Skills of a Project Manager

13_26_ch02. fm Page 13 Friday, September 8, 2000 2:43 PM Chapter 2 Basic Skills for Project Managers Be not afraid of greatness; some are born great; some achieve greatness—others have greatness thrust upon them. William Shakespeare Twelfth Night Introduction Before now, we had discussed project management in the broad sense, that is, from the perspective that any type of project—industrial assembly line, new construction, or technology implementation— operated by the same sets of rules and processes. For the remainder of this book, we focus on the last type of project and its leader—the IT project manager.Project managers are a very special breed of people. They are in much demand and will be increasingly so as the need for effective technologists continues to soar. Good technology project managers are trained, not born. They develop skills through experience and education. They become better project managers each time they successfully deliver a project. They learn new techniques and apply them on their projects. They learn lessons—sometimes the hard way—to be better managers in the future. 13 13_26_ch02. fm Page 14 Friday, September 8, 2000 2:43 PM What Does a Project Manager Do?Briefly, technology project managers fulfill the following broad requirements: G G G G G G G G Define and review the business case and requirements by regular reviews and controls to ensure that the client receives the system that he or she wants and needs. Initiate and plan the project by establishing its format, direction, and base lines that allow for any variance measurements and change control. Partner with the end users, work with project sponsors and other management to establish progress and direction of the project by achieving goals, reaching targets, solving problems, mitigating risks.Manage the technology, people, and change in order to achieve goals, reach targets, and deliver the project on time and within budget. Manage the pro ject staff by creating an environment conducive to the delivery of the new application in the most cost-effective manner. Be able to manage uncertainty, rapid change, ambiguity, surprises, and a less defined environment. Manage the client relationship by using an adequate direct yet complete and formal reporting format that compliments a respected and productive relationship. Drive the project by leading by example, and motivating allconcerned until the project accomplishes its goal.Now let us examine the skills and qualities needed to meet these requirements. Necessary Skills The skills that a good project manager possesses are many and varied, covering the entire spectrum of the human personality. We can divide these skills into a number of specific categories, namely: 14 Chapter 2 | Basic Skills for Project Managers 13_26_ch02. fm Page 15 Friday, September 8, 2000 2:43 PM Personal Skills Project Managers must be able to motivate and sustain people. Project team members will look to the project manager to solve problems and help with removing obstacles.Project managers must be able to address and solve problems within the team, as well as those that occur outside the team. There are numerous ways, both subtle and direct, in which project managers can help team members. Some examples include the following: G G G G G G Manage by example (MBE). Team members will be closely watching all actions of the project manager. Therefore, project managers must be honest, direct, straightforward, and knowledgeable in all dealings with people and with the project. A good manager knows how to work hard and have fun, and this approach becomes contagious.A positive attitude. Project managers must always have a positive attitude, even when there are substantial difficulties, problems, or project obstacles. Negative attitudes erode confidence, and a downward spiral will follow. Define expectations. Managers who manage must clearly define what is expected of team members. It is i mportant to do this in writing—get agreement from the individual team members. This leaves no room for problems later, when someone states â€Å"It’s not my job. † Performance expectations must be defined at the start of the project.Be considerate. Project management is a demanding job with a need for multiple skills at many levels. Above all, be considerate and respectful, and give people and team members the time and consideration they deserve. Make people aware that their efforts are appreciated and the work that they do is important, because it is. A letter, personal word, or e-mail of appreciation goes a long way. Be direct. Project managers are respected if they are direct, open, and deal with all types of problems. Never conceal problems or avoid addressing them.If a problem is bigger than the project manager or the team can deal with, escalate it to senior management. Never make commitments that cannot be delivered. Finally, a favorite and personal rule of the author: â€Å"Underpromise, then over-deliver. † 15 Necessary Skills 13_26_ch02. fm Page 16 Friday, September 8, 2000 2:43 PM Technical Skills There are two schools of thought about the level needed for technical skills. Some project managers prefer to have little technical knowledge about the projects they manage, preferring to leave the technical management to other junior managers, such as programming managers or network managers.Others have detailed technical skills of computer languages, software, and networks. There is no hard and fast rule. It really depends on the type and size of projects, their structure, resources available, and the project environment. Questions that project managers should ask include the following: 1. What types of technical problems require management? 