Why the Articles of Confederation Failed

The Articles of Confederation established the first governmental structure unifying the 13 colonies that had fought in the American Revolution. In effect, this document created the structure for the confederation of these newly minted 13 states. After many attempts by several delegates to the Continental Congress, a draft by John Dickinson of Pennsylvania was the basis for the final document, which was adopted in 1777. The Articles went into effect on March 1, 1781, after all, 13 states had ratified them. The Articles of Confederation lasted until March 4, 1789, when they were replaced by the U.S. Constitution. So, why did the Articles of Confederation fail after just eight years? In response to widespread antipathy toward a strong central government, the Articles of Confederation kept national government weak and allowed for the states to be as independent as possible. But almost soon as the Articles took effect, problems with this approach became apparent.   Strong States, Weak Central Government The purpose of the Articles of Confederation was to create a confederation of states whereby each state retained its sovereignty, freedom, and independence, and every power, jurisdiction, and right... not... expressly delegated to the United States in Congress assembled.   Every state was as independent as possible within the central government of the United States, which was only responsible for the common defense, the security of liberties, and the general welfare. Congress could make treaties with foreign nations, declare war, maintain an army and navy, establish a postal service, manage Native American affairs, and coin money. But Congress could not levy taxes or regulate commerce. Because of widespread fear of a strong central government at the time they were written and strong loyalties among Americans to their own state as opposed to any national government during the American Revolution, the Articles of Confederation purposely kept the national government as weak as possible and the states as independent as possible. However, this led to many of the problems that became apparent once the Articles took effect.   Achievements Despite their significant weaknesses, under the Articles of Confederation the new United States won the American Revolution against the British and secured its independence; successfully negotiated an end to the Revolutionary War with the Treaty of Paris in 1783; and established the national departments of foreign affairs, war, marine, and treasury.  The Continental Congress also made a treaty with France in 1778, after the Articles of Confederation had been adopted by the Congress but before they had been ratified by all the states. Weaknesses The weaknesses of the Articles of Confederation would quickly lead to problems that the Founding Fathers realized would not be fixable under the current form of government. Many of these issues were brought up during the Annapolis convention of 1786. These included the following:   Each state only had one vote in Congress, regardless of size.Congress did not have the power to tax.Congress did not have the power to regulate foreign and interstate commerce.There was no executive branch to enforce any acts passed by Congress.There was no national court system or judicial branch.Amendments to the Articles of Confederation required a unanimous vote.Laws required a 9/13 majority to pass in Congress.States could levy tariffs on other states goods. Under the Articles of Confederation, each state viewed its own sovereignty and power as paramount to the national good. This led to frequent arguments between the states. In addition, the states would not willingly give money to financially support the national government. The national government was powerless to enforce any acts that Congress passed. Further, some states began to make separate agreements with foreign governments. Almost every state had its own military, called a militia. Each state printed its own money. This, along with issues with trade, meant that there was no stable national economy.   In 1786, Shays Rebellion occurred in western Massachusetts as a protest against rising debt and economic chaos. However, the national government was unable to gather a combined military force among the states to help put down the rebellion, making clear a serious weakness in the structure of the Articles of Confederation. Gathering of the Philadelphia Convention As the economic and military weaknesses became apparent, especially after Shays Rebellion, Americans began asking for changes to the Articles. Their hope was to create a stronger national government. Initially, some states met to deal with their trade and economic problems together. However, as more states became interested in changing the Articles, and as national feeling strengthened, a meeting was set in Philadelphia on May 25, 1787. This became the Constitutional Convention. It was quickly realized that changes would not work, and instead, the entire Articles of Confederation needed to be replaced with a new U.S. Constitution that would dictate the structure of the national government.

The Time is Now End Bullying Essay example - 1396 Words

One of the most horrendous hate crimes is sweeping the nation: bullying. What is a bully? As defined by Oxford Dictionaries, a bully is â€Å"a person who uses strength or influence to harm or intimidate those who are weaker† (oxforddictionaries.com). In most situations when the term â€Å"bully† is mentioned, the mental image of the grotesque creature standing over a small child is created. This is not always the case, however. Bullying takes place daily and in more forms than physical brutality. While physical bullying is serious, there is also indirect bullying, verbal bullying, and cyber bullying. The most commonly known and understood form is physical bullying. This is the case when the weaker of the two (or more)—the victim—is physically†¦show more content†¦And not only can verbal bullying take place directly, there are indirect approaches to verbal abuse; namely spreading rumors, or spreading stories of someone, and the list continues. In contrast to physical bullying, verbal abuse does not leave any visible scars on the body; but it will leave scars to someone’s mind. Mental disorders are just one repercussion that can occur after verbal abuse has taken its toll on someone. The most common mental disorders that are left after a lot of verbal abuse are anxiety and depression. Anxiety can lead to panic attacks, lack of school attendance, and most importantly a lack of performance both in and out of the school setting. Anxiety can also lead to depression. Depression can have more severe long-term effects on a person, as well as anxiety. People are left sad and miserable, and unable to function on a day-to-day basis. In the most severe cases, death or suicide can occur from such torment. Another type of verbal bullying is indirect bullying. Indirect bullying occurs when two or more people bully someone else without directly confronting them. Imagine sitting in a classroom with two girls behind you. The teacher asks a question that only you knew the answer to, so you answered correctly. The girls snicker and start to pass notes to each other. Down in your subconscious, you know it’s about you; but you pray it’s not. The note becomes filled with horrible sayings and vulgar expressions.Show MoreRelatedBullying And Bullies Are Serious Issues982 Words   |  4 PagesBoth bullying and bullies are serious issues, when it comes to middle school and high school. Both bullying and bullies, often harm peoples : self-image, self-esteem, self-confidence, feelings and attitudes. Most of the victims like me, have gone through a whole lot of drama, and trauma. They are just trying to get out of the bullying situations that occur, and end up leaving really bad memories and experiences. The victims, meanwhile, are trying to stay strong through it all, and stand up for themselvesRead MoreCriminalization of Cyberbullying1026 Words   |  5 Pagescyber bullying are becoming a growing problem, the criminalization of cyber bullying is needed to prevent its harmful repercussions to the United States and serve as a deterrent. Cyber bullying has become the 21st century version of bullying; it has extended beyond the classroom and onto a virtual world that seems to have no real-life effects. The world is now able to bully someone in the comfort of his or her own home, at any given point, with the use of technology. However, Cyber bullying stillRead MoreBullying : Bullying And Bullying1366 Words   |  6 PagesKyle McBrady Ms. Coyle English 2A (3) 9 December 2014 Bullying Leading to Violence Bullying is when a person abuses his power to another person by causing physical or mental harm to the victim who is often weaker, says Dictionary.com (Bullying). This definition can be applied to a recent