Outline and assess Essay

The view that ethnic inequalities in educational achievement are caused by teachers and processes within school is a complex argument. Within school there is a clear pattern which demonstrates that the white population perform much better than the ethnic minorities which are doing worse, there are clear and concise figures from the Office for National Statistics, 47% of White British Males achieve 5 or more A- C at GCSE in comparison to 39% of Pakistani Male. There are studies which show that ethnic inequalities at school influence educational achievement, for instance; sociologist Wright (1992) study shows that teacher racism is still existent in schools. On the other hand, if this was the case that ethnic inequalities produced in schools, cause a failure in educational achievement then why is it that Chinese (69% of boys) and Indian (61% of boys) are significantly outperforming the white population (47% of boys). See more: essay apa format Therefore, this does not mean that ethnic inequalities are caused at school and that there could be cultural explanations at home which influence the failure of educational achievement, e. g. in Afro-Caribbean culture there is a high rate of male desertion which creates a barrier for education. In this essay I will outline whether processes within school i. e. ethnic inequalities influence the failure of educational achievement or would be the factors at home which influence this. There is much evidence which supports the view that ethnic inequalities in educational achievement are caused by teachers, as mentioned the study by Wright (1992). He had acknowledged that teachers had held racist labels for students of an Asian background, as they believed that Asian students had a poor knowledge of the English language which had meant that when during classroom discussions they would be left out due to this disadvantage or whilst discussion are taking place they would be spoken to in more simpler terms for them to understand. This shows how they haven’t been given an equal opportunity to join in rather they were just left out because of their disadvantage, this process makes them feel not part of the classroom therefore could also produce sub-cultures which is the most likely outcome. Interactionists study how teacher’s labelling has an influence on pupils educational achievement and how the label from different ethnic groups causes ethnic inequalities amongst the pupils. The main ethnicities which were affected by racial labelling were the Black and Asian pupils. Wright’s study also showed that Asian girls were seen as discreet and submissive this stereotyped them into being ‘invisible’ in class. Afro-Caribbeans were seen as both with behavioural problems and of low academic potential, resulting into conflicts with teachers. To contradict the view that Asians are predominantly racially abused, sociologist Fuller’s studies (1984) found that the teacher’s labels were a way of motivation for them. The labels which were given already by teachers as to becoming failures, made students more and more determined to achieve success and especially to prove the teacher wrong that they can be successful. This would be the case for students of a Chinese and Indian heritage; 70% of Chinese boys were achieving 5 or more A* – C grades at GCSE and 61% of Indian boys were to, in contrast to just 47% of White British Boys (Office for National Statistics). This shows that even ethnic minorities were achieving substantially higher than students of a British background, this challenges the Interactionists perspective as it shows that ethnic inequalities can be a good source of competitiveness and that it does not have to cause a failure in regards to educational achievement. However, there are further suggestions from sociologist Mirza’s study (1992)which supports the view that ethnic inequalities within educational achievement are caused by teachers and the processes within school themselves. Her study ‘Failed Strategies for Avoiding Racism’ outlines how some students are not able to develop strategies which help to cope with ethnic inequalities such as when they are faced with teacher racism and teacher labelling. Her study found that when black pupils were discussing careers and plans for further education they had ‘cooled down’; this shows how sub-standard they are viewed as they didn’t help them by providing guidance instead they casually just listened. She identified that there were three types of teacher racism; the first one being that they were ‘colour blind’: this meant that teachers views of all the pupils were equal however during practise they allowed racism to go unchallenged, this was passive racism. The second type was the ‘liberal chauvinists’ they had views of Black pupils being less privileged in terms of culture, which had led them to have