2. Who will solve them? 3. Is it done with quality and satisfaction? 4. Who can I rely on in my project team? 5. What outside resources, if any, can I draw on for assistance?As with all em ployees, project managers should have the technical knowledge and skills needed to do their jobs. If managers lack these skills, training is one option; being mentored or coached by a more experienced individual is another. Senior management should ask the question, Do your project managers need more technical skills than they already possess? On larger complex projects, such as systems integration projects or multiple-year projects, there are frequently too many complex technologies for the project manager to master.Technical training that provides breadth may be useful. On smaller projects, the project manager may also be a key technical contributor. In this case, technical training may enhance the abilities of project managers to contribute technically, but it is unlikely to improve their management skills. One thing is abundantly clear—the project manager is ultimately responsible for the entire management of the project, technical or otherwise, and will require solutions to the technical issues that will occur. 16 Chapter 2 | Basic Skills for Project Managers 3_26_ch02. fm Page 17 Friday, September 8, 2000 2:43 PM Management Skills Project managers need other key skills besides those that are purely technical to lead and deliver on their projects successfully. A good project manager needs to understand many facets of the business aspect of running a project, so critical skills touch on expertise in the areas of organization, communication, finance, and human resources. The following are examples of the management topics used in training effective project managers: G G G G G G G G G G G G G G GProject planning, initiation, and organization Recruiting people and keeping them Effective project negotiation Software tools for project management Accurate estimating and cost control Project execution and control Developing powerful project presentations and reports Personal and project leadership Managing risk and making decisions Effective problem manage ment Performance management Managing the projects within the organization Project management professional (PMP) exam review Growing and sustaining a high-performance team Managing change within an organizationThis last skill cannot be over-emphasized. Although we worry about whether the technology selected is the correct one for the organization and will lead to success, projects do not generally fail because of lack of adequate technology. Statistically, most projects fail because the â€Å"soft science† portions of the project have not received enough attention—the human factor has not been adequately addressed. Change, whether for good or for bad, is stressful on an organization and its personnel. The ability to manage this change is one area in which any good project manager would do well to hone skills.Necessary Skills 17 13_26_ch02. fm Page 18 Friday, September 8, 2000 2:43 PM Coping Skills A good project manager has to acquire a number of skills to cope with dif ferent situations, conflicts, uncertainty, and doubt. This means: G G G G G Being flexible Being persistent and firm when necessary Being creative, even when the project does not call for it Absorbing large volumes of data from multiple sources Being patient but able to differentiate between patience and action Being able to handle large amounts of continuous, often unrelenting stressG Additionally, good project managers have high tolerance for surprises, uncertainty, and ambiguity. Projects rarely progress the way that they are defined, and managers need to manage the uncertainty that comes with that. Manage One Project—or Many? There is no simple answer to this question: some managers are able to juggle multiple projects and disparate deadlines successfully, and others are not. In these days of multiple projects that have to be delivered quickly, it is very possible that management will require managing multiple projects.However, this brings a risk. Will project managers be stretched too thin? Again, there is no single, reliable answer. Project managers and senior management need to ask themselves some basic questions: G G How much support will be provided? How many people are on the project? Are they part-time or fulltime? What are the management challenges? An adequately budgeted project may require less effort to manage than one that is extremely thin. Chapter 2 | Basic Skills for Project Managers G 18 13_26_ch02. fm Page 19 Friday, September 8, 2000 2:43 PM G G GAre all the projects in the same physical location or will the project manager spend a lot of time traveling? Do all the projects involve the same technology? The same business cultures? The same set of stakeholders? How many of the projects have important deadlines that are close together? The answers to these questions will aid in determining whether multiple projects can share a management resource. The more complex the projects from the standpoints of staffing, budgeting, and technolog y, the more likely it is that they will need a dedicated resource to manage them adequately.Project Management Skills Development One of the surest ways to align strategies and work force competencies with enterprise vision is to create a road map from vision to execution. A skills management process starts in the future and works its way back to the present. An IT skills management process, for example, links the enterprise vision to a technology forecast. The technology forecasts to