1 PPDI5039 Project/Placement Design & Implementation Spring 2017 Energy & Procurement Department Oil & Gas Programme PORTFOLIO Deadline for Submission: 2:00pm, 26th April, 2017 Submit this coursework through the Student Portal with a Turnitin Report Student Name: Student ID#:2 PART 1 LEARNING CONTRACT3 Learning Contract Level 5 Project Section 1: Student and course details Name: Tutor: James Milne Project/Placement: Simulation Section 2: Focus Aim/Problem Statement Knowledge and skills development is imperative in one’s personal development plan this is to aid employability in a work-based learning (Helyer, 2005). Therefore, it is important we develop our skills continuously. As a student, the Learning Contract will support my skills development plan, whilst acting as a link between myself and my tutor, James Milne. This agreement is in conjunction with the learning outcome of this module - Project/Placement Design and Implementation - as listed below; however, it will format plan of action and create an in-depth analysis on how these criteria will be achieved through setting objectives, accomplishing these tasks within a definitive timescale by engaging in stakeholder satisfaction; on the other hand it will provide evidence for feedbacks from tutors and peers. Learning Outcomes As a result of this project I am able: 1. Build a portfolio of evidence using a range of methodologies and activities (log books; critical incident diaries; employer or supervisor feedback). 2. Identify and articulate the development of work related skills mapped to evidence drawn from either the project or placement. 3. Demonstrate knowledge and understanding of the background and context relative to the chosen project or placement opportunity. 4. Evaluate the effectiveness of preparation and planning undertaken prior to the placement or project implementation.4 Section 3: Justification The aim of any company carrying out a project is to benefit the company. These benefits undergo different stages such as situation; problem-solving and decisionmaking before the project eventually achieve its aim. As an autonomous learner, aspiring to become a self-directed learner in the Oil and Gas industry, this project (Simulation) will aid in providing me with the right knowledge, skills and resources required to become a professional in future. According to Linman (2011): “This could be through addressing the need and paving way of improvement by assuring Stakeholder of the best possible solutions though analysis”. (Linman, 2011) Working as a team in this project will require the use of other people’s visions and opinions; furthermore, it will display the challenges faced while working as a team, division of labour will also be required in this project, however, my mode of measurement of progress will be though constant feedbacks from both the tutor and my peers in this issue of satisfying stakeholders though interactions with the Hydropower Electricity Simulation. Going forward, I believe from this project my skills will be enhanced in various areas such as Negotiation skills, Adapting to changes, gaining competence in Planning and Development, Time Management, explore my IT skills, developing my Communication skills, Academic Writing, Problem-Solving and Decision-Making skills whilst engaging and satisfying the Stakeholders involved. Developing these vital skill sets is important both for students as well as employers, as these will enhance the prospects of employability. Using this Learning Contract as tool will urge me to become a good reflective practitioner, hence encouraging reflection in-action and on-action, as stated by Schőn (2013). It will, in addition be used as a reinforcement measure where my skills be questioned and evaluated finding out where I succeed and failed in this task. Lastly, my learning outcome of this project which will be justified through reading, researches, having individuals and group meeting as the result will be documented, stored and demonstrated in any similar case in a real-world context.5 Section 4: Methods I have chosen simulation as my pathway. The reason is because as a student of Greenwich School of Management (GSM) work placements are not provided therefore real life experience are not available. I have also chosen Simulation as the best alternative for this project this is to develop my knowledge and skills further which is required by all students when engaging Stakeholders. Furthermore, Simulation encourages low cost budget, low risk experiment and environment is control by the individual mainly in data or information sourcing. While other methods such as case study and placement are available, such advantages are not seen. This method will encourage analysing and evaluation of information when changes occur it will also develop the stages required when achieving the pathway. Section 5: Timetable For every successful project, time is paramount therefore for this project timetable will be set to aid in achieving the set goal, simultaneously using it as a guideline The timetable will direct me into becoming an organised student as well as a good autonomous learner; it will further develop my skill in Organisation, Time Management and other relative skill in Project Management. As stated by the Module Leader in the 2017 Module Handbook, week #1 to week #8 will be based on lectures, while from week #4 to week #8 the Project will take effect. Going further for instance the use of data in this Project will be based on analysing information which will be demonstrated through the use of Gantt chart and other figures (see Appendix 1). Using a Gantt chart encourages routine and scheduling. I have demonstrated my plan of study through this means having understood my learning style. This was as a result of the VAK assessment conducted by me to profile myself into a learning group. Section 6: Evidence of accomplishment By the end of this project I will produce a portfolio containing:  The Learning Contract and associated Appendices  Ethics Review form  Project Report  Skills Grid  Supporting evidence (log books, critical incident diaries, and employer and/or Tutor feedback)6 Section 7: References Brown, R., (2000) Work-related Learning. Available at: www.qualityresearchinternational.com/esecttools/esectpubs/WRLRreportFinal.doc [Accessed 3rd March 2017]. Helyer, R., (2005) The Work-based Learning Student Handboork. Second ed. London: Palgrave. Hiemstra, R., (1984) Learning Contracts Self-directed learning., Oxford: Pergamon Press. Linman, D., (2011) An Essential Guide to Project Management Best Practices. Available at: http://www.mymanagementguide.com/justifying-a-project-throughanalysis/ [Accessed 3rd March 2017]. Saunders, M., Lewis, P. & Thornhill, A., (2016) Research Methods for Business Students. Seventh ed. Essex: Pearson. Schon, D. A., (2013) The Reflective Practitioner How Professional think in Action. Surrey: Ashgate. Section 8: List of appendices  Appendix 1: Gantt Charts of proposed activities  Appendix 2: Ethics Review Checklist  Appendix 3: Skills Grid Signed: Tutor/Supervisor Signed Student Date:7 Appendix1 Gantt chart Plan of activities Wee k Task s Activities Duration (Weeks) Dependencies 1 A Induction, The role of work based learning understanding what is required of you. 1 - 2 B Learning Contract. 1 A 3 C Planning and negotiating, learning. 1 B 4 D Work based learning/ Team work 7 C 5 E Group Meeting 6 A 6 F Simulation Continues 8 A,B,C,E,F 7 G Research, analysing and collection secondary data 7 E,F 8 H Report writing 7 E,F,G 9 I Evaluation 2 G 10 J Revision 2 I,J 11 K Coursework Submission 1 A,B,C,D,F,G,H,I and J8 Gantt chart Tasks Weeks 1 2 3 4 5 6 7 8 9 10 11 A B C D E F G H I J K (Formulated as a Group develop by Author 2017)