low-expectations of their academic ability. Lastly, the ‘overt racists’: teachers would classify black pupils as ‘second class’ they were less superior and were discriminated actively. Also in 2007 a published report by Channel 4, they had uncovered the level of degree of racist attacks at schools, they had access to these rights via the Freedom of Information Act. The report had showed that over the past years there had been a substantial rise in the number of racial attacks a staggering 100,000 occurrences had been documented, this shows how racial attacks are still in Contemporary Britain and that they are still rising in today’s world. Nothing has been done to stop these incidents from happening and they are still going unnoticed. This view is also argued by Mirza, she believes that this is still a significant problem and that these figures are an underestimation of the problem itself. If this problem is not stopped this could further lead to a barrage of bullying as well as they are likely to underperform in their education. As well as this, the influence which teacher labelling has on pupils when they try to cope with teacher racism reinforces subcultures within the school. This is the case especially for Afro-Caribbean students as there are numerous studies which emphasise this point, one of the most significant studies from Gillbourn and Youdell’s (2000) study ‘Rationing Education’, the study showed that teachers were quick and hasty when it came to disciplining Black pupils which had shown bad behaviour and when it came to the other ethnicities whom had a similar behaviour were more lenient. This would be because teachers had held ‘racialised expectations’, as such teachers misinterpret behaviour and see Black pupils as anti-authority. This inturn creates conflict between teachers and pupils which reinforce stereotypes and leads to further problems. On the other hand, there are several, external reasons for why there are ethnic inequalities in education. One of the main ones would be language; foreign students would experience obvious difficulties when learning because English is not their first language. They would have difficulty interacting with other students as well as the teacher having the English language not their usual language; this would be the case for black British students as they are perceived as having non-standard English. Sociologist Mac an Gail (1988) supports this view, as he states that speakers of black British English may be labelled as less intelligent because of the form of language they use. As a consequence of this students may feel prejudiced against and actually use their language to ‘resist’ schooling. Lastly, in support of the statement there is further evidence from Sociologist Tony Sewell he had conducted an observation at a boy’s secondary school. Sewell (1998) observed the different approaches Black boys use when they cope with racism. He outlined that there were four main responses to teacher racism; the first response was the conforming type, this was suggested as there was clear evidence which had shown that majority of black pupils accepted the values of the school and they were keen to be successful. Next was the rebellious type, this was the most influential group but was still a minority; this subculture rejected the values of the school and opposed the school by joining a peer group. These reinforced the negative stereotypes of ‘Black Machismo’. Thereafter, the retreatists who were a small minority which were secluded and disengaged from peer group subcultures and the school. Lastly the innovators, they were the second largest subculture who was both pro-education as well as anti-school. They distanced themselves from ‘Conformists’ enough to keep credibility with the ‘Rebels’ whilst valuing education success. From Sewell’s conclusion it was clear that teachers had held a stereotype of ‘Black Machismo’ – seeing Black pupils as rebellious and anti-authority. To conclude from this, I do agree with the statement that ethnic inequalities in educational achievement are caused by teachers and the process within school however to some level degree. There is much evidence which supports this view as sociologist Mirza and Sewell have similar arguments which support the statement as teacher racism and labelling is very influential in terms of educational achievement. If students feel undermined by education because of labelling they would conform to being a ‘failure’ as because of their teacher’s expectations. However, it is fair to say that it could also work the other way and motivate students to become better and prove their teacher that they have the capability for success (being the case for Chinese and Indian students). There are also factors such as culture and language which have an influence and also can reproduce ethnic inequalities in educational achievement.