required skills, the required skills to the IT skills inventory, the skills inventory to the IT staff’s competence levels, and the competence levels to gaps and to the time frame during which those gaps need to be filled.Leadership, team building, marketing, business savvy, project management, manufacturing know-how, functional expertise, and institutional knowledge all are part of the skills picture. Skills management serves as an order for managing the work force (see Figure 2–1). It la ys out a road map for skills development, work role definition, career tracks, resource management, staffing allocation, workload balancing, and learning. With a road map, all members of the work force can fit their strengths, weaknesses, and alternatives into the enterprise’s plans.Skills management is becoming a lifeline in a turbulent IT labor market. Midsize and large enterprises, businesses in the private and public sectors, aggressive and conservative companies—all are looking at skills management with renewed interest. Many enterprises now recognize that the combined lack of enterprise planning, imagination, and Project Management Skills Development 19 13_26_ch02. fm Page 20 Friday, September 8, 2000 2:43 PM Enterprise Objective Forecast Where does the enterprise want to be in 36 months? What information, technologies and skills will it need to get there?What skills are in-house (e. g. , technical, business, leadership and project management)? What skills will i t need in 12 months? 24 months? 36 months? How valuable will today’s skills be in 12 months? 24 months? 36 months? How proficient are the IS staff members in the established and the needed skills? What education and training will the enterprise offer, to whom and how will it provide this? What sources of IT skills — internal and external — can we use to fill the gaps? Skill Inventory Skill Definition Strategic Skill Valuation Proficiency LevelsLearning Portfolio Sourcing Figure 2–1 Skills Management—A Road Map for the Work Force (Source: Gartner Group, Inc. ). foresight are as much to blame for today’s labor crunch as is the shortage of relevant IT skills. In that climate, skills management can be a powerful tool for bringing discipline, rationale, and cross-pollination to an underused process. Even more enticing, many IT professionals, under the mantle of career â€Å"entrepreneurism,† will throw in their lot with enterprises that ha ve clearly committed to and funded skills management programs.Having a road map with which to guide career development is more meaningful than wandering until serendipity strikes. Three years ago, when large organizations first began covering the area of skills management, it was a process reserved for the most progressive enterprises. By methodically and meticulously forecasting, classifying, analyzing, and taking inventory of skills, progressive enterprises could identify the urgency and volume of skills gaps, create focused training programs, and add some rational thinking to their sourcing strategies.Skills management continues to satisfy those needs, even fos20 Chapter 2 | Basic Skills for Project Managers 13_26_ch02. fm Page 21 Friday, September 8, 2000 2:43 PM tering a niche market of consultants and software developers that are eager to bring order to IT Human Resource management. Before moving on, it is beneficial to make sure that everybody is speaking the same language. I n the Gartner Group’s definition of perspective, skills management is a robust and systematic approach to forecasting, identifying, cataloguing, evaluating, and analyzing the work force skills, competencies and gaps that enterprises face.Although many programs and initiatives adopt the label skills management, most of them focus on skills inventory and fall short in analysis and forecasting. A well-designed skills management process injects a stronger dose of discipline, coordination, and planning into work force planning, strategic planning, professional training and development programs, resource allocation maneuvering, and risk analysis and assessment. Enterprises can reap several lessons from skills management. Skills management works if it: G G G G GG Defines skills for roles Forces forward thinking Forces some documentation of what makes an IT professional especially proficient Strengthens the organization Leads to focused training, risk assessment, sourcing strategy, a nd resource allocation via gap identification Attracts high-level endorsement Does not define work roles Lacks plans or incentive for refreshment Communicates its purpose poorly Provides differing language and terminology Force-fits skills and work roles to policies, rather than driving new frameworksSkills management does not work if it: G G G G G Project Management Skills Development 21 13_26_ch02. fm Page 22 Friday, September 8, 2000 2:43 PM Skills Management Case Study A North American manufacturing company set a goal to boost revenue by $300 million within three years. Key to the growth was a new way of dealing with information and IT. First, hoarding of information by divisions had to give way to enterprise ownership of information.Second, ubiquitous access to information required a managed and enterprise-wide migration to standards, interoperability, common platforms, and client/server technology. Finally, the vision of ubiquitous access depended on substantially upgrading th e IT organization’s skill base, supplementing and supplanting mainframe skills with skills associated with distributed processing and client/server application development.The company embarked on an ambitious initiative designed to cultivate the technical skills and business