Benefits of Work-Based Learning through Cesim Simulation
The student would experience the learning contract about the PPDI from the platform that are based on learning. This could be clarified and recognized for my role and about my tutor. The author Wall, (2017) in his article even stated the idea behind practicing the work based learning through which it could achieve it for it is associated with the theory for the practices of work based learning (Willenborg, Sindram and Kolbe, 2016). The simulation of Cesim project management would give the student with the aim of gaining opportunities form the members of the group keeping in mind to have a hand-on experience for the skills that are needed by the manager of the project with the ongoing project till the project completion (Pennbrant and Svensson, 2018).
The business of the company is about the Kings & Queen Restaurant that has owned by Maxwell. The development and awareness of the skills of project management is taken by the Cesim simulation. There are 3 staff members in the project. There are diverse audience for catering the restaurant. They have comfortable areas for sitting with children and adults. It offers services like home delivery from its location within the radius of 1-mile. Certain responsibility is listed for each of the owner (Sunindijo, 2015). The research study for the Cesim simulation shows that the location is hazard free that aids to Cesim simulation. The procedures for decision-making is cost effective when a training is needed by the student were different area of practical requirements are there for the team work. The process for Cesim simulation helps in improving the interaction and communication among the members of the group (Jiang et al., 2014). There is some work in the past that has experience and would be established with adequate understanding thorough planning, negotiation, team work, communication and feedback.
The study of the Gibbs’ model state that student tries to repetitively learn from the past communication. It does not matter what experience they have in the present. In the project, the positive outcome has been achieving by three learning outcome.
The project placement for the PPDI has chosen the method for simulation pathway. In the study it is clearly shown that transpire the learning while making a mistake on the task that has been attempted (Blomquist, Farashah and Thomas, 2016). Here Cesim stimulation is offered to student that could attain a hand-on experience. There might be difficulties arising in any set of working. The aid of work-based learning will be helpful in split closing of theories and practical.
The method of work-based learning is used mainly in the work environment that provide changes (Gu et al., 2017). Education is evolving with new ways of working through learning method and it highlights problems that are important from the method of learning that need changes in the practices of working and their cultures.
Simulation does not offer experimental learning for the learner as it focuses mostly on the part of analytics which have lot more theories (Iluz and Shtub, 2015). Thus, no element is there that has acquired knowledge with proper foundation.
It is sometimes become difficult to arrange the internal placement which takes time and if it is done once there will be an inflexible method involves as compares to the flexibility that allows pathway for stimulation (Ackerman et al., 2016). Moreover, there are more workload and cost management that has to be considered. There is other way were the internal placement have got some benefits like the staffs hands that offers the project experience with alternative benefits for the organization.
With the methods that are viewed above, it is suggested that, in this project there is an appropriate method for pathway simulation which have improve the communication (Munns et al., 2016). The flexibility is viewed as pleasing with the experience of learning. There is action learning method with continuous learning and reflection which allows the staffs who can learn the task from each other.
Evidence being provided for weekly journals, learning logbooks and activities during the process of simulation. It has enables me to keep the record that has taken any action with weekly reviews, simulation for my feelings and just after the simulation have any taught or ideas that has develop with this process (Hamlin, 2016). Moreover, there are some incident log that are kept in the journal with critical incident from the team of the project that would be helpful in positive and negative effect that the project may have.
The schedule time for simulation is for 12 weeks in which the evaluation was effective to complete the project phase that could be achieve through objectives and learning outcome. The phase of planning for all the activities is very important to be covered and to complete the task with the group members in the PPDI. Through this it can ensure that report and learning contract has to be completed in timely manner (Wareing, 2017). Everyone who are involve in effective communication has the presence of involvement in the project for stimulation to permit engagement with the completion of the task.
During the semester, certain modules were taken like the Project or Placement and Implementation (PPDI5039) and Evaluation and Reflection (EVER5017) which has basic theories that are set to support the experimental learning and commence 12 week of simulation stages and having consecutively 4-7 week.
In the Week 1, the simulation has the warm up stage that get assign the group members by discussing the team. Within the next three weeks the activities were plan and agree to develop an approach that are suitable in each stages for those activities that could set a target that are attainable and realistic. In week 2 stage, the leader of the group has understanding in the better way with the strength of everyone where each member were considered and has the ability to get the ideas of input and concerning about the worries of the project were the working connection could be develop better and also in turn there will be some value added to the Cesim simulation of the project (Iluz and Shtub, 2015). In week 3, the same simulation activities get extend by the group members which have evidence to collect and analyzed with effective decision making. The group members placed the decisions to conclude that there will be opportunity for reassessing which could be implemented by making an approach and deliberate the simulation to commence in 3 weeks (Vince et al., 2018). In week 4, the members of the group make the final decision for the weeks that is outstanding for simulation. Thus keeping in mind that data has been analyzed and collected in week 3. In week 5, a meeting has been there with the group members which decides the simulation to be completed and the agreement need to be finish for the learning contract which has to be discussed with the lecturer. The individual report have to complete the PPDI part 2.
Cesim Simulation Process
The learning skills could be developing with the willingness of learning from an individual. There are teaching characteristics that are helpful through the theoretical and practical aspect which are in line with the aspects that are internal and external. However, the learning aspects is completely dependent on individual willingness (Carenys, Moya and Perramon, 2017). The following are the skills that need to be develop
Planning: In the project the outcome could be negative when there is no proper planning. Such catastrophe could be avoided from all the stages that has adequate planning and this is a must for guarantee the success of the project that has prioritized the importance highly and marked it.
