[Learning Agreement with Overview]

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Acknowledgement

I would take this opportunity to thank my research supervisor, family and friends for their support and guidance without which this research would not have been possible.

DECLARATION

I [type your full first names and surname here], declare that the contents of this dissertation represent my own unaided work, and that the dissertation has not previously been submitted for academic examination towards any qualification. Furthermore, it represents my own opinions and not necessarily those of the University.

Signed __________________ Date _________________

Abstract

The Learning Agreement and Progress Review Documentation establish accountability, learning outcomes and learning opportunities to satisfy the requirements of the respective qualification pathways. They document progress and where poor performance is identified, they can be used to monitor progress and record amendments and remedial measures to inform decisions as to continuation.

Table of Content

INTRODUCTION6

PURPOSE7

LITERATURE REVIEW7

METHODOLOGY9

DISCUSSION AND ANALYSIS12

Standards Define High Quality15

Process Standards15

CONCLUSION16

REFERENCES18

Introduction

In a study of deviations from plans in projects, we have noted that some of these deviations rise to the level of crises. In this case, the special case of projects, crises is defined as those deviations that interrupt progress along the critical path of the project so as to interfere with contractual obligations in timing and/or costs. Deviations along sub-critical paths that make those paths critical of course also become crises. Clearly this topic is important for two reasons. First, there appears to be a growing importance of projects in industrial activity which means as a practical matter, contributions to their management are important. Secondly, crises as concepts and phenomena are per se under-studied areas within project research. In contemporary writings the management of crises is either understood as a matter of applying “tools and techniques” (e.g. Reid, 2000) or as a behavioral process (e.g. Loosemore, 1998). This understanding contributes to the development of techniques for handling crises and for understanding patterns and the general phenomenon of crises.

The present theorizing, however, lacks understanding of often fine-grained, mundane details of crises management practice and therefore how project teams learn from crises. Typically “practice” is assumed to be synonymous with “routine.” Projects and crisis by definition, however, have an element of uniqueness and thus pose a challenge to the organization that has to manage them. Learning under this unique versus routine situation poses a challenge of continued interest. This paper thus investigates the research question of how individuals in projects learn from crises.

Purpose

The purpose of this paper therefore is to extend concepts of learning to the non-routine case where individuals must deal with crises in projects. The point of departure from previous work is associated with unforeseen operational triggers in a general sense. In this regard, accidents involving people represent a special case. There, learning may be directed toward avoidance. If general triggers are considered, management must be oriented toward efficiently and effectively dealing with the unforeseen. In fact, that “one of the greatest challenges any business organization faces is dealing with the unexpected.” Consequently, we hope to extend the consequential elements that are seen to shape how people acquire knowledge-ability ...