understanding of the IT professionals. The initiative—notably, company-wide skill identification and continuous training—will help the company to raise its skills level and will give IT employees control of their professional development. Elements of the IT professional development initiative included: GIdentifying eight areas of IT professional skills, technical skills being only one area (a detailed discussion on the eight areas identified follows this list) Assigning company values to skills for the near term, short term, and long term Evaluating employee competence levels within the eight areas of IT professional skills Providing continuous training in critical skills, both technical and non-technical Establishing an IT mentor program Supervisors providing performance planning and coaching Establishing team and peer feedback Flattening the IT organization from 18 to 5 titles Chapter 2 | Basic Skills for Project ManagersG G G G G G G 22 13_26_ch02. fm Page 23 Friday, September 8, 2000 2:43 PM G Mapping skills and performance values to â€Å"salary zones† within the flatter organization With the help of outside experts, IT executives identified more than 125 skills in eight areas of IT professional development. The eight areas of focus for IT professional development and a sampling of associated skills include: GCustomer focus—employee possesses knowledge of customers’ business needs and expectations; delivers constructive qualitative feedback to customers, meets deadlines, and works with customers to set requirements and schedules Technical skills—employee possesses skills related to programming, computer-aided software engineering, deskt op client services, enterprise infrastructure applications, technical software, and hardware support Product or technology evaluation and expertise—employee analyzes and compares products, makes sound recommendations within the company architecture, understands and recognizes limitations of technologies, can communicate the fundamentals of technology to others, and uses technical team resources to resolve or avoid technology-based problems Business and application expertise—employee possesses knowledge of business-specific applications, knows company’s business and local operations, knows the broad application environments (e. g. order entry and accounting), and understands general concepts of business management Project management—employee handles projects of certain size and complexity, estimates project costs and schedules with a degree of accuracy, executes project to plan, manages multiple projects at once, builds teams and organizes team resources, and knows project management tools Interpersonal skills—employee performs as team member or team leader, contributes knowledge to the team and to the organization, and communicates effectively Administrative skills —employee has understanding of budgeting, interviewing, economics of the business, and salary and review process 23 G G G G G G Project Management Skills Development 13_26_ch02. fm Page 24 Friday, September 8, 2000 2:43 PM G Soft skills—employee displays leadership, forward thinking, initiative, drive for education, and commitment to organizational structure and development.Each skill receives a weighting factor based on its strategic significance to the company during the next 12 months, the next 12 to 24 months, and the next 24 to 60 months. A skill considered critical to the company earns a weight of 6; a skill with no value to the company earns a weight of 0. After the company skills are identified and their weights assigned, employee skills are c rosschecked against the company skills and assigned a score based on the employee’s competence level. Employee competence levels range from 6 to 1, that is, from mastery to basic understanding. (A competence score of zero is reserved for skills that are either not applicable or not possessed by the employee. Employees then compare their competence scores with those they receive from their peers, team leaders, and supervisors. To see the scoring mechanism in action, assume that the company assigns COBOL programming skills a weight of 4 for the next 12 months and a weight of 3 for the following 12 to 24 months. At the same time, an IT employee earns a score of 3 for average skills in COBOL programming. Given the framework, the value of those skills to the employee will be 12 during the next 12 months, but the value will decline to 9 during the next 12 to 24 months. Continuous training is considered essential to the program’s success. Here, the IT executives are seeking t o develop an implicit promise between the company and the employees.The company promises to provide the resources and opportunities for training—time, funding, and identification and valuation of strategic skills— if the employees promise to use the training to bridge gaps in the company skills base and in their own skill levels. Armed with the company skills inventory and personal competence scores, employees who take the appropriate training will see their value to the company rise. Employees who choose to forgo appropriate training will see their value diminish. On the plus side, the skills and training program has forced the company to view the IT organization in terms of skills and long-term corporate objectives, not simply in terms of head count.Moreover, employees have responded positively to a program that puts professional development in their hands. On the negative side, skills identification and buy-in from IT managers take so long that the initiative risks losing momentum. 