story in The Washington Post, where bullying caused a student by the name of Jaylen Fryberg to shoot his friends in a lunchroom cafeteria. Jaylen and his girlfriend had recently broken up and she began cyberbullyingRead MoreShould Bullying Be More Appropriate Laws That Prevent Bullying?906 Words   |  4 Pagesbeing said is hurtful. There are many laws out there that apply to bullying but don’t seem to end the problem, due to the fact that some say it interferes their freedom or believe it should be the parents’ responsibility to handle the situation. As a result, millions around the world get bullied whether it’s face to face or behind a screen on the internet. Therefore, there should be more appropriate laws that prevent bullying. Bullying is typically described as someone who uses power to physically and/orRead MoreThe Social Issues Affecting Our Children1304 Words   |  6 PagesAn Introduction of the Topic One of the top social issues affecting our children in schools is bullying. In recent reports, one out of every four students reports being bullied during school (National Center for Education Statistics, 2015). Bullying is very important to me because I have been bullied through my schooling career. I remember how it was not only the bullies that made my time in elementary hard but also the bystanders that did nothing to stop them or stand up for me. This issue has definitelyRead MoreResearch Paper-Bullying1614 Words   |  7 PagesBullying â€Å"Words will never hurt me† used to be just an expression, but now bullying has gotten so bad that words really do hurt, this is known as â€Å"bullicide†. Many children, teens, and even some adults are victims of physical, verbal, or cyber bullying. 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I remember times in middle school where I would just cry myself to sleep because girls that I called my friends would pick on me. After growing some confidence I realized no one should ever have to feel less than what they are. Bullying is everywhere we go and I have no idea why it is constantly going around. Even today it is hard to go on without getting small forms of bullying. Bullying is a behavior thatRead MorePersuasive Essay On Cyber Bullying754 Words   |  4 Pagesit is now a days. But no. Our society now does not emphasize enough how critical bullying has now become. Throughout the past several years many kids have been bullied. Over 3.2 million students are victims of bullying each year, and it’s sad to say that 1 in 10 students drop out of school because of repeated bullying. Even if the statistics might be low it still doesn’t mean that it is not a serious problem that needs to be addressed in better ways. First off, how critical do we take bullying? 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Be given order description Free Essays

string(39) " Rooms as Project Communication Tools\." Free riding can be avoided when group members and leaders ensure that all of them have their own tasks to accomplish toward the attainment of the group’s goal or completing a particular project. This argument is further explored in this essay in addition to previous empirical studies about the theory of social loafers. Free riding theory Free riding theory explains why there are individuals who may choose not to exert little or any effort since they are able to benefit form other members of the group where they belong after all. We will write a custom essay sample on Be given order description or any similar topic only for you Order Now This theory suggests that an individual’s decision in participating in a group work compares the net expected benefits of exerting effort for the group and the net expected benefits of free riding (Albanese Van Fleet, 1985). Free riders are individuals or students, in particular, who contribute little or nothing in attaining group goals or working on group projects (Delucchi, 2006). They exist because students differ in their own reasons and motivation when doing things, especially when others are involved. While others are trying their best to come up with outstanding projects output, others are simply satisfied with certain extent of accomplishment or results. This is the reason why some group members complain that others are not fulfilling their given responsibilities. Often free riders are seen as exploitative because they usually benefit from the effort of others even if they have not participated or only had little contribution to the attainment of group projects or goals. Advantages and disadvantages of group work The benefits of team or group work are undeniable for studies have proven its effectiveness in student’s learning. According to Eastman and Swift (2002), group work teaches students on how to collaboratively work to become more productive, more efficient, more competitive, and more creative. It also exposes them to different learning experiences and opportunities to improve their skills in organizing, communication, negotiation, problem solving, dealing with higher cognitive and technical aspects, setting goals, leadership, overcoming conflicts and difficulties, delegating work, and dealing effectively with others (Thorley Gregory, 1994; Buckenmyer, 2000; Colbeck, Campbell, Bjorklund, 2000). In addition, group work promotes collaborative or cooperative learning though appropriate and innovative learning methods with the use of information technology (Ravenscroft, 1997; Buckenmyer, 2000). Jones and Brickner (1996) stress the bebefits of group work in learning when students are encouraged to become actively involved and aim for development, better in class standing, higher test results, and improved attitudes towards instructor and other students. It does not hinder the students from becoming independent and autonomous learners for group work actually strengthens their capacity to perform better in school and practical situations. On the other hand, Gremler, Hoffman, Keaveney, and Wright (2000) found that group members often have difficulty in addressing the free riders for some students have to use words against other members when the teacher finds no proof in determining fair grades. Eastman and Swift (2002) also assert that one of the problems with group projects are the presence of free-riders, also called social loafers, hitchhikers or workhorses (Albanese Van Fleet, 1985; Cottell Millis, 1993). Another issue that has to be addressed when it comes to group problem includes the failure of group members to contribute ideas, exchange thoughts, share information and skills or work together effectively in order to accomplish complex tasks (Tullar, Kaiser, Balthazard, 1998). The lack of coordination can lead to poor results when members are given specific responsibilities without working and consulting each other before a project is almost finished and to be submitted. Moreover, students’ grades could possibly suffer if assigned projects are not given enough time allocation for the students to work together and discuss the topics and management activities in the class to make their work more cohesive. Organizing face-to-face group meetings is difficult and teachers’ assistance is also crucial during the completion period of any group project so they need to allot more class hours for group projects to ensure quality and equal division of labor. Problems in group work, in which all members are assessed as a whole, can be avoided when they provide proof of participation. The free rider issue causes problems in group work for they usually depend on other member’s effort. Students can avoid resentment that free riders are getting the same grade even if they are not as responsible as others in a group by changing class policy or rules, like imposing peer evaluation, requiring checklists, and monitoring (Payne, Monk-Turner, Smith, Sumter, 2006). Conclusion Albanese and Van Fleet (1985) found that individuals tend to become free riders when they perceive satisfactory benefits even without contributing their fair share to the group. Free riders are the potential or rationally thinking members that may prefer not to exert great effort in helping others to achieve certain goals but still obtain benefits. When the cost of his effort exceeds the expected outcome of the group’s effort, the free rider is less likely to exert any more effort. In order to avoid such problems including other issues related to group work, changing of class policy can be an effective mitigating measure. References Albanese, R Van Fleet, D. D. (1985). â€Å"Rational Behavior in Groups: The Free-Riding Tendency. † In Diamond, M. O’Toole, A. (2004). â€Å"Leaders, Followers, and Free Riders: The Community Lawyer’s Dilemma When Representing Non-Democratic Client Organizations. † Fordham Urban Law Journal, 31(2), 481+. Buckenmyer, J. A. (2000). â€Å"Using teams for class activities: Making course/classroom teams work. † In Eastman, J. K. Swift, C. O. (2002). â€Å"Enhancing