Negotiation: the negotiation in the project becomes important to achieve a success in the teamwork of the project and it becomes important that listening to project becomes important for everyone who are involve to it. The targets and goals are set clear for the agreement that are amicable in the project.
Teamwork: There are certain skills that are focused on to achieve success in the project and work as a team and complete the project successfully (Sprinkle and Urick, 2018). Through it the team member could rely on the collaboration effectively which could be develop.
Communication: The productivity increases and the working relationship is strong and sustaining. With effective communication it can be ensure that the project involve everyone. The require tool are essential for the project at every stages and at the point where it could be focus on positively completing the project.
Feedback: Feedback is a tool for learning. In the project, the outcome of the project helps in learning this tool and feedback is offered feedback on the aptitude and receive them (Nikolova and Andersen, 2017). Thus, through this the performance of the individual increases.
Thus, with the previous employment and the present employment the skills were achieve and goals were set for the stakeholders through negotiation and liaising (Onal, Nadler and O’Loughlin, 2017). With the application of skills that are gained from the present and the pat employment the goals could be set.
There is also a test that complete Clifton strength and Johari window. This could help in achieving the learning goals. The skills that are listed above plays a vital role for attaining the learning goals.
While evaluating and analyzing the report certain actions were taken
The event begin on 11/06/18, the module was introduce with the learning outcomes and it has theories which are reflected critically. The critical reflection review about the actions and reshape things that are done. It reflection is subjective, objective and self-awareness.
The event of 13/06/18 for 12.00 pm, has a group meeting which was schedule as per the given time were every member reached late from the time that was given. For this an action taken by the members of the team was to move the meeting to 5.30 pm. The action make the team understand that meeting is important to meet targets on time and the essence of time management. Communication needs to be done regularly with reminder.
Evidence and Evaluation
The event of 20/06/18 for 5.30 pm, has an event to plan the group meeting in which the activities would be discussed as planned with group name focused on the sector and product that simulate the group project. The group leader took the action to send the information in various forms (Levkoe, Friendly and Daniere, 2018). Through this action the member of the group understood that communication is important in the group meeting. Such meeting with proper communication can help them meet the target and complete the task in the project. It clarifies the role of the individual and avoid confusion in the task.
The event of 27/06/18, for 5.30 pm, have got PPDI mixed up with EVRA which was bit confusing for the semester. As an action all the group member were receiving notification. Through e-mail the absent members were send the progress of the meeting in the group discussion. This action make the team to understand the starting of the task that are prior to seek advice to clear the confusion that are in the initial stage.
Conclusion
There has been 4 weeks with the simulation process with the activities in the group having weekly log. Activities could be reviewed later for the simulation practice (Turnbull and Madsen, 2018). I have analyzed and had deep understand about the critical incident log that keeps a record for learning.
In the week 1, the module for PPDI once introduce created an account for whatsapp and text massage so that it could improve the communication for the group. A skill health check was created from the time management of skill grid. I learnt to communicate effectively, work with the team and reflecting an important part to complete the project successfully. During the starting phase of the project, it was confusing to proceed with the project task. The individual activities and roles is clear for the modules and also has an expectation from the group to understand the project. The activities are highlighted in the action that follows the steps to review the actions, re-shaping, midst reflection, subjective, objective, self-awareness.
In the week 2, Johari’s window and Kolbs was applied and also created a Gantts Charts. A Gantts Chart activity was created for active experiment, abstract, planning and reflective observation. With the use of Gantt chart I learn the importance of collaboration, co-operation, communication and co-ordination. An agreement was made for nomination of the leader from the members of the group. The group has nominated a project leader were each member has written a name that has to be nominated. The person with highest nomination would be selected by the group. This made me learn that setting goals is important which helps to understand the change process.
In the week 3, ethics, learning contracts and project phase are reviews to map the skills and check the list. It has provided a portfolio evidence and the learning contract. This help me in learning the process of making the plan, evaluating and monitoring about the plan till the completion of the task that need to be carried out. The activities of a Cesim project was successful for the group to meet and the role would be discussed and come out with some way to develop the members. I learned to develop a communication skills, work with team collaboratively and gain a leadership quality.
In the week 4, journals were used to learn to understand the Cesim project for the group and help the group to apply and make use of the task for individual members were allocated with individual task that completely review the Ethics for the complete guidelines of the Ethics form that are provided by the GSM.
In the week 5, Cesim project practice made understood the importance of project manager from which the weekly review about the Cesim practice was needed to practice where the roles need to be understood to work together which is effective and cover every parts.
In the week 6, the members decided to let one member complete their part at home while other decide to stay behind and complete the task and discuss them all together in the week 7. The information of the project would be gathered to get the complete report of the individual.
In week 7, I learn to apply SMART activities were team had to work together to observe the rules and establish the routines. It follows the strategies, which progress through the assessment towards something that could be done better. I learn that the team could do well in the Tuckman’s stages.
In week 8, I learn to develop some professional skills that are provided by the PPDI module. The activities will be to communicate effectively and need collaboration of the group members.
In week 9, I learn the steps that provide guide for reflection with active experiment, reflective observation and concrete experiment. The main fact have been summaries and provide a rational for the report.
In week 10, I learn that the Cesim simulation could create findings and summary that could practice simulation.
References
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