24 Chapter 2 | Basic Skills for Project Managers 13_26_ch02. fm Page 25 Friday, September 8, 2000 2:43 PM Keys to a Successful Skills Management Endeavor Three areas must be worked out for a skills management initiative to be successful: 1. Employees have to adopt the program as their own, rather than as a management dictate, including the employees assuming control of their own professional development 2. Supervisors have to surrender some control over employee development 3.Executives must ensure that employees use metrics as a tool for professional development, not as a weapon in cutthroat competition As enterprises turn to technology to reach the next level of corporate performance, IT organizations should identify the skills they need to meet the corporate objectives. Through a program of skills identification, IT organizations can see the holes in their coverage, set priorities for projects, define which training is required, and determine which skills may nee d third-party coverage. A commitment to funding for training is essential. Conclusions Rarely has a professional field evolved as rapidly as project management. It is totally different from what it was even 10 years ago.The struggle to stay abreast of new and rapidly evolving technologies, to deal with accumulated development and maintenance backlogs, and to cope with people issues has become a treadmill race as software groups work hard just to stay in place. A key goal of disciplined project managers is to avoid the surprises that can occur when these surprises almost always lead to bad news: canceled projects, late delivery, cost overruns, dissatisfied customers, outsourcing, termination, and unemployment. Indeed, we need to develop management by surprise (MBS) as a project management technique! Keys to a Successful Skills Management Endeavor 25 13_26_ch02. fm Page 26 Friday, September 8, 2000 2:43 PM As we have discussed in this chapter, project managers are a special breed of p eople.The skills that they develop are a cross between a diplomat, ballet dancer, and a Marine Corps drill sergeant—all while having the patience of Job. These skills will serve them well for future higher-level positions as Vice Presidents, Chief Information Officers (CIOs), and Chief Executive Officers (CEOs) of the corporations for which they work. The culture of an organization is a critical success factor in its efforts to survive, improve, and flourish. A culture based on a commitment to project management and delivering quality projects and effective management differentiates a team that practices excellent project management from a flock of individual programmers doing their best to ship code. Projects rarely fail—but people do. 26 Chapter 2 | Basic Skills for Project Managers Skills of a Project Manager 13_26_ch02. fm Page 13 Friday, September 8, 2000 2:43 PM Chapter 2 Basic Skills for Project Managers Be not afraid of greatness; some are born great; some achieve greatness—others have greatness thrust upon them. William Shakespeare Twelfth Night Introduction Before now, we had discussed project management in the broad sense, that is, from the perspective that any type of project—industrial assembly line, new construction, or technology implementation— operated by the same sets of rules and processes. For the remainder of this book, we focus on the last type of project and its leader—the IT project manager.Project managers are a very special breed of people. They are in much demand and will be increasingly so as the need for effective technologists continues to soar. Good technology project managers are trained, not born. They develop skills through experience and education. They become better project managers each time they successfully deliver a project. They learn new techniques and apply them on their projects. They learn lessons—sometimes the hard way—to be better managers in the future. 13 13_26_ch02. fm Page 14 Friday, September 8, 2000 2:43 PM What Does a Project Manager Do?Briefly, technology project managers fulfill the following broad requirements: G G G G G G G G Define and review the business case and requirements by regular reviews and controls to ensure that the client receives the system that he or she wants and needs. Initiate and plan the project by establishing its format, direction, and base lines that allow for any variance measurements and change control. Partner with the end users, work with project sponsors and other management to establish progress and direction of the project by achieving goals, reaching targets, solving problems, mitigating risks.Manage the technology, people, and change in order to achieve goals, reach targets, and deliver the project on time and within budget. Manage the pro ject staff by creating an environment conducive to the delivery of the new application in the most cost-effective manner. Be able to manage uncertainty, rapid change, ambiguity, surprises, and a less defined environment. Manage the client relationship by using an adequate direct yet complete and formal reporting format that compliments a respected and productive relationship. Drive the project by leading by example, and motivating allconcerned until the project accomplishes its goal.Now let us examine the skills and qualities needed to meet these requirements. Necessary Skills The skills that a good project manager possesses are many and varied, covering the entire spectrum of the human personality. We can divide these skills into a number of specific categories, namely: 14 Chapter 2 | Basic Skills for Project Managers 13_26_ch02. fm Page 15 Friday, September 8, 2000 2:43 PM Personal Skills Project Managers must be able to motivate and sustain people. Project team members will look to the project manager to solve problems