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An important aspect of health promotion is health education. One of the main responsibilities of a nurse is to provide health teaching and health promotion

Price Elasticity of Demand in Economy-Free-Samples for Students

Questions: 1.As a producer, why is it important to consider the Price Elasticity of Demand of your Product when setting the price you are going to charge? 2.Explain the difference between Comparative advantage and Absolute advantage. Answers: 1.Price Elasticity of Demand Price elasticity of demand gauges the responsiveness of demand after an alteration in the price. According to the law of demand, a hike in the price of product results in a decline in the quantity purchased. The price elasticity of demand complements this understanding by revealing how much the amount purchased will fall due to a price increase(Frank, 2015). When setting the price of a commodity, the producer has to consider the price elasticity of demand to comprehend the possible effects of the price change. Therefore, lowering or increasing the price will significantly depend on whether the demand for the product is inelastic or elastic. Inelastic Demand If the demand for good or service is price inelastic, then a large shift in the price results in smaller variation in the demand. In the case of such products, the customers are less sensitive to changes in the price. Those commodities that are addictive, essential or lack substitutes are classified under this category. The purchasers will continue to procure relatively the same quantity even if the price changes(Gillespie, 2014). As a result, the producer can maximize the revenue by increasing the price of a product whose demand is price inelastic. On the graph one below, an increase in the price of a product from 10 U.S Dollars to 20 U.S dollars causes a slight fall in quantity purchased, that is, from 10 units to 8 units. In this situation, the producer will earn more revenue at a price of 20 U.S dollars. Graph 1: Inelastic Demand If the demand for a commodity is elastic, then a small change in price causes a bigger deviation in demand. For such goods, the clients are extremely responsive to shifts in the prices. This phenomenon is tied to several reasons. For example, if the consumers can easily find a substitute then they will have small tolerance for price increment. Furthermore, if the good or service is not essential, then the users will be highly responsive to price fluctuations(McTaggart, Findlay, Parkin, 2015). Therefore, a producer can increase the revenue for such product by reducing the price. On the graph two below, if the producer decreases the price from 13 to 8 U.S Dollars, the quantity demanded will increase from 4 to 12 units. Therefore, at a price of 8, the business will generate more revenue. Graph 2: Elastic Demand 2.Comparative Advantage and Absolute Advantage Comparative advantage denotes the capacity of the country to produce certain product at lower opportunity cost in comparison to another country. The opportunity cost of generating a particular commodity is comparable to the potential advantage that could have been attained by selecting an alternative. If a countrys opportunity cost of manufacturing a product is lower compared to another nations opportunity cost of generating similar item using the same resources, then the country is said to have a comparative advantage(Krugman, Obstfeld, Melitz, 2015). As a result, trading is mutually advantageous for countries. On the contrary, absolute advantage denotes a scenario where a country can manufacture goods and services at a reduced cost per unit than another country. Apart from high efficiencies, absolute advantage can also arise from countrys natural endowment(Sloman, Wride, Garratt, 2015). For example, consider two countries, Saudi Arabia and Nigeria. Mining oil in Saudi Arabia involves much simpler processes like drilling a hole. However, in Nigeria, substantial exploration and expensive technologies are needed for drilling and extraction. In this scenario, Saudi Arabias absolute advantage is caused by natural endowment. Bibliography Frank, R. H. (2015). Microeconomics and behavior. New York, NY : McGraw-Hill Education. Gillespie, A. (2014). Foundations of economics. Oxford : Oxford Univ. Press. Krugman, P. R., Obstfeld, M., Melitz, M. J. (2015). International economics: Theory and policy. Upper Saddle River, NJ: Pearson. McTaggart, D., Findlay, C. C., Parkin, M. (2015). Economics. Frenchs Forest, N.S.W: Pearson. Sloman, J., Wride, A., Garratt, D. (2015). Economics (9th ed.). Harlow : Pearson

Kuwait Oil Fields Reconstruction Projects Construction Essay Example For Students