Collaborative Learning: Discussion Boards and Chat Rooms as Project Communication Tools. You read "Be given order description" in category "Papers" † Business Communication Quarterly, 65(3), 29+. Colbeck, C. L. , Campbell, S. E. , Bjorklund, S. A. (2000). â€Å"Grouping in the dark: What college students learn from group projects. † In Eastman, J. K. Swift, C. O. (2002). â€Å"Enhancing Collaborative Learning: Discussion Boards and Chat Rooms as Project Communication Tools. † Business Communication Quarterly, 65(3), 29+. Cottell, P. G. Millis, B. (1993). â€Å"Cooperative learning structures in the instruction of accounting. † Issues in Accounting Education, 8 (Spring), 40-59. In Eastman, J. K. Swift, C. O. (2002). â€Å"Enhancing Collaborative Learning: Discussion Boards and Chat Rooms as Project Communication Tools. † Business Communication Quarterly, 65(3), 29+. Delucchi, M. (2006). â€Å"The Efficacy of Collaborative Learning Groups in an Undergraduate Statistics Course. † College Teaching, 54(2), 244+. Diamond, M. O’Toole, A. (2004). â€Å"Leaders, Followers, and Free Riders: The Community Lawyer’s Dilemma When Representing Non-Democratic Client Organizations. † Fordham Urban Law Journal, 31(2), 481+. Eastman, J. K. Swift, C. O. (2002). â€Å"Enhancing Collaborative Learning: Discussion Boards and Chat Rooms as Project Communication Tools. † Business Communication Quarterly, 65(3), 29+. Gremler, D. D. , Hoffman, K. D. , Keaveney, S. M. , Wright, L. K. (2000). â€Å"Experiential learning exercises in services marketing courses. † In Eastman, J. K. Swift, C. O. (2002). â€Å"Enhancing Collaborative Learning: Discussion Boards and Chat Rooms as Project Communication Tools. † Business Communication Quarterly, 65(3), 29+. Jones, J. D. Brickner, D. (1996). â€Å"Implementation of cooperative learning in a large-enrollment basic mechanics class. † In Eastman, J. K. Swift, C. O. (2002). â€Å"Enhancing Collaborative Learning: Discussion Boards and Chat Rooms as Project Communication Tools. † Business Communication Quarterly, 65(3), 29+. Payne, B. K. , Monk-Turner, E. , Smith, D. , Sumter, M. (2006). â€Å"Improving Group Work: Voices of Students. † Education, 126(3), 441+. Ravenscroft, S. P. (1997). â€Å"In support of cooperative learning. † In Eastman, J. K. Swift, C. O. (2002). â€Å"Enhancing Collaborative Learning: Discussion Boards and Chat Rooms as Project Communication Tools. † Business Communication Quarterly, 65(3), 29+. Thorley, L. Gregory, R. (Eds. ) (1994). Using Group-based Learning in Higher Education. In Eastman, J. K. Swift, C. O. (2002). â€Å"Enhancing Collaborative Learning: Discussion Boards and Chat Rooms as Project Communication Tools. † Business Communication Quarterly, 65(3), 29+. Tullar, W. L. , Kaiser, P. R. , Balthazard, P. A. (1998). â€Å"Group work and electronic meeting systems: From boardroom to classroom. † In Eastman, J. K. Swift, C. O. (2002). â€Å"Enhancing Collaborative Learning: Discussion Boards and Chat Rooms as Project Communication Tools. † Business Communication Quarterly, 65(3), 29+. Sources: Introduction For those who use group projects, the teaching strategy is particularly appealing because of its versatility. Group projects can be organized as short-term or long-term projects. Short-term group projects might have students work together for a class period or part of a class period in an effort to learn more about a particular topic. Long-term projects could be spread out over several class periods, or the entire semester. Regardless of how long the projects are designed to last, research shows a number of benefits of group work. Among others, those benefits that have been identified in the literature include the following: (1) students learn teamwork skills, (2) students improve their critical thinking skills, and (3) students gain more insight about a particular topic. As far as teamwork skills go, surveys of employers show that employers want college graduates to have developed teamwork skills (Blowers 2000). Advocates of group projects suggest that the pedagogical strategy affords students a firsthand experience to gain teamwork skills (Colbeck et al. 2000: Davis and Miller 1996: Young and Henquinet 2000). In this regard, it is believed that group projects â€Å"can effectively serve as a bridge between the academic community and the business world† (Lordan 1996: 43). Ideally, working with their peers, students will learn decision making skills and how to communicate with one another (Dudley, Davis, and McGrady 2001). In addition, the symbolic interactionist in many of us would likely not be surprised by research that shows that group work helps students develop social skills (Andrusyk and Andrusyk 2003). By working with others, students are able to assign meaning to the actions of their peers as well as their own actions. They also receive feedback–formal, informal, or both–from their peers. The feedback combined with their own interpretations of group work should foster growth in terms of students’ social abilities. Under the right circum stances, the well designed and implemented group work should also help students develop their critical thinking skills (Colbeck et al. 2000; Dudley et al. 2001). While we are not aware of any studies that have examined how group projects foster the development of critical thinking skills, general findings about group work from past research tacitly suggest that the strategy could be successful in this regard. For instance, some research suggests that group projects help students to address ethical and societal considerations that arise when students work together (Roberts-Kirchoff and Caspers 2001). If the student group is diverse, students will learn about one another’s backgrounds, values, and beliefs. Indeed, others have also suggested that group projects can help students learn about multicultural issues they would otherwise not learn about (Doyle, Beatty, and Shaw 1997). Researchers also suggest that students may learn more about whatever topic is being considered if they work in groups. For example, Adams and Slater (2002) suggest that group work supplementing lectures helps make courses more interesting to students, and subsequently helps students learn more. Most instructors have stood in front of a class only to wonder if their only purpose on that day was to serve as a sedative for the majority of the class. Group work advocates argue that most any topic can be made interesting by actively involving students in the topic through some form of collaborative learning, of which group work is just one strategy. While a number of strengths for this form of teaching strategy have been noted in the literature, potential drawbacks have limited its use. In this study, we consider how students believe group projects should be changed in order improve their pedagogical success. METHODS Surveys were distributed to 145 students who had just recently completed a group project. The group project was a semester long group research project that students completed. A survey composed of both open-ended and close-ended questions was distributed to the students at the end of the semester. The results of the open-ended questions have been addressed elsewhere. In one of the close-ended questions, students were asked what they would change about future group projects. The results to this answer were content analyzed using standard rules of content analysis. FINDINGS The students had a number of recommendations for future group work. These recommendations were divided into student centered and faculty centered themes. Student centered themes were those recommendations in which respondents seemed to be offering advice to future students participating in similar projects. These included (1) communication as a value to improve group work, (2) leadership and teamwork, and (3) goal development. Faculty centered themes were those recommendations in which respondents were citing things faculty members could do to improve group work. The following four faculty centered themes were uncovered in the analysis: (1) oversight, (2) grades, (3) situational themes, and (4) anomic themes. Student Centered Themes Communication as a Strategy to Improve Group Work. Several students, recognizing the importance of interpersonal communication, recommended that fellow group project participants hone their communication skills. Students offered tips such as â€Å"Listen to everyone’s idea–No matter what it is;† â€Å"Make sure everyone understands the information and the process;† and â€Å"Communication is key. When a group fails to communicate, the group as a whole suffers. † Another student recommended, â€Å"just bonding more† while another cited â€Å"people keeping in touch† as a step to improve group work. Leadership and Teamwork. Students also provided advise suggesting the importance of leadership and teamwork in future group projects. In terms of leadership, students made comments such as the