and help with removing obstacles.Project managers must be able to address and solve problems within the team, as well as those that occur outside the team. There are numerous ways, both subtle and direct, in which project managers can help team members. Some examples include the following: G G G G G G Manage by example (MBE). Team members will be closely watching all actions of the project manager. Therefore, project managers must be honest, direct, straightforward, and knowledgeable in all dealings with people and with the project. A good manager knows how to work hard and have fun, and this approach becomes contagious.A positive attitude. Project managers must always have a positive attitude, even when there are substantial difficulties, problems, or project obstacles. Negative attitudes erode confidence, and a downward spiral will follow. Define expectations. Managers who manage must clearly define what is expected of team members. It is i mportant to do this in writing—get agreement from the individual team members. This leaves no room for problems later, when someone states â€Å"It’s not my job. † Performance expectations must be defined at the start of the project.Be considerate. Project management is a demanding job with a need for multiple skills at many levels. Above all, be considerate and respectful, and give people and team members the time and consideration they deserve. Make people aware that their efforts are appreciated and the work that they do is important, because it is. A letter, personal word, or e-mail of appreciation goes a long way. Be direct. Project managers are respected if they are direct, open, and deal with all types of problems. Never conceal problems or avoid addressing them.If a problem is bigger than the project manager or the team can deal with, escalate it to senior management. Never make commitments that cannot be delivered. Finally, a favorite and personal rule of the author: â€Å"Underpromise, then over-deliver. † 15 Necessary Skills 13_26_ch02. fm Page 16 Friday, September 8, 2000 2:43 PM Technical Skills There are two schools of thought about the level needed for technical skills. Some project managers prefer to have little technical knowledge about the projects they manage, preferring to leave the technical management to other junior managers, such as programming managers or network managers.Others have detailed technical skills of computer languages, software, and networks. There is no hard and fast rule. It really depends on the type and size of projects, their structure, resources available, and the project environment. Questions that project managers should ask include the following: 1. What types of technical problems require management? 2. Who will solve them? 3. Is it done with quality and satisfaction? 4. Who can I rely on in my project team? 5. What outside resources, if any, can I draw on for assistance?As with all em ployees, project managers should have the technical knowledge and skills needed to do their jobs. If managers lack these skills, training is one option; being mentored or coached by a more experienced individual is another. Senior management should ask the question, Do your project managers need more technical skills than they already possess? On larger complex projects, such as systems integration projects or multiple-year projects, there are frequently too many complex technologies for the project manager to master.Technical training that provides breadth may be useful. On smaller projects, the project manager may also be a key technical contributor. In this case, technical training may enhance the abilities of project managers to contribute technically, but it is unlikely to improve their management skills. One thing is abundantly clear—the project manager is ultimately responsible for the entire management of the project, technical or otherwise, and will require solutions to the technical issues that will occur. 16 Chapter 2 | Basic Skills for Project Managers 3_26_ch02. fm Page 17 Friday, September 8, 2000 2:43 PM Management Skills Project managers need other key skills besides those that are purely technical to lead and deliver on their projects successfully. A good project manager needs to understand many facets of the business aspect of running a project, so critical skills touch on expertise in the areas of organization, communication, finance, and human resources. The following are examples of the management topics used in training effective project managers: G G G G G G G G G G G G G G GProject planning, initiation, and organization Recruiting people and keeping them Effective project negotiation Software tools for project management Accurate estimating and cost control Project execution and control Developing powerful project presentations and reports Personal and project leadership Managing risk and making decisions Effective problem manage ment Performance management Managing the projects within the organization Project management professional (PMP) exam review Growing and sustaining a high-performance team Managing change within an organizationThis last skill cannot be over-emphasized. Although we worry about whether the technology selected is the correct one for the organization and will lead to success, projects do not generally fail because of lack of adequate technology. Statistically, most projects fail because the â€Å"soft science† portions of the project have not received enough attention—the human factor has not been adequately addressed. Change, whether for good or for bad, is stressful on an organization and its personnel. The ability to manage this change is one area in which any good project manager