Kuwait Oil Fields Reconstruction Projects Construction Essay During the Gulf war, Kuwait was invaded by Iraq and by the terminal of it about all of oil production installations of Kuwait had suffered extended harm and had become defunct. Even after their Liberation in Feb, 1991 a big figure of oil Wellss were on fire. To reconstruct the state s major beginning of income of the state a undertaking was taken to retrace these oil Fieldss. This was the Kuwait oilfields Reconstruction undertaking. Bechtel International was the undertaking direction house given the contract to pull off this Reconstruction undertaking by the Kuwait Oil Company. Work of planning of the undertaking had started in November 1990 within three months of the start of the Iraqi Invasion, in the offices of Bechtel in London. Planning and forming activities were being done in the offices in London, Houston, San Francisco, Dubai and Riyadh even when the war was still on. Since the war was still on, there was small cognition of the entire extent of the harm to the oilfields and how much work was to be done. However those amendss that were identified boulder clay so were taken into consideration and front-end planning and procurance for the same had been started. During the terminal of the war, the withdrawing Iraqi military personnels had set the oilfields on fire. Therefore to go on with the undertaking first it was necessary to convey these fires under control. The forces of Bechtel arrived in Kuwait 4 yearss after a complete expanse of the City was done by the allied military personnels. The chief nonsubjective so of these forces was to form and pull off the firefighting attempts. This was names project Al- Awada ( Arabic for return ) . The vivid scenes shown by the newspaper, magazine, and telecasting studies came alive for Bechtel undertaking forces. The yearss were dark with fume from the fires barricading the Sun, oil droplets filled the air, clean H2O and healthful systems were non working, power workss were down, transit was minimum as tyres were a cherished trade good, and nutrient was really scarce. Initial adjustment was in refurbished ship quarters and in some vandalized flat composites without H2O and electricity, no more than a foam mattress on the floor, and a long hiking up a darkened stairway. In add-on to these jobs, dumbbell traps, land and H2O mines, undischarged shells and projectiles, and other munition had littered the state. The temperatures in summer systematically were above 50 IÂ ¦ C in shadiness ( rarely below 37 IÂ ¦ C at dark ) , exposing the people in the field to temperatures of 55-58 IÂ ¦ C in many locations, and hotter nearer to the fires. Merely supplying imbibing H2O was a major project. John Oakland, senior frailty president of Bechtel Corporation, who served as the director of undertakings in Kuwait, remarked, This run, which was good covered by the international intelligence media, was one of the most complex technology and building attempts in history. However, the undermentioned assignment, which was the Reconstruction of the Kuwait oil Fieldss, was an even bigger and more ambitious undertaking. The undertaking of the Reconstruction of the oil Fieldss, which was named Al-Tameer ( Arabic for rebuild ) , will be discussed in this study. Outline1 Status of the Facilities2 Undertaking Al-Tameer3 Figure: Al Tameer Organization4 Execution Phase5 Detail Engineering6 Procurement7 Material Management8 Warehousing Management9 Contract Management10 Construction Management11 Drumhead12 Key Milestones13 Operation Phase14 Accomplishments Status of the Facilities The province of the two million barrels per twenty-four hours oil export industry in Kuwait after the completion of the fire-fighting attempt was as follows: 647 Wellss had burned in entire, 751 Wellss were damaged. Twenty-six oil assemblage, separation, and production centres were damaged or wholly destroyed. One Marine export installation and its related individual point moorage was wholly destroyed, and the 2nd Marine export installation was partly damaged and out of committee. The equivalent of 10 million barrels of petroleum oil storage tankage had been destroyed. The Shuaiba refinery was wholly destroyed. A petroleum unit in the Mina Al Ahrnadi Refinery was wholly destroyed. The remainder of the refinery was partly damaged and the refinery was out of committee. The Mina Abdullah Refinery was partly damaged and the units were non operable. All communicating towers and webs were destroyed. Most of the working population had either fled or were in concealment. Undertaking Al-Tameer After the successful completion of the fire-fighting attempt, KOC invited Bechtel to show its program for the Reconstruction of the oil Fieldss production and exporting