following: * Assigned leaders are needed. * Assign more specific roles. * Need to have defined task assignments for members. Some students provided a bit of detail describing the importance of leadership in group projects. For example, one student made the following comments: It was easier to get the project done by dividing up the work. We worked well together for the most part. One individual has considerable leadership talents and he kept our group on track. Others just deferred to his ideas and we did what he told us to do. He assigned our tasks and made sure they were completed. Another student who made the following comments also described this leadership process: [You need to] learn the habits of others and learning who has the qualities of taking charge of a group. I thought it was interesting to watch who would become the leader and which group would members would follow the leader. With regard to teamwork, students also suggested that, while groups may need a leader, members of the group must be willing to work together. Students made comments such as â€Å"Everyone has to do their part;† â€Å"Everyone working together and doing their part;† â€Å"Teamwork;† and â€Å"Spread around responsibility. † The need to work together appeared to be an especially salient recommendation in this sample. One student emphasized this need in the following manner: â€Å"Everyone has to work together!! † Indirectly indicative of the need to work together, students recognized the need to share all aspects of the project. As an illustration, according to one student, future students doing group projects must remember to â€Å"bring calculators to the restaurant or bar to figure out a fair tip for the bartender divided five ways. † Goal Development. Some comments made by students also implied the importance of goal development for future group projects. For example, one student advised, â€Å"We all had the same motivation and ambition. † Other students made comments such as â€Å"clarity of goals† and â€Å"commitment to goal† as suggestions for future group. In considering their goals, some students seemed to define their grade as the goal. Said one student, â€Å"If everyone was equally dedicated to getting good grades, or if groups were assigned based no dedication. † Another student recommended that students â€Å"take their job seriously, not just for their grades, but for others’ grades. † Faculty Centered Themes Oversight. In terms of faculty centered themes, some students suggested more faculty input in future group projects as a strategy to improve group work. Some students recommended more guidance in the beginning of the project. One student, for example, said, â€Å"The instructor should assign the topic instead of letting the group pick a topic. † Another student said, â€Å"The teacher could have taught more in the beginning. † A third student called for â€Å"more direction from the instructor,† implying that direction would help in the beginning of the project. Other students recommended assistance in motivating group members. For instance, one student said, â€Å"Specific deadlines may help group members turn in their material in a timely manner. † Grades. Several students offered recommendations for how professors overseeing group projects should grade the projects. One student, for instance, recommended that professors use grades to â€Å"to force the students to participate. † Another student expanded on this recommendation: [You should have] mandatory meetings, groups should be graded on how often they come to the group when they meet. It would make a person show up more to group meetings because a percentage of his or her grade would depend on it. Other students also resented the fact that â€Å"free riders† were getting the same grade they got and recommended changing this policy. One student said that â€Å"having some of the project reflect individuals so that everyone is not getting the same grade† would help group work. Another student said, â€Å"I didn’t like relying on someone else and having it effect my grade point average. † A third student who made the following comments seemed even more concerned about â€Å"common grades† [You need] more accountability for individual work. When my grade depends on the intelligence and responsibility of other people, I get nervous, especially when some don’t bother to come to class. Interestingly. when students talked about grades, they were not concerned with what they were learning or doing: rather, they were concerned with almost solely with their grade and whether it was fair. Situational Themes. Situational themes refer to comments that reflected specific dynamics of the group project that instructors could possibly influence. Three situational themes that arose included the number of meetings, time, and location. In terms of the number of meetings, one student recommended that â€Å"Members should meet as frequently as possible. † To be sure, faculty members could require a certain number of group meetings. With regard to time, a student said that â€Å"longer class periods† would improve group work. Another student suggested that â€Å"time †¦ and less stress from other courses† would improve group work. While faculty cannot control the amount of stress students feel from their other courses, they can control the amount of class time devoted to a group project. In terms of location, students also made recommendations regarding where the group project work should be done. For example, one student said the following: â€Å"I have trouble doing group work where there are many groups working on different projects in the same room. I like that we were able to meet at different locations outside of school. † Another student also said she had problems meeting in class and recommended â€Å"more discipline from other groups that are in the same vicinity. † Anomic Themes. Some students made comments which we characterized as â€Å"anomic themes† because the students were unable to suggest anything positive about group work, or improving group work. In effect, they seem to exhibit a sense of normlessness or an enormous aversion to group work. For example, when asked what could be done to improve group work, some students made the following comments: * Getting rid of it * Nothing can be done to improve group work. It is inevitable. * There’s always going to be problems. Other students provided a little more detail describing their aversion to group work. One student, for instance, said that it is important to remember for future projects â€Å"that there are some people who will never be reliable and some that always have to be the bomb. † Perhaps the most pessimistic comment made was the following: I didn’t like anything. We shouldn’t have to do group projects or any kind of individual research projects. I don’t think research projects will help us in our jobs in the future. It isn’t needed and is a waste of time. It is important to note that the vast majority of students had favorable impressions of the project. DISCUSSION Based on what our students learned, a number of suggestions can be made for future group projects. These recommendations include: (1) overcoming faculty resistance to group work, (2) overcoming student resistance to group work, (3) ensuring students realize the purpose of the project, (4) providing appropriate oversight for students, (5) scheduling the group work appropriately, and (6) helping groups set and attain goals of the project. These suggestions are addressed below. First, enough research has been done to show that group projects, in various forms, can be an important part of students† undergraduate curriculum. Faculty must come to appreciate and realize the importance of these group projects. Of course, group projects are not a panacea and some faculty hold these projects in complete disregard (Ashraf 2004). However, students have much to gain from group projects. Not only will they learn about the topic, but just as important, students will learn important skills, and they will learn about themselves. Certainly, group projects are not appropriate for all courses or all instructors. Still, group projects should be integrated into all majors’ coursework in one form or another to ensure that majors are learning how to work together, how to learn from one another, and how to communicate with one another. Second, faculty who implement group projects in their courses will need to overcome student resistance to group efforts. This aversion likely stems from the fact that students are accustomed to traditional pedagogical strategies in which instructors lecture to students, who are tested on the lectures. Over one hundred years ago, in The Theory of the Leisure Class, Thorstein Veblin (1899) commented, The aversion to change is in large part an aversion to the bother of making the readjustment which any given change will necessitate †¦. A consequence of this increased reluctance, due