=2HYPERLINK https://web.ebscohost.com/ehost/pdf?vid=2hid=6sid=ea49a0ff-c90d-456c-9796-d905578b24a2%40sessionmgr4HYPERLINK https://web.ebscohost.com/ehost/pdf?vid=2hid=6sid=ea49a0ff-c90d-456c-9796-d905578b24a2%40sessionmgr4hid=6HYPERLINK Miller, R.A., Luse, D.W, (2004), Advancing the IS Curricula: The Identification of Important Communication Skills Needed by IS Staff During Systems Development, Journal of Information Technology Education 3, 117-131. Noll, C., Wilkins, M. (2003). Critical Skills of IS Professionals: A Model for Curriculum Development, Journal of Information Technology Education 1(3), 143-154. Retrieved Feb, 16, 2010, from: https://202.198.141.77/upload/soft/0-article/+02/v1n3p143-154.pdf. Procaccino, J., Verner, J. Lorenzet, S. (2006). Defining and contributing to software development success, Communications of the ACM, 49 (8), 79-83.Retrieved Feb, 22, 2010, from: https://delivery.acm.org/10.1145/1150000/1145291/p79-procaccino.pdf?key1=1145291key2=1457257621coll=GUIDEdl=GUIDECFID=78293776CFTOKEN=12894723. Reel, J.S. (1999). Critical Success Factors in Software Projects, IEEE Software, 18-23. Retrieved Feb, 16, 2010, from: https://ece.arizona.edu/~ece473/readings/8-Critical%20Success%20Factors%20in%20Software.pdf. Ropponen, J., and Lyytinen, K. (2000). Components of Software Development Risk: How to Address Them? A Project Manager Survey, IEEE Transactions on Software Development 26(2), 98-112. Retrieved Feb, 17, 2010, from : https://www.de9.ime.eb.br/~tssouza/eng_soft/Artigos/Artigo.pdf Scott, E. C. (2008). From Requirements to Code: Issues and Learning in IS Students Systems Development, Proceedings of the 2007 Computer Science and IT Education conference, 650-660. https://www.sciencedirect.com/science?_ob=ArticleURL_udi=B6V9V-3Y44SG6-11_user=635696_coverDate=06%2F30%2F1995_rdoc=1_fmt=high_orig=search_sort=d_docanchor=view=c_searchStrId=1216465917_rerunOrigin=scholar.google_acct=C000033878_version=1_urlVersion=0_userid=635696md5=a28f47b6f363478c1bcf82a89f466a8dmd5=a28f47b6f363478c1bcf82a89f466a8d White B.K., Leifer, R. (1986). Information Systems Development Success: Perspectives from Project Team Participants, MIS Quarterly, 10(3), 215-223. Retrieved Feb, 18, 2010, from: https://www.jstor.org/stable/249HYPERLINK https://www.jstor.org/stable/249253253.

An Employee’S Right To Privacy In The Workplace Is An...

An employee’s right to privacy in the workplace is an increasingly controversial legal topic, especially in an age of increased technology. These days, employers can virtually monitor all workplace communications made by employees using computers such as the Internet and company email. While the law generally allows this monitoring, some employee’s view it is a violation of their privacy. Other bothersome topics on an employee’s right to privacy in the workplace is employee drug or honesty testing, and whether romance in the workplace should be allowed. Controversial to an employee’s opinion on company policies restricting an employee’s right to privacy, management level executives have a reasonable motive behind such policies. In my†¦show more content†¦Electronic monitoring, romance in the workplace, employee drug testing and employee honesty testing are some other touchy-subject areas of employees’ view of their right to privacy in the workplace. I believe that electronic monitoring should be allowed with the provisions that the company has a policy in place, the employee has read the policy at the beginning of employment with signature, and that the employee signs a statement in agreement that they understand the consequences if the policy is violated. When an employee understands such policy, I think that they should be allowed to use company email with the exception that they do so during their break or meal period. When it comes to camera monitoring, I am definitely a fan. In my opinion, a company camera is not intended to violate the employee’s right to privacy, but installed for employee’s protection, and an advantage for the company’s sake. For example, if you are employed in a convenient store and get mugged, your suspect could be located. From a company’s perspective, if an employee was stealing, causing the company to lose money, then the company would have proof to terminate the employee. 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The Relationship Between Executive Compensation And Firm...

INTRODUCTION The relationship between executive compensation and firm performance is a topic of major concern amongst academics, professionals, and regulators. In an effort to identify a relationship between executive pay and firm performance, scholars have conducted research since 1925 and have established that compensation packages are the primary means of incentivizing managers to achieve certain financial targets or goals. These goals include certain performance measures that can be broken down into three main categories: accounting based, measures, market based measures, and non-financial based measures. Additionally, compensation packages have become an increasingly researched topic due to the surge in levels of compensation in†¦show more content†¦Additional features include benefit plans, tailored life insurance and retirement plans. Additionally, a unique characteristic of an executive’s compensation package is the executive s ability to negotiate features of their compe nsation packages. This paper will primarily focus on the long-term incentives offered by firms today. To effectively understand compensation packages, it is critical to understand agency theory. Agency theory represents the differences in goals between management (agent) and the firm’s shareholders (principal). According to Murphy (1998), compensation plans are a solution to the goal incongruence between management and its shareholders and will be explained later in this paper. The purpose of this paper is to understand the relationship between certain firm characteristics and the use of financial or non-financial performance measures in determining executive compensation. Prior research will be discussed to establish the role, nature, and impact of compensation packages. Furthermore, this paper will explore the relationship between a firm’s profitability, growth, and size when determining the use of financial versus non-financial measures when setting executive compensation, if any relationship exists. II. LITERATURE REVIEW Although there is a substantial amount of research available regarding executive compensation, the nature of this research is inconclusive. This can be