installations damaged during the war, get downing work by November 1990. KOC s end was to be able to bring forth 2 million bpd of oil by September 1992. Planing and Organizing Phase The planning and forming attempt for the Al-Tameer undertaking started with the Bechtel squad that was already on-site as portion of the Al-Awada undertaking fire-fighting attempt. An organisation wholly different from the Al-Awada undertaking was required to scope, estimation, program, execute, and bend over operational installations to KOC. This organisation had to be self-sufficing and be able to to the full back up and serve a monolithic work force of more than 16,000 people. The chief organisation was divided into five chief maps. One was to back up KOC s future five-year budget planning with designation, scoping, and be aftering future undertakings. This was named KOC Major Projects Group. The other four groups consisted of: director Al-Tameer undertakings, responsible for all planning and undertaking direction, every bit good as technology and procurance director coordination, responsible for scheduling, cost control, gauging, undertaking coverage, public and community dealingss, and other relevant maps director services, responsible for supplying all the needed support services for the undertaking squad including explosive and ordnance destruction group director operation, responsible for field executing of all the defined work. A harm appraisal and scoping squad consisting of applied scientists, contrivers, and calculators walked every pes of the oil Fieldss production and exporting installations fixing a range of work, cost estimation, a program and agenda of work for each installation. The planning was based on a dorsum to look scheduling specifying the day of the months and production ends foremost, working backward to see when the boring attempt and installations Reconstruction work had to get down to run into this end. This attack besides determined the needed work force and helped with direct hire and subcontracting programs. The overall program defined the sequence of the work and prioritized the resources to do certain installations with least harm were first precedence for completion. The maestro agenda was developed based on nine subproject organisation work dislocation constructions ( WBS ) Genius of Andy Warhol EssayConstruction attempts were divided between direct hire building and subcontracted work. The entire range of work was divided into nine building countries, each managed by a field overseer. Each overseer was responsible for both direct hire executing every bit good as field disposal of the subcontractor s range of work within his country. Construction overseers were supported by the cardinal building group that was the functional group back uping a undertaking matrix squad. Prioritization of resources and building equipment was one of the major maps of the cardinal building squad. Field building squads were comprised of transnational forces ( from 36 states ) with wholly different civilizations, linguistic communications, and public presentation capablenesss. Catering and other cultural demands had to be addressed to guarantee each group could execute its map satisfactorily. Each undertaking had to be seamster made to accommodate the squad available. It was of import that planning of the work force and resources take into consideration handiness of the right chief and support group to be able to pass on and execute work with each squad. Drumhead Approximately 1,000,000 hours in the regional offices and 4,000,000 hours in Kuwait were spent for undertaking management/engineering/construction direction during the first two stages of this undertaking. Field labour hours were 50,000,000. These undertaking man-hours were spent within the undermentioned undertaking agenda mileposts: start of be aftering November 1990 start execution in Kuwait March 199 1 undertaking completion June 1993. The beginnings of the undertaking forces were assorted. A sum of 16,000 workers from 36 states on five continents were involved in this monolithic attempt. The states that participated in the supply of work force to this Reconstruction included Kuwait, the United States, Great Britain, Canada, France, Australia, Belgium, Holland, Germany, Ireland, New Zealand, Mexico, Saudi Arabia, Egypt, Iran, Lebanon, Bahrain, Yugoslavia, Colombia, Indonesia, Nigeria, Bangladesh, Brazil, Afghanistan, the Philippines, India, Djibouti, Sri Lanka, Somalia, Syria, Tanzania, Thailand, Tunisia, Pakistan, Trinidad, and Sierra Leone. Key Milestones Some of the more noteworthy mileposts in the plan were: The last fire was extinguished and the well was capped on November 6, 199 1, eight months after the