to the solidarity of human institutions, is that any innovation calls for a greater expenditure of nervous energy in making the necessary readjustment than would otherwise be the case. Indeed, based on our experiences, we have seen many students expend â€Å"nervous energy in making the necessary readjustment† that makes the accustomed to group work. Imagine for a moment if group work were the traditional and customary teaching style for students. Then, what would happen if we pulled the group out from under them and asked them to do an individual project? Many students would likely have the same aversion that they now have to group work. They’d have to learn new strategies of doing things, and this is something many of us resist. In the end, it seems what is best is to find a blend of teaching strategies in which students are encouraged to work both individually and in groups. Third, and on a related point, faculty should stress to students what they have to gain from group projects. Typically one would expect that the goals of the group project are not just completing the project, but gaining the experience of working together. This aspect of group work should be included on the syllabus so that students realize that the faculty member empathizes with students’ concerns. At a minimum, students should be told how group work improves their communication skills, enhances their critical thinking skills, allows for reciprocal learning, and teaches them to work together. From a symbolic interactionist perspective, communicating openly with students about the purpose of group projects will help to give meaning to the students’ experiences. Assigning meaning to their experiences before the projects begin will also help better understand one another’s actions. They will learn that conflict is possible and that they can overcome this conflict by working together. Moreover, their interactions with members of their groups will help to develop them as novice social scientists (See Berg 2004). Fourth, faculty members should provide appropriate oversight over the groups as needed. It’s not just our students who noted the need for oversight Research by Livingstone and Lynch (2000) finds that the degree of faculty guidance will play a role in determining whether the students find value in team-based learning. Oversight is especially important in the beginning stages of the group project when group members are still in the process of the defining their own roles and tasks as well as their peers’ roles and tasks. Part of this direction should be instilling within students the importance of learning teamwork skills (Page and Donelan 2003). Direction may be needed to make sure that students are attending group sessions and working towards the ideals of the group. While group members may do things themselves to encourage participation by fellow group members, ultimately, the instructor has the greatest leverage over students. Describing the direction that faculty members should provide, Lordan (1996: 45) writes, â€Å"Like supervisors in the professional world, the teacher should strike a balance between letting students work out their own problems and stepping in to keep them on track. † As well, instructors need to provide oversight inasmuch as they are helping students find suitable places on campus to do their group work. (They may also want to remind students how to do division long hand so they are able to divide up the tip for the waiter or waitress at the bar or restaurant where they meet with their calculators). Fifth, instructors should make sure students are clear on how they will be graded on group projects. Here, as noted earlier, there is great disagreement among those using group projects as to the best way to assess group projects. Some instructors prefer to give all group members the same grade for the group project. Others see this process as inherently unfair (cites) and call for individual grades. Whatever grading method is used, it is important that students understand the grading process and its rationale. Finally, instructors should play a role in helping groups to define, and refine, their goals. Our experience has been that students tend to define their goals in three stages. First, they begin with aspirations of getting a good grade. The next stage replaces the goal of a good grade with the goal of completing the project successfully. This stage is ultimately replaced with the goal of a good grade. Instructors can foster better goal attainment by encouraging students to focus more on learning and less on getting a good grade. If groups can define the group’s goals, and the members’ goals, in a way that they focus more on tasks (e. g. , developing a good research question, gathering literature, developing a methodology, doing the research, analyzing the research, and writing a final paper) and learning rather than getting a good grade, then the likelihood of a successful group project increases. Tying individual goals in with group goals is a central aim of collaborative learning (Johnson and Johnson 1994). Students in this study at least indirectly recognized the importance of meshing their own goals with those of the group. Our intent in this paper is not to be prescriptive but to simply generate thought and discussion about a common type of active learning strategy. We recognize that professors vary in their teaching strategy preferences. We do not expect all professors to want to use group projects in their courses, nor do we expect all courses to be amenable to group projects. Still, it is hoped that all undergraduates will participate in at least some group projects during their undergraduate years. While there are flaws with group projects, the benefits of getting students to work with one another are meaningful enough to rely at least somewhat on group projects in some courses. REFERENCES Adams, Jell and Tim Slater. 2002. â€Å"Learning through Sharing. † Journal of College Science Teaching 31: 384-386. Andrusyk, D. and S. Andrusyk. 2003. Improving Student Social Skills through the Use of Coop erative Learning Strategies. M. A. Research Project, Saint Xavier University, Abstract accessed from ERIC, July 5, 2004. Ashraf, Mohammad. 2004. â€Å"A Critical Look at the Use of Group Projects as a Pedagogical Tool. † Journal of Education for Business 79(4), 213-216. Blowers, Paul. 2003. â€Å"Using Student Skill Assessments to get Balanced Groups for Group Projects. † College Teaching 51(3): 106-110. Colbeck, Carol L.. Susan E. Campbell, and Stefani Bjorklund. 2000. â€Å"Grouping in the Dark. † Journal of Higher Education 71: 60-78. Davis. Barbara and Thomas Miller. 1996. â€Å"Job Preparation liar the 21st Century. † Journal of Education for Business 71 (5): 258-270. Doyle, Eva. Chris Beatty, and Mary Shaw. 1999. â€Å"Using Cooperative Learning Groups to Develop Healthy Cultural Awareness. † Journal of Social Health 69(2): 73-80. Dudley, Lola, Henry David, and David McGrady. 2001. â€Å"Using an Investment Project to Develop Professional Competencies in Introduction to Financial Accounting. † Journal of Education for Business 76(3): 125-131. Johnson, D. W. and R. T. Johnson. 1994. Learning Together and Alone. Boston, MA: Allyn and Bacon. Livingstone, David and Kenneth Lynch. 2000. â€Å"Group Project Work and Student Centered Active Learning. † Studies in Higher Education 25(3): 325-345. Lordan, Edward. 1996. â€Å"‘Using Group Projects to Sharpen Students’ PR Skills. † Public Relations Quarterly 41 (2): 43-47. Page, Diana and Joseph G. Donelan. 2003. â€Å"Team Building Tools for Students. † Journal of Education for Business 78(3): 125-128. Roberts-Kirchoff. Elizabeth and Mary Lou Caspers, 2001. â€Å"Dialogues as Teaching Tools. † Biochemistry and Molecular-Biology Education 29(6): 225-228. Young, Carol B. and Janet A. Henquinet. 