The BSIT Capstone Class Requires The Creation Of A Portfolio

The BSIT capstone class requires the creation of a portfolio of Y

The BSIT capstone class requires the creation of a portfolio of your work, which has the purposes of reflecting your prior professional achievements and also demonstrating the competencies you have developed to your future employers. This portfolio is called “Integrated Technology Assessment”, which requires you to prepare “Learning Statements” that explain how you have met each of the 13 BSIT program outcomes (these program outcomes are given in the IT course syllabi in a matrix form). The learning statements could be based on classwork or on application of knowledge in a practical scenario. You can download a sample ITA portfolio HERE. As can be seen in the sample, each program outcome in the ITA is associated with three performance indicators/characteristics, and students of the capstone class are required to develop one learning statement for each of the performance indicators.

In this discussion, you are required to discuss the learning statement(s) produced for BSIT program outcome 12: Demonstrate the ability to assist in the creation of an effective project plan:

• Use this Integrated Technology Assessment template (HERE) to prepare your learning statement(s) for program outcome 12.
• Choose at least one of the three associated performance indicators and develop corresponding learning statement(s).
• Substantiate your learning statement(s) with a supporting example from your classwork or prior experience.
• Share your learning statement(s) with your classmates in your initial post. In your responses to others’ learning statement, prepare responses by answering the question: If you were the potential employer, are you satisfied with the learning statement(s) you receive from the student? Why or why not? How would you suggest to improve the learning statement(s)?

Paper For Above instruction

The ability to assist in the creation of an effective project plan is a critical competency in the field of information technology. Program outcome 12 emphasizes this skill, highlighting the importance of strategic planning, resource allocation, and thorough understanding of project management principles. This paper discusses the development of a learning statement related to this outcome, substantiated by practical experience, and reflects on how this competency can be demonstrated effectively within a portfolio such as the Integrated Technology Assessment (ITA).

Choosing a Performance Indicator

Among the three performance indicators associated with outcome 12, I selected the indicator related to resource allocation and scheduling. This indicator emphasizes understanding how to plan and coordinate resources efficiently to meet project deadlines and quality standards. My experience in a previous internship involved assisting in developing a detailed project schedule for a software development project. I was responsible for coordinating between different teams and ensuring that resources such as hardware, software tools, and personnel were allocated appropriately to adhere to the project timeline.

Developing the Learning Statement

Based on this experience, my learning statement is as follows: "I demonstrated the ability to assist in creating an effective project plan by coordinating resource allocation for a software development project during my internship. I contributed to developing a detailed project schedule, ensuring optimal utilization of hardware and personnel, which resulted in meeting the project deadlines." This statement reflects my practical understanding of project planning, resource management, and team coordination, core components of effective project planning.

Supporting Example from Classwork and Experience

The practical example comes from an assignment where I was tasked with developing a logistics plan for a manufacturing process, including inbound raw materials, outbound finished goods, warehouse management, and shipping logistics. I had to analyze variables such as shipping charges, storage costs, and demand forecasts, integrating these factors into a comprehensive project plan. This involved creating schedules, managing resources, and balancing costs to ensure efficiency—skills directly aligned with the selected performance indicator.

Furthermore, during my coursework, I collaborated on group projects where we had to develop project timelines and allocate tasks based on individual strengths and resource availability. These experiences enhanced my understanding of the critical elements involved in project planning and resource management, preparing me to assist effectively in real-world project scenarios.

Evaluation from a Potential Employer’s Perspective

If I were a potential employer reviewing this learning statement, I would find it satisfactory because it clearly demonstrates practical experience in resource coordination, critical to project success. The statement provides specific context about the project, the role played, and the outcomes achieved, indicating applied knowledge rather than theoretical understanding alone. It shows initiative, teamwork, and awareness of project constraints.

To improve the learning statement further, I would suggest including measurable outcomes, such as specific deadlines met, percentage improvements in resource utilization, or cost savings attributable to the participant’s contributions. Incorporating such metrics would strengthen the statement by quantifying the impact of the skills demonstrated.

Conclusion

In summary, assisting in the creation of an effective project plan involves not only understanding project management principles but also applying them in practical scenarios involving resource management and scheduling. A well-crafted learning statement, supported by real-world examples, can effectively showcase this competency in a professional portfolio. Future students should aim to include specific achievements and measurable impacts to enhance the credibility and value of their statements in the eyes of potential employers.

References

• Kerzner, H. (2017). Project Management: A Systems Approach to Planning, Scheduling, and Controlling. John Wiley & Sons.
• PMI. (2017). A Guide to the Project Management Body of Knowledge (PMBOK® Guide) (6th Edition). Project Management Institute.
• Leach, L. P. (1999). Critical Chain Project Management. Arlington, VA: TAPO
• Meredith, J. R., & Mantel, S. J. (2017). Project Management: A Managerial Approach. Wiley.
• Schwalbe, K. (2015). Information Technology Project Management. Cengage Learning.
• Gido, J., & Clements, J. (2014). Successful Project Management. Cengage Learning.
• Heldman, K. (2018). Project Management JumpStart. Wiley.
• Meredith, J. R., & Shafer, S. M. (2014). Operations Management for MBAs. Wiley.
• Wysocki, R. K. (2014). Effective Program Management: Critical Success Factors for Managing Large Projects. Wiley.
• Snyder, C. S. (2012). A Practical Guide to Project Management. Amacom.