reaching of the first Bechtel squad on-site. The first postwar oil was pumped from two of the original assemblage centres on May 26, 199 1. By December 1991, more than 400,000 barrels of oil per twenty-four hours were being produced from the rehabilitated installations. By April 1993, more than 11,000,000 barrels of weather-beaten petroleum had been reclaimed from oil cavities and lakes, and processed through the field intervention centres and the refinery. By the terminal of June 1993, 18 of the original centres were back in operation, with all the production ends achieved as scheduled. Operation Phase Accomplishments The work was conducted in 55 locations that included Fieldss in the North of Kuwait on the boundary line with Iraq, West and South of Kuwait on the boundary lines with Saudi Arabia and Iraq, and in the refineries and lading installations along the seashore and offshore. Five hundred square stat mis of land were swept and cleared of undischarged munition. More than 23,000 pieces of explosive devices were destroyed by explosive munition disposal squads. Although all work countries were swept, the hazard from undetectable munition was of all time present and some human deaths did occur. More than 26,000 purchase orders and 300 major building contracts and 650 equipment rental understandings were awarded during Phases I and I1 of the undertaking. ( A more normal undertaking performed over the same clip frame may hold 4,000 to 6,000 purchase orders. ) A complete communicating system dedicated to the oil industry was installed that included 23 orbiter telephone systems, 4,500 telephones, and 2,000 portable wirelesss. A twenty-four-hour wellness attention and safety plan was established that included two chopper medical evacuation squads, a forty-bed infirmary, a dental clinic, and a squad of about 100 professional medical forces on responsibility at seven medical Stationss. More than 5,800 pieces of field runing equipment runing from the larger bulldozers, Cranes, trucks, front-end stevedores, and heavy industrial equipment to ambulances, pickup trucks, autos, coachs, and other support vehicles were shipped to the occupation sites. These pieces of equipment were purchased from 12 different states. A sum of 742 aircraft and sea-going vass were deployed to transport more than 520,000 dozenss of equipment and stuff to Kuwait in support of this undertaking. Six full-service dining halls with providing support staff provided about 3,500,000 repasts for the workers during the fire-fighting run and 10,000,000 repasts during the Reconstruction stage. Menus were established to provide to the different cultural backgrounds. Commissariats and lodging for 12,000 manual and 2,000 non-manual Bechtel employees were provided. All of the members of project direction and their support squads, over 200 design and technology forces and about 200 procurance, disposal and subcontracts direction squads, were resident in Kuwait. Construction of a figure of lasting offices, workshops, warehouses, care stores, and lodging composites for KOC was completed at the same clip. Fire-fighting attempts originally involved the four major international squads of Boots A ; Coots, Red Adair, Safety Boss, and Wild Well Control. They were subsequently joined by an extra 23 squads from Kuwait, Iran, China, Hungary, Great Britain, France, Canada, Romania, and Russia. Four hundred kilometres of H2O and oil grapevines were installed during fire-fighting attempts. Water lines and pumping Stationss could present 25,000,000 gallons a twenty-four hours to fire sites. Each of 360 lagunas was excavated, lined, and filled with 1,000,000 gallons of H2O for usage in fire-fighting. Boring tablets and entree roads were constructed for 700 new and work over Wellss. Three-thousand kilometres of new flow lines were constructed. One-thousand kilometres of new and refurbished grapevines were installed. Fifteen petroleum assemblage centres, including a wholly new and modularized early production installation, were assessed, designed, and constructed. Three gas supporter Stationss were constructed Restoration and Reconstruction of the Marine burden terminuss, offshore terminuss, and SPM were completed. Construction of more than 10,000,000 barrels of new rough oil storage tankage was managed. Restoration of operating expense and belowground electrical power transmittal and distribution system and cathodic protection system within the oil Fieldss was completed. Construction A ; fix and operation of H2O systems ( fresh, brackish, and salt H2O ) were completed. Construction and operation of oil recovery systems and installations that collected and treated more than 25,000,000 barrels of weather-beaten petroleum were completed.