would do well to hone skills.Necessary Skills 17 13_26_ch02. fm Page 18 Friday, September 8, 2000 2:43 PM Coping Skills A good project manager has to acquire a number of skills to cope with dif ferent situations, conflicts, uncertainty, and doubt. This means: G G G G G Being flexible Being persistent and firm when necessary Being creative, even when the project does not call for it Absorbing large volumes of data from multiple sources Being patient but able to differentiate between patience and action Being able to handle large amounts of continuous, often unrelenting stressG Additionally, good project managers have high tolerance for surprises, uncertainty, and ambiguity. Projects rarely progress the way that they are defined, and managers need to manage the uncertainty that comes with that. Manage One Project—or Many? There is no simple answer to this question: some managers are able to juggle multiple projects and disparate deadlines successfully, and others are not. In these days of multiple projects that have to be delivered quickly, it is very possible that management will require managing multiple projects.However, this brings a risk. Will project managers be stretched too thin? Again, there is no single, reliable answer. Project managers and senior management need to ask themselves some basic questions: G G How much support will be provided? How many people are on the project? Are they part-time or fulltime? What are the management challenges? An adequately budgeted project may require less effort to manage than one that is extremely thin. Chapter 2 | Basic Skills for Project Managers G 18 13_26_ch02. fm Page 19 Friday, September 8, 2000 2:43 PM G G GAre all the projects in the same physical location or will the project manager spend a lot of time traveling? Do all the projects involve the same technology? The same business cultures? The same set of stakeholders? How many of the projects have important deadlines that are close together? The answers to these questions will aid in determining whether multiple projects can share a management resource. The more complex the projects from the standpoints of staffing, budgeting, and technolog y, the more likely it is that they will need a dedicated resource to manage them adequately.Project Management Skills Development One of the surest ways to align strategies and work force competencies with enterprise vision is to create a road map from vision to execution. A skills management process starts in the future and works its way back to the present. An IT skills management process, for example, links the enterprise vision to a technology forecast. The technology forecasts to required skills, the required skills to the IT skills inventory, the skills inventory to the IT staff’s competence levels, and the competence levels to gaps and to the time frame during which those gaps need to be filled.Leadership, team building, marketing, business savvy, project management, manufacturing know-how, functional expertise, and institutional knowledge all are part of the skills picture. Skills management serves as an order for managing the work force (see Figure 2–1). It la ys out a road map for skills development, work role definition, career tracks, resource management, staffing allocation, workload balancing, and learning. With a road map, all members of the work force can fit their strengths, weaknesses, and alternatives into the enterprise’s plans.Skills management is becoming a lifeline in a turbulent IT labor market. Midsize and large enterprises, businesses in the private and public sectors, aggressive and conservative companies—all are looking at skills management with renewed interest. Many enterprises now recognize that the combined lack of enterprise planning, imagination, and Project Management Skills Development 19 13_26_ch02. fm Page 20 Friday, September 8, 2000 2:43 PM Enterprise Objective Forecast Where does the enterprise want to be in 36 months? What information, technologies and skills will it need to get there?What skills are in-house (e. g. , technical, business, leadership and project management)? What skills will i t need in 12 months? 24 months? 36 months? How valuable will today’s skills be in 12 months? 24 months? 36 months? How proficient are the IS staff members in the established and the needed skills? What education and training will the enterprise offer, to whom and how will it provide this? What sources of IT skills — internal and external — can we use to fill the gaps? Skill Inventory Skill Definition Strategic Skill Valuation Proficiency LevelsLearning Portfolio Sourcing Figure 2–1 Skills Management—A Road Map for the Work Force (Source: Gartner Group, Inc. ). foresight are as much to blame for today’s labor crunch as is the shortage of relevant IT skills. In that climate, skills management can be a powerful tool for bringing discipline, rationale, and cross-pollination to an underused process. Even more enticing, many IT professionals, under the mantle of career â€Å"entrepreneurism,† will throw in their lot with enterprises that ha ve clearly committed to and funded skills management programs.Having a road map with which to guide career development is more meaningful than wandering until serendipity strikes. Three years ago, when large organizations first began covering the area of skills management, it was a process reserved for the most progressive enterprises. By methodically and meticulously forecasting, classifying, analyzing, and taking inventory of skills, progressive enterprises could identify the urgency and volume of skills gaps, create focused training programs, and add some rational thinking to their sourcing