Groups Will Be Assigned No Later Than The End Of Unit 1

Groups Will Be Assigned No Later Than The End Of Unit 1 If You Wish T

Groups will be assigned no later than the end of Unit 1. If you wish to be involved in a project-managed group, please email your instructor to confirm by Friday of Unit 1. A project-managed group is one where you and your team members have each committed to creating and following a specific schedule by the end of week 2. You and your team will then have committed to submitting deliverables based on that schedule. Your participation grade will be assessed based on your meeting the agreed upon schedule.

Placement in a project-managed group is on a first-come, first-serve basis. If there are an insufficient number of students who wish to be part of a project-managed group, then the instructor will assign groups and all groups will be self-managed. Benefits of a project-managed group include preparing for IT field projects with strict deadlines and dependencies, fostering commitment, and working with like-minded students regarding deadlines.

If you do not wish to be part of a project-managed group, you will be assigned to a self-managed group, where your group may define its own schedule but is only responsible for active participation and submitting the final assignment deliverables each week to the instructor. While schedules are an important project management tool, self-managed groups are not held to internal deadlines, and your participation grade will be based on active involvement, not adherence to team schedules.

Paper For Above instruction

The assignment requires students to communicate their group preference—either for a project-managed or self-managed group—to the instructor via email. This decision impacts how the group project will be organized and assessed. Understanding the differences between these two group types is essential for students to align their efforts with their career goals and work style preferences.

Project-managed groups emulate professional IT environments where strict deadlines, dependencies, and coordinated schedules are commonplace. In these groups, individual and collective accountability are paramount, fostering skills that are transferable to real-world projects. Students opting for a project-managed group agree to develop and adhere to a schedule, with specific deadlines for deliverables, and are aware that their participation and adherence to the schedule will directly influence their participation grade. This structure simulates industry practices where project timelines are non-negotiable, encouraging students to develop time management, accountability, and collaborative skills that are invaluable for their future careers in IT (Zwass, 2020).

Conversely, self-managed groups offer flexibility, allowing members to define their own schedules. This approach emphasizes active participation and the delivery of final outputs but does not penalize groups or individuals who may struggle with deadlines. Self-managed teams foster autonomy and self-regulation, skills increasingly valued in modern workplaces, especially in flexible or remote IT roles. The grade assessment focus shifts from meeting internal deadlines to ensuring active involvement and quality in final deliverables, thereby encouraging students to develop self-discipline and collaborative problem-solving skills (Müller & Turner, 2014).

The decision-making process for students involves sending an email by Friday to the instructor, year specifying their preference for a project-managed or self-managed group. This communication must be stored as a Word document and uploaded, underscoring the importance of documentation and professionalism. Timely submission ensures that instructor arrangements align with student preferences, and failure to meet the deadline may result in limited options, impacting students’ ability to choose their preferred group type. This process emphasizes organizational skills, timely communication, and clear expression of preferences—competencies that are beneficial in overall academic success and future professional interactions.

In conclusion, the choice between a project-managed and self-managed group provides students with the opportunity to tailor their learning experience according to their career goals, work style, and strengths. The former emphasizes deadline adherence, accountability, and preparation for industry standards, while the latter encourages autonomy, self-regulation, and active participation. Both strategies develop vital skills for a career in information technology, including teamwork, communication, and time management. Making an informed choice and adhering to the submission deadline are crucial steps in optimizing the educational benefits of this group project assignment, ultimately fostering professional growth and readiness for the demands of the IT industry.

References

• Zwass, V. (2020). Managing Projects in the IT Industry: A Practical Guide. Journal of Information Technology, 35(2), 120-135.
• Müller, R., & Turner, R. (2014). The Impact of Leadership Style on Project Success. Proj. Manag. J., 45(5), 43-52.
• Kerzner, H. (2017). Project Management: A Systems Approach to Planning, Scheduling, and Controlling. John Wiley & Sons.
• Schwalbe, K. (2018). Information Technology Project Management. Cengage Learning.
• Meredith, J. R., & Mantel, S. J. (2014). Project Management: A Managerial Approach. John Wiley & Sons.
• Heldman, K. (2018). PMP: Project Management Professional Exam Study Guide. Sybex.
• Kloppenborg, T. J., Anantatmula, V., & Wells, K. (2019). Contemporary Project Management. Cengage Learning.
• PMI (Project Management Institute). (2017). A Guide to the Project Management Body of Knowledge (PMBOK® Guide). PMI.
• Salvador, T. (2021). Effective Group Work Strategies in Higher Education. Journal of College Teaching & Learning, 18(4), 210-220.
• Gido, J., & Clements, J. P. (2019). Successful Project Management. Cengage Learning.