Project Team Acquisition free essay sample

Keeping together is progress, Working together is success. Henry Ford This is one of the eight executing processes in Project Management which falls under the Human Resource knowledge area. The objective of this process is to confirm the availability of human resources and obtain the required team members needed for the execution of a project. The roles, responsibilities and duration the team members are required for are outlined and regularly updated in the Human Resource Plan which is a part of the Project Management Plan. A team can be defined as a collection of interdependent individuals who work together, are committed to a common goal and share responsibility for specific outcomes for which they are mutually accountable. Teamwork divides the task and doubles the success† – Unknown. Teams are a great way to make the most of employee talents and because they can be assembled, organized and dispersed, they are more flexible and reactive to changing events than the conventional departments or other forms of permanent groupings. We will write a custom essay sample on Project Team Acquisition or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page This document contains all the necessary actions for defining, preparing, integrating, executing, monitoring, controlling and closing the project. [4] An important section of this document is the Human Resource plan which contains the staffing management plan. The staffing management plan provides details of how the project team members will be acquired and dispersed based on the conditions of the project. [4] For example, a project may require an instrumentation engineer in the fourth phase of the project. The project manager may be required to present a job description of what the instrumentation engineer will be responsible for, the duration and work schedule, after which the human resource department or other functional managers would have to approve the request. Based on the staffing management plan which is regularly updated during and beyond the project duration, the human resource requirements, timing and process for staffing can be determined. Thus, making it a vital input for the â€Å"Acquire Project Team† execution process. This plan also affects several aspects such as the budget, schedule, quality, risks of the project. . Enterprise environmental factors: these are related to the internal or external environment of the performing organization and are very important factors which can alter the project management options which in turn, impact the success of the project positively or negatively. These Enterprise Environment Factors include all policies, cultural practices, procedures, communication channels, infrastructure, staffing guidelines, quality standards, risk tolerances of the project stakeholders, market standards and conditions relevant to the project, government tandards, codes of conduct, legislation, skills and expertise of currently available human resources, work authorization systems, political climate within and outside of the organization. [6] 3. Organizational process assets: these assets include all past documents, historical data and information, formal or informal plans, guidelines, work breakdown structure templates, contracts, registers, assessment tools, organizational standard policies, processes and procedures, lessons learnt, earned values, estimations, risks, proposal evaluation criteria, etc. Having records of all these contribute to the success of subsequent projects. For example, if an organization wants to embark on a project, by simply modifying the template of a project management plan for the same or similar kind of project that has been done in the past, time, cost and errors are minimized, thus, a more successful project. Therefore, it is the responsibility of the project manager or project management team to search through the records of the organization for such historical information and collect all the necessary and relevant documentations before executing a project. It also is their responsibility to update the organizational process assets throughout the life cycle of the project. â€Å"Today’s project would be tomorrow’s history†. [6] In the case of an entirely new project of which the organization has no record, information regarding similar projects has to be gotten from other external sources. The lessons learned from the previous projects executed by an organization and the corresponding historical information usually constitute the organization’s knowledge base. [6] These enable more efficient planning and execution of future project. 1. 2. Acquire Project Team: Tools and Techniques 1. Pre-assignment: Assigning individuals to a project before it has commenced is called â€Å"Pre-assignment†. Some reasons why some project team members are often pre-assigned to projects include: the availability of the individual for the project duration the individual being promised to be part of a competitive contract because he/she possesses specialized skills or knowledge related to the project [3] it is entailed as a part of the project charter of an internal project[3] an opportunity for the individual to complete on-the-job training. Negotiation: This is used to obtain the best individuals for a project. Teams can be put together in various ways. In many organizations, they are formed at the discretion of a senior member of staff or the human resource department of the organization. [5] As the personnel in charge of, and understanding the requirements of a project, the project manager or project management team have to negotiate with the human resource department, functional managers or whoever is in the position to select members of the team, specifying the type of team required and the characteristics of the individuals that would be needed to create such