2000. â€Å"A Conceptual Framework for Designing Group Projects. † Journal of Education for Business 76(1): 56-60. Brian K. Payne Elizabeth Monk-Turner Donald Smith Melvina Sumter Deportment of Sociology and Criminal Justice Old Dominion University. Norfolk. Virginia Payne, Brian K. , Monk-Turner, Elizabeth, Smith, Donald, Sumter, Melvina (2006). â€Å"Improving Group Work: Voices of Students. † Education, 126(3), 441+. COPYRIGHT 2006 Project Innovation (Alabama); COPYRIGHT 2006 Gale Group Group projects are integral to the business curriculum and can be useful in developing students’ skills and abilities as managers. However, faculty encounter several problems with group projects, including assessing students’ efforts, aiding good communication and coordination among members, and making sure the project is a truly collaborative effort. Technology may aid in addressing these problems; electronic discussion boards and chat rooms, for example, can help faculty and students enhance collaboration and increase the accountability of group members. Keywords: Discussion boards, chat rooms, collaborative learning, student projects INCREASED GLOBAL COMPETITION and other changes in the business environment over the last several years have led organizations to restructure themselves. One aspect of that restructuring is a shifting of responsibility and decision making downward and a movement toward self-directed work teams (Cohen, 1993). To prepare students to thrive in this environment, we obviously need to teach them effective teamwork and communication skills. This article describes two tools that can help accomplish this task, the electronic discussion board and the chat room. These can foster interdependence in group projects and deeper, active learning. First, we discuss the need for and benefits of collaborative projects, the problems of group work, and the role of technology in such projects. We then provide recommendations for incorporating these electronic tools in business communication classes. Need for Collaborative Projects in Business Courses As many researchers have noted, the structural shift towards teams occurring in many organizations should be reflected in the classroom (Bobbitt, Inks, Kemp, Mayo, 2000). Using groups in class thus prepares students to work collaboratively in the business environment while promoting collaborative learning in the classroom itself. The first benefit of group work in the classroom is that it teaches students how to work collaboratively in the business environment. Business organizations repeatedly indicate that the increased use of teams in the real world has increased students’ need for exposure and experience with teams (Buckenmyer, 2000). Companies that use teams creatively spend many hours and dollars training individuals to work in teams and training managers to manage teams. Through working in groups, students can enhance their abilities in setting goals, delegating work, and dealing with conflict (Colbeck, Campbell, Bjorklund, 2000). They can also improve their communication, leadership, problem solving, and technical skills. All of these skills are highly rated by recruiters and employers and will help graduates meet the demands and rigors of the workplace (McNally, 1994). The second benefit of group work is that these projects promote collaborative learning. University educators have embraced cooperative learning methods as ways to engage students and to foster cooperation (Ravenscroft, 1997). Researchers have found that the values of Generation X are highly individualistic, visually-oriented, and aligned with information technology, not with the sharing of information (Buckenmyer, 2000). Thus, group course projects, with proper guidance, can help these students learn to deal effectively with others. Group work learning can be an excellent way of encouraging the development of higher cognitive skills in students (Thorley Gregory, 1994) and can be effective even for relatively quiet group members. When groups work well, students consistently fare better in class, on tests, and in attitudes towards the instructor and each other (Jones Brickner, 1996). The quality of learning is improved by peer support, with students gaining experience in communication, negotiation, organization, and task management. Cooperative methods have been recognized as effective ways to motivate students to become actively involved in learning. The collaborative group project creates a forum that allows students to take an active approach towards their own education. The security of working within a group provides an excellent entree into the progression to independent and autonomous learning (Maguire Edmondson, 2001). Problems with Group Projects The many benefits of collaborative projects, however, are often offset by problems. First, a common problem is the failure of the group to work together effectively. Students may exert an individual effort but are unable to coordinate their efforts effectively with their group members to achieve any kind of synergistic benefits (Tullar, Kaiser, Balthazard, 1998). Group members need to be contributing their ideas, questioning and learning from each other, and building on the efforts of the other members. For collaborative learning to occur, students must coordinate the diverse skills and abilities of their group members to address a complex task (Tullar et al. , 1998). A second problem is that often group members simply divide a project so that each individual writes a portion. Then, just before the project is due, the students bring in their disks and combine files without coordinating their efforts or talents effectively. Third, group work often leads to unequal contributions of members, resulting in â€Å"hitchhikers† and â€Å"workhorses† (Cottell Millis, 1993). These â€Å"hitchhikers,† also called â€Å"free riders† and â€Å"social loafers,† can cause problems in the workflow of the group, as they do not do their fair share. Members of the group have difficulty addressing the free-rider problem and documenting the problem and their efforts to solve it (Gremler, Hoffman, Keaveney, Wright, 2000). The issue becomes one student’s word against another’s as the teacher tries to determine fair individual grades. Finally, group projects are often assigned without the allocation of class time for groups to develop cooperative skills or to become cohesive (Michaelsen, 1992). There is limited time in class to discuss both the needed topics and the mechanics of group management. In many cases, groups meet on evenings and weekends when faculty members are not available for assistance. Additionally, many group members are geographically and temporally dispersed, which makes organizing face-to-face group meetings difficult. The Role of Technology in Enhancing Collaborative Learning Active and cooperative learning approaches will be counterproductive unless they are thoughtfully implemented and well supported. Communication tools like discussion boards and chat rooms can be effective in inter-team collaboration as well as in faculty-student communication. These tools can help ease the problems discussed in the previous section. By solving these problems with technology, faculty can address three learning goals: empowering students, improving their communication skills, and developing their ability to work collaboratively. Finally, these technological communication tools offer teaching opportunities by allowing faculty to be more accessible to students and to track students’ efforts better. Addressing Group Project Problems Internet-based tools can be a tremendous help in coordinating team efforts, particularly when the team is geographically (whether by a few miles or a few thousand miles) or temporally dispersed (Kaiser, Tullar, McKowen, 2000). With technology, groups can meet either synchronously, using chat rooms, or asynchronously, using threaded discussion boards, in which group members contribute to the group discussion at times convenient to their schedules over a defined time period. These tools enable everyone in the group to talk at the same time or at their convenience by typing their comments into the forum that instantly distributes their comments. Additionally, strong personalities have greater difficulty dominating the group as everyone has equal access to the â€Å"floor. † Students may feel more comfortable presenting ideas this way than in a face-to-face meeting, and the quality and professionalism of their ideas may be higher, knowing that their participation is being monitored. The discussion forum also gives all students ample time for reflection so students’ responses are often more thoughtful than those in face-to-face situations. Studies have illustrated this level of increased and more evenly distributed participation from students in computer-supported groups (Tullar et al. , 1998). Addressing Learning Goals Projects provide opportunities for experiential learning, that is, students apply what they have learned to real-world situations and thus develop decision-making skills. But in doing so, projects often produce anxiety as students struggle to determine what answer the instructor wants. However, with these projects, whether it be a case, a report of a business issue, or a business plan, faculty are typically not searching for one right answer, but rather are concerned with the process that students use in solving problems. Teaching students to ask the right questions is thought to be more important than giving students the right answers. In the real world, there is neither one right answer nor is there a â€Å"sage on a stage† that can direct students to the right answer. Students need to learn how to find and to support the answers for themselves. The use of electronic discussion boards and chat rooms can aid student learning in the struggle through the project process. Thus, three learning goals can be addressed through the use of electronic discussion boards and chat rooms with experiential group projects: (1) empowering