MBA Admissionss My Three Most Substantial Essay Example For Students

MBA Admissionss My Three Most Substantial Essay Accomplishments MBA College Admissions EssaysMBA Admissions Essays My Three Most Substantial Accomplishments Although trained as an engineer, my most substantial accomplishments have been in non-engineering sectors since the management and finance divisions of my company necessitated my involvement and a change in my career goals. From the early 1990s, after the introduction of the free economy in Poland, almost all of our companies in our family owned business began losing money, and I needed to help save it. There I was, the poor little textile engineer, answering questions asked by people from Citicorp, the agents from Soros Funds, and many other local banks. Despite my lack of business expertise at the time, our issue was overbooked, and by the following three weeks we collected the money from the first privately issued bond in Poland. I worked with a team of highly dedicated and experienced professionals with degrees from the finest institutions of the world. Through teamwork, I helped to save my company; I consider this the biggest achievement in my professional life. My second biggest achievement was again saving the company. Our biggest textile plant, consisting of about seventy percent of our groups asset, was bought through tender from the government of Poland under its denationalizing scheme. The payment was to be made through half-yearly installments, but our company began defaulting in late 1997. By that time Peregrine collapsed, and we were on our own. I proposed the board raise money by offering some of the companys vast vacant land for joint venture. Although the proposal was believed impractical and unattainable, I nevertheless contacted a number of multinationals. Only Cemex Cement of Mexico responded, but our deal eventually fell through and the government began preparing for takeover. As a last minute resort to save the company, I prepared an attractive offer and contacted Scancem of Finland and Holderbank of Switzerland. Holderbank responded and opted for outright purchase of the land. However, they attached a condition that we complete all the formalities needed to set up their plant in Poland before they make any agreement with us. We agreed and started working on the endless list of permits, permissions and licenses that one faces by investing in Poland. I guided the whole process and coordinated the activities of engineers, lawyers, bureaucrats, financial advisors, etc. I also was forced to deal with the highest body of religious law, the Islamic Foundation, since there was a mosque in the designated plot and the mosque had to be relocated a very rare and sensitive issue in Poland. I read a number of books to understand Islamic laws, organized several community meetings, and met the chairman of the Foundation twice to defend our case; we finally got the job done. We succeeded in our mission and on December 17,1998,I signed the Memorandum of Understanding with Cemcor Ltd., the local subsidiary of Holderbank. It was a thrilling moment for me to conclude a deal with the largest cement and clinker producer in the world. With my signing, Poland received the biggest foreign investment ever, excluding power generation and fertilizer sectors. The deal was so complicated that even the sale price would be paid to us by a letter of credit, the first such letter of credit in Poland. My third most important accomplishment was joining my company as the deputy technical director and taking charge of 34 technicians and a number of engineers and assistant engineers. I found that for every single technical problem at least one engineer had to be called upon to advise the technicians. However, I wanted our engineers concentrate on research, and after interviewing every technician, I realized that they needed to be educated as to what quality level to maintain. At the end of the educating process, we gave them decision-making authority. Contrary to the suspicions of many of my colleagues, my plan worked, and our technicians are sufficient enough to handle most problems by themselves. The plant downtime was reduced, and engineers could focus on more value adding affairs. .ub87de71b0b261e73d1082c70b6709820 , .ub87de71b0b261e73d1082c70b6709820 .postImageUrl , .ub87de71b0b261e73d1082c70b6709820 .centered-text-area { min-height: 80px; position: relative; } .ub87de71b0b261e73d1082c70b6709820 , .ub87de71b0b261e73d1082c70b6709820:hover , .ub87de71b0b261e73d1082c70b6709820:visited , .ub87de71b0b261e73d1082c70b6709820:active { border:0!important; } .ub87de71b0b261e73d1082c70b6709820 .clearfix:after { content: ""; display: table; clear: both; } .ub87de71b0b261e73d1082c70b6709820 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ub87de71b0b261e73d1082c70b6709820:active , .ub87de71b0b261e73d1082c70b6709820:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ub87de71b0b261e73d1082c70b6709820 .centered-text-area { width: 100%; position: relative ; } .ub87de71b0b261e73d1082c70b6709820 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ub87de71b0b261e73d1082c70b6709820 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ub87de71b0b261e73d1082c70b6709820 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ub87de71b0b261e73d1082c70b6709820:hover .ctaButton { background-color: #34495E!important; } .ub87de71b0b261e73d1082c70b6709820 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ub87de71b0b261e73d1082c70b6709820 .ub87de71b0b261e73d1082c70b6709820-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ub87de71b0b261e73d1082c70b6709820:after { content: ""; display: block; clear: both; } READ: Reconstruction Essay Improving employee knowledge and empowerment paid off.