a team. An unguided choice and mix of team members could reduce the overall efficiency and effectiveness of the team which would in turn, adversely affect the project. It is not uncommon for Project managers to negotiate with other project managers to share the required human resources among projects, but in such agreements, the schedules of the concerned individuals have to be properly structured to ensure that the on-going projects are completed successfully and within the allocated time. 3] 3. Acquisition: This is used to obtain individuals from outside the organization [3]. The policies and procedures of the performing organization must be taken into consideration. â€Å"It is a fact that in the right formation, the lifting power of many wings can achieve twice the distance of any bird flying alone† – Milton Olson It is very important for project teams to have the right blend of skills, expertise, abilities and personality types. 5] Based on the human resource plan, available funds and other factors, the sources of the individuals can be determined, whether to be hired from external sources, transferred in from other departments within the organization, hired as subcontractors on a contract basis, on a part-time or full-time basis or on a virtual platform. Unfortunately, the politics of an organization usually come into play with staff acquisitions. For example, in exchange for the most valuable personnel, functional managers may request for various â€Å"favors† from project managers. The following reasons may give the project manager no other option but to procure the project team or individuals to complete the project work: -The internal human resources of the organization lack the required skills or expertise to complete the project work. Training costs and duration are also not feasible. It is more cost effective to procure the project. -The required/proposed project team members within the organization would not be available for the project or have various on-going assignments and projects. 3] Team composition The following should be taken into consideration when obtaining individuals to make up a team: -Skills and experience: knowledge, proficiency, technical expertise, problem-solving, interpersonal and decision-making skills amongst several skills. The right mix of skills is crucial. One or more members could learn complementary skills in which the team is deficient. [3] -Personality: preferences and personalities e. g. open individuals communicate better thus, a more creative and innovative team. 1] -Roles: Selection so as to fill the various roles broadly categorized as: the task-oriented roles and the maintenance roles. The task-oriented as the name suggests, ensures that the tasks of group members are accomplished, while the maintenance roles ensure the group members maintain good relations. A balance of this two is important for team effectiveness. Some members of the team can play multiple roles. Thus, the importance to select members who value flexibility, who can then be cross-trained so as to do one another’s jobs. [1] -Diversity: A heterogeneous mix of individuals. Different functional, demographic or cultural characteristics (jobs, positions, work experiences, age, race, sex, citizenship). [1] -Size: the required number of individuals needed per team or per project. Interest level: the potential team members’ interest in working on the project. [3] Availability: certainty of the availability of the potential team member for the duration of the project. [3] 4. Virtual teams: used where the team is to spend little or no time face-to-face with each other. This team is unrestricted by geographical location, disabilities, mobility constraints nd expenses, thus, also saves cost and time. Members of such a team telecommunicate in order to achieve a common goal. The geographical locations could be as far apart as across continents, or within the same state and in some cases, within the same building. Online communication links such as wide-area networks, video/audio conferencing and emails are used. [4] An example of a virtual team is a softw are development team consisting of a project manager, business analyst, software architect, designer, software developers and software testers. The software architect, designer and developers may come up with different models or designs, exchange them via electronic mail, and upon completion of different phases send to the software testers who in turn go through them, test, troubleshoot or debug, then send them back to the developers with appraisals, suggestions or recommendations. The final product could also be electronically delivered to the client while they also receive payment electronically. Thus, in some cases, the company might not require a physical office yet still get many contracts and have them perfectly executed. Though virtual teams have many advantages, a few of its disadvantages include: †¢Possibility of a lack of teamwork spirit. †¢Possibility of less productivity as compared to physical teams. Thus, members of this team require a high level of self-discipline. 1. 2. 3Acquire Project Team: Outputs 1. Project Staff Assignments: The roles and responsibilities are assigned to each of the team members. Following the staffing of the required human resources and team formation, the directory, roles and responsibilities of each team member are updated into the project management plan. Resource Calendars: taking into consideration, the time schedule (availability and conflict) of each team member, a master schedule/ documentation of the available time periods each member of the team can put into the project can be created. 3. Project Management Plan Updates: the process of project team acquisition eventually leads to an updating of the project management plan, as the new development and information gathered requires documentation.