students to become active participants in their learning, (2) increasing students’ communication skills in describing and solving problems, and (3) enhancing students’ abilities to collaborate and work with others in developing their own resources in solving problems. To achieve these goals, education must involve interactivity among instructors, students, and the materials, and electronic discussion boards and chat rooms can enrich that interactivity. Providing Additional Teaching Opportunities Another advantage of these tools is the opportunity for faculty to participate in the discussions and e-mails. Faculty can use these tools to demonstrate concern for students and to provide additional accessibility and feedback. In fact, the transactional distance encourages faculty to maintain a facilitative role rather than an authoritative role (Moore, 1993). Finally, these tools make it easier for faculty and students to keep track of what everyone has said as there is a written record (Kaiser et al. , 2000). Students have the opportunity to reorganize and reshape their understanding of course content. The Web-based tools allow thoughts to be captured for future examination, elaboration, and extension. The end result is usually more robust and thoughtful discussions. In fact, threaded discussions can extend the time that both instructors and students invest in the course (Bruce Hwang, 2001). Recommendations for Using These Tools Many universities are starting to use various computer course tools or platforms to promote online learning. These platforms, such as BlackBoard or WebCT, can be used to design either Web-based or Web-assisted courses. For several years, we have used discussion groups and chat rooms in Web-based classes but have also found that communication can be enhanced in traditional classes through use of these tools. Since more business organizations are using electronic tools, such as Lotus Notes, to facilitate group meetings, using them in the classroom helps students further prepare for their careers. However, the wise faculty member will be advised that these tools should be used judiciously. Therefore, based on our experience, the following suggestions are made to faculty who are considering the use of Web-based tools. Discussion Boards Instructors and students can compose and post messages electronically on electronic discussion boards. Both public and private discussion forums can be implemented. With many computing platforms, such as WebCT, faculty can set up public forums to start threaded discussions for the class to which the students can respond electronically. Students can use these public forums to post questions to which the entire class can respond, such as for help in finding information for the project. A project normally seems easier when the instructor is discussing it in class and few questions arise. However, students’ questions occasionally occur after class or on weekends. The discussion board allows the opportunity for students to post problems asynchronously and to receive input from the class. The burden is no longer on the instructor to solve every problem as it occurs but is on the students to work with each other as well as with the instructor in solving problems. This is a tremendous lesson for students to learn to deal with problem solving in the real world. When an employer gives an employee a project or task to do, he/she expects the employee to do it on his/her own and not ask for assistance from the employer every step of the way. Students have to learn to be problem solvers on their own, and the use of electronic discussion boards helps develop that skill. The professor’s role is to help get the conversation started. For example, the instructor can post a question on the public project discussion board asking at which sites people are having success finding information for the project. The students can then respond. Those students who respond in a useful manner will be rewarded, such as with a participation grade. Those students or groups who do not respond can be asked on the discussion board for their input. When students see the progress other students are making, they may be spurred to work harder. Additionally, the faculty need to check the discussion board frequently to see if any misinformation is being spread, to ensure â€Å"netiquette† is being practiced, and to restart the conversation as needed. Finally, faculty can take questions that the students ask individually and request that the students post them on the discussion board. In that way the instructor only has to respond once, and similar inquiries can then be referred to that response. This will eve ntually build a culture in the class where the instructor is not seen as the sole source for information, and the students learn to work with each other in solving problems. Additionally, instructors can create private forums to be used to divide students into groups for class exercises or for the use of asynchronous coordination of group projects in which group members cannot all meet at the same time. The instructor can visit these public and private forums to track group progress, to encourage students to help each other to solve problems, and to provide assistance as needed after the students have tried first on their own. In the private group forums, the students are encouraged to use the board to organize group meetings, to post their research findings, and to post drafts of their work for their group members to see and make comments. The professor can encourage individual group members to post their contributions to the paper to the private forum for the other members to see and post suggestions. This would increase group collaboration in a manner that can be documented. After the group has collaborated on a draft of the project, the instructor can offer suggestions. Finally, instructors should consider requiring the groups to post progress reports on their efforts periodically during the term. These progress reports describe what the group has accomplished, what the group’s plans are, if there are any problems, and if there are, how they are being addressed. The instructor should provide guidelines as to what the groups should have accomplished by the progress report dates so the students can determine if they are on track. While these reports could be submitted on paper, doing it through the discussion board makes it easier for group m How to cite Be given order description, Papers

Assessment Quality Control Project Training â€Myassignmenthelp.Com

Question: Discuss About The Assessment Quality Control Project Training? Answer Introducation In projects a project manager is tasked with the responsibility of developing a project quality management plan forming part of the project management plan(Cleland, 2013). The project management takes places during the planning and implementation phases of a project life cycle. The project quality plan entails activities and processes within organization suitable in coming up with objectives, policies and responsibilities of satisfying customers(Felix, 2013). The three main quality processes cover quality plan, quality assurance and quality controls. The processes interact with other knowledgeable areas to achieve the end results. If quality is not achieved it may lead to failure in production process and products affecting the final output. The project manager and teams are responsible in planning, and delivery of quality in projects(Bourne, 2015). The modern quality management recognizes the importance of quality in project management disciplines. There are several quality manageme nt methodologies that can be applied in projects examples include: lean six sigma, six sigma, quality teams, and quality function deployment. Other several quality tools are used for planning purposes include: brain storming, field analysis and nominal groups. Plan for quality a project manager needs to design a quality metrics during the planning phase of project life cycle that describe all processes to be performed in terms of product attribute and standards(Hedman, 2013). In addition is needed to develop a quality management plan the will implement the organization policy on quality. Both quality management plan and quality matrix need to be developed at early stages of a project. Part of the planning process will involve use of quality checklists a tool that describe a set of work performed(PMI., 2013). Table 1 shows quality checklists. Table 1 Quality checklists Project elements , processes and activities Remarks No Yes Procedures were followed as per criteria National standards was followed Scope was achieved Schedule was as per plan The project manager will need to develop a process improvement plan that helps identify processes which enhances value and provide assistance in evaluating activities and functions in projects(Kendrick, 2013). Addition criteria for