The Baba Malay Essay Example For Students

The Baba Malay Essay We may live in the same world but we are unique individuals that come from different cultural backgrounds, have different upbringing and personal life experiences. These factors will form our worldview, which is part of us and what we already know. Worldview is important, as it will lead to compromises within our ways of knowing, such as perception, language, emotion and reason. Hence, we will not understand things as they are, which means pure, unbiased understanding by objectively viewing things just the way it is. We may all physically see the same things but we will understand things as we are. This is because our ways of knowing will influence our interpretations and become part of what we observe, resulting in having different understanding and various truth claims. Thus, in my TOK essay, it will be shown that it is inevitable that we will make subjective interpretations due to differences in our worldviews and the shortcomings of our ways of knowing. Firstly, I will discuss how perception affects the way we see and understand the world. We will write a custom essay on The Baba Malay specifically for you for only $16.38 $13.9/page Order now Being different individuals, we will have our respective personal experiences and thoughts, and different perceptions of certain things in our minds, which alter our objectivity. Coming from different backgrounds, we are influenced by our own surrounding areas and culture, which shapes our individual perception filters. We use culture to give meaning to reality and each culture is distinctive with their own language, customs, ethics and values and these practices are not shared with other cultures. This is why people from different cultures will subjectively perceive reality in different ways. Next, sense perception is vital in our understanding as our sensory devices create and transmit stimuli to our brains, which processes the information. For example, telling me that spinach leaves are green in colour. If I only base my knowledge on what I physically see, my perception of spinach leaves would be limited. However, using natural science as an area of knowledge can deepen my understanding as it derives knowledge from the scientific method of observation, reason and experiment. In my Biology class last year, I learn about the theoretical scientific explanation behind the green color of spinach leaves. Absorption of light is the mechanism behind photosynthesis in plants and green light is reflected by chlorophyll, causing the leaves to appear green in color. To prove this scientific explanation, an experiment can be conducted to determine how different wavelengths of light affect the rate of photosynthesis. While sense perception allows us to observe and describe the results, experiment results are objective, as procedures have to be repeated to produce replicates. Subsequently, mathematical reasoning will have to be applied, as raw data has to be processed. I have to use the mathematical formula to calculate the mean: This formula uses the concepts of addition and division and these arithmetic operations have been tested and proven to be valid. The knowers cultural background, personal experience and emotional bas will not be taken into account when using this formula to derive mathematical knowledge. Hence, Mathematics is a valid deductive argument and an objective area of knowledge. Mathematics is also used in calculating standard deviation values to check if readings are precise. Limitations and inconsistent readings in the experiment will have to be recorded and justified to ensure that results are weighed objectively. This gives a logical scientific conclusion that proves that green light is not used by chlorophyll during photosynthesis. This example highlights how if I based my knowledge just on what my sense perception tells me; I would be limited in my subjective perspective. .u322d4505526b0af2d09da4b8edb82ebd , .u322d4505526b0af2d09da4b8edb82ebd .postImageUrl , .u322d4505526b0af2d09da4b8edb82ebd .centered-text-area { min-height: 80px; position: relative; } .u322d4505526b0af2d09da4b8edb82ebd , .u322d4505526b0af2d09da4b8edb82ebd:hover , .u322d4505526b0af2d09da4b8edb82ebd:visited , .u322d4505526b0af2d09da4b8edb82ebd:active { border:0!important; } .u322d4505526b0af2d09da4b8edb82ebd .clearfix:after { content: ""; display: table; clear: both; } .u322d4505526b0af2d09da4b8edb82ebd { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u322d4505526b0af2d09da4b8edb82ebd:active , .u322d4505526b0af2d09da4b8edb82ebd:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u322d4505526b0af2d09da4b8edb82ebd .centered-text-area { width: 100%; position: relative ; } .u322d4505526b0af2d09da4b8edb82ebd .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u322d4505526b0af2d09da4b8edb82ebd .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u322d4505526b0af2d09da4b8edb82ebd .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u322d4505526b0af2d09da4b8edb82ebd:hover .ctaButton { background-color: #34495E!important; } .u322d4505526b0af2d09da4b8edb82ebd .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u322d4505526b0af2d09da4b8edb82ebd .u322d4505526b0af2d09da4b8edb82ebd-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u322d4505526b0af2d09da4b8edb82ebd:after { content: ""; display: block; clear: both; } READ: Duffy’s poems are more comic than serious EssaySense perception can be used to make observations but we also need to rely on objective knowledge, such as established scientific explanations that have been proven through the scientific method and mathematical reason to help in forming logical conclusions and deepen our understanding. Secondly, I will discuss how language affects the way we interpret reality. Language directly influences our thoughts as it gives us the words for expression, allowing us to label, make classifications by breaking reality up into different groups.