planning are coming up with project document updates that communicate relevant information of quality to stakeholders. Quality assurance: It is the process of making audits on project quality requirements, control measures to ensure standards are achieved. The results from quality assurance originate from quality control process(Gido Clements, 2014). The need to have quality assurance is useful for continuous process of improvement which reduces activities that do not add value and eliminates activities that do not add value. The tools and techniques used in quality assurance include quality audits and process analysis. Quality audits which can be done in a sequential manner can be done through inspections and verifications and report being made(Larson, 2011). Quality assurance becomes an important component in nursing that quality will be maintained and managed at all levels of the project. Quality controls: it is the process of monitoring and making a record of outputs in order to assess performance and provide corrective measures. The project manager is tasked to perform quality control throughout the project phases. Examples of some of the tools and techniques used in quality controls include: cause and effect diagrams, Pareto chart, scatter diagram, inspection, statistical sampling, inspection and control charts. Processes of project execution Project execution is the most critical component of any project in ensuring that the set objectives are achieved effectively and efficiently(Bryde, Broquetas Volm , 2013). The execution takes place during the implementation phase of the project life cycle. It is during project execution that the project plans become functional for implementation process. The project manager is required to ensure a balance of the three project constraints of scope, budget and time during execution process. During execution the scope of the project is balanced with available resources and time available for implementing projects. Figure 1 shows the three project constraints. Figure 1 Project constraints The scope defines the boundaries of activities to be achieved during project execution, budget involves resources consumed by the project during project execution, and time represents the period to complete the project(Felix, 2013). Project needs to balance the three constraints in order to achieve project deliverables. The scope management plan is a suitable component that defines project boundaries. Some of the scope elements that a project manager needs to define in its scope include: project deliverable, business case, exclusions and inclusions, assumptions, project and acceptance criteria. Time is critical component in accomplishing a project. A project manager can utilize different techniques and tools to schedule time(Burke, 2013). For example a project manager can utilize network diagrams to allocate required times to projects. The network diagram can define the critical path method or the shortest/longest time to accomplish the project activities. There are other scheduling tools that can be used for allocating resources for projects they include work breakdown structure. The work breakdown structure is a project tool that breaks down project into smaller units and work packages that can be easily be managed and allocating resources. In addition there are several tools and techniques that can be used in execution process for example budgets. A project manager is needed to employ different budget types relevant to policy of the project. Execution process involves using several project management plans to perform, and control project activities. Examples of the plans include: project procurement, risk management, monitoring and evaluation plan, cost management, and stakeholder/communication plans. The communication plan will provide information needs on progress, and performance of projects to different stakeholders. Risk management plan will be suitable method to manage risks originating during the execution process. The risks will be recorded in a risk register to manage risks during project execution. The cost management plan shows resources that will be used during the execution process. Project closeout process Project closeout is the last phase of a project life cycle. It entails making a stop to project activities, processes and functions(Kloppenborg, 2014). The project closeout can take place due to several reasons which include: through served the purpose, extinction, termination, suffocation, and transfer. The ending of the project should be done smoothly by the project manager and project teams. The project closeout involves a process in which activities, processes and functions are closed down(Gido Clements, 2014). The project manager needs to formulate a sequence of closing down the project. In major global projects a project closeout checklist is used as one of the processes used to close out projects. Table 2 shows project closeout checklist. Table 2 Project closeout checklists Activities Comment Remarks Closing of accounts and documents Closing meeting was done Resources were disposed Employees are compensated Project handed over the sponsor or owners Before the project is close out they need to seek approval from the project owners or sponsors of acceptability of what has been achieved. The close out will come to the end after an evaluation has taken place. Both parties involved with the project will then agree to close the project and it is finally handed over to the rightful owners(Kloppenborg, 2014). Assessment of value, impact of Cultural awareness, training and legal issues Projects are characterized with dynamisms of employees, and a project manager need to understand them to avoid in form of conflicts. The dynamism of culture originates from different ideas, opinions and beliefs among project team members. It is the role of the project manager to understand the cultural awareness and the different stages of it (parochial, ethnocentric, synergistic, and participatory) in order to design a suitable approach to manage them(Bourne, 2015). Some of the techniques that a project manager can use to make assessments of cultural awareness include: emotional intelligence, policy audits, and avoid making pre-assume judgments. The project manager is required to possess or acquire suitable skills that can help the project identify qualifications required to accomplish its objectives(Heagney, 2016). The main role of a manager is to provide leadership by guiding and motivating team members to perform well. The project manager can acquire resources from project sponsors to help in training and development of project team members. Table 3 shows a summary of assessments of training skills for employees. Table 3 Training skills assessments Job holder..; Job grade Type of skills Descriptions comment Recommendations Soft skills Interpersonal skills of communicating and reporting Technical/operative skills Skills and knowledge related to work Social skills Skills related to team work Project planning and execution phases in project life cycle involves a number of legal issues that a project manager need to take consideration of them to avoid wastage of resources, law suits, project stoppage and conflicts(Burke, 2013). The project manager needs to formulate a framework in which legal issues are considered. Examples of legal issues include: contract issues, licensing and compliances. Project managers utilize feasibility studies to identify legal issues affecting projects. The studies are done during the conceptualization and planning stages of the project. References Bourne, L. (2015). Making projects work:effective stakeholder and communication management. New Delhi: CRC press. Bryde, Broquetas Volm . (2013). The project benefits of building information modelling. International Journal of project management, 31(7), 971-980. Burke, R. (2013). Project management: planning and control tecniques. New Jersey: Wiley publishers. Cleland, D. a. (2013). Project management handbook. New York, United States: Van Nostrand Reinhold. Felix, D. (2013). Composition of a Successful Management Team: How Much and What Kind of Experience Makes a Difference? The Journal of Private Equity,, 1(1), 33-36. Gido Clements. (2014). Successful project management. Chicago: Nelson Education. Heagney, J. (2016). The project manager leader. In fundamentals of project Management. New York: Adventure works press. Hedman, K. (2013). Project management professional exam study guide. Indianapolis: Economics. Kendrick, T. (2013). The project management tool kit: 100 tips and techniques for getting the job done right. . AMACOM Div: American management Assn. Kloppenborg, T. (2014). Contemporary project management. London: Nelson Education. Larson, E. (2011). Project management: the managerial process. New York: Mc Graw Hill. PMI. (2013). A guide to project management body of knowledge . Newtown Square: PA: PMI