strategies.Skills management continues to satisfy those needs, even fos20 Chapter 2 | Basic Skills for Project Managers 13_26_ch02. fm Page 21 Friday, September 8, 2000 2:43 PM tering a niche market of consultants and software developers that are eager to bring order to IT Human Resource management. Before moving on, it is beneficial to make sure that everybody is speaking the same language. I n the Gartner Group’s definition of perspective, skills management is a robust and systematic approach to forecasting, identifying, cataloguing, evaluating, and analyzing the work force skills, competencies and gaps that enterprises face.Although many programs and initiatives adopt the label skills management, most of them focus on skills inventory and fall short in analysis and forecasting. A well-designed skills management process injects a stronger dose of discipline, coordination, and planning into work force planning, strategic planning, professional training and development programs, resource allocation maneuvering, and risk analysis and assessment. Enterprises can reap several lessons from skills management. Skills management works if it: G G G G GG Defines skills for roles Forces forward thinking Forces some documentation of what makes an IT professional especially proficient Strengthens the organization Leads to focused training, risk assessment, sourcing strategy, a nd resource allocation via gap identification Attracts high-level endorsement Does not define work roles Lacks plans or incentive for refreshment Communicates its purpose poorly Provides differing language and terminology Force-fits skills and work roles to policies, rather than driving new frameworksSkills management does not work if it: G G G G G Project Management Skills Development 21 13_26_ch02. fm Page 22 Friday, September 8, 2000 2:43 PM Skills Management Case Study A North American manufacturing company set a goal to boost revenue by $300 million within three years. Key to the growth was a new way of dealing with information and IT. First, hoarding of information by divisions had to give way to enterprise ownership of information.Second, ubiquitous access to information required a managed and enterprise-wide migration to standards, interoperability, common platforms, and client/server technology. Finally, the vision of ubiquitous access depended on substantially upgrading th e IT organization’s skill base, supplementing and supplanting mainframe skills with skills associated with distributed processing and client/server application development.The company embarked on an ambitious initiative designed to cultivate the technical skills and business understanding of the IT professionals. The initiative—notably, company-wide skill identification and continuous training—will help the company to raise its skills level and will give IT employees control of their professional development. Elements of the IT professional development initiative included: GIdentifying eight areas of IT professional skills, technical skills being only one area (a detailed discussion on the eight areas identified follows this list) Assigning company values to skills for the near term, short term, and long term Evaluating employee competence levels within the eight areas of IT professional skills Providing continuous training in critical skills, both technical and non-technical Establishing an IT mentor program Supervisors providing performance planning and coaching Establishing team and peer feedback Flattening the IT organization from 18 to 5 titles Chapter 2 | Basic Skills for Project ManagersG G G G G G G 22 13_26_ch02. fm Page 23 Friday, September 8, 2000 2:43 PM G Mapping skills and performance values to â€Å"salary zones† within the flatter organization With the help of outside experts, IT executives identified more than 125 skills in eight areas of IT professional development. The eight areas of focus for IT professional development and a sampling of associated skills include: GCustomer focus—employee possesses knowledge of customers’ business needs and expectations; delivers constructive qualitative feedback to customers, meets deadlines, and works with customers to set requirements and schedules Technical skills—employee possesses skills related to programming, computer-aided software engineering, deskt op client services, enterprise infrastructure applications, technical software, and hardware support Product or technology evaluation and expertise—employee analyzes and compares products, makes sound recommendations within the company architecture, understands and recognizes limitations of technologies, can communicate the fundamentals of technology to others, and uses technical team resources to resolve or avoid technology-based problems Business and application expertise—employee possesses knowledge of business-specific applications, knows company’s business and local operations, knows the broad application environments (e. g. order entry and accounting), and understands general concepts of business management Project management—employee handles projects of certain size and complexity, estimates project costs and schedules with a degree of accuracy, executes project to plan, manages multiple projects at once, builds teams and organizes team resources, and knows project management tools Interpersonal skills—employee performs as team member or team leader, contributes knowledge to the team and to the organization, and communicates effectively Administrative skills —employee has understanding of budgeting, interviewing, economics of the business, and salary and review process 23 G G G G G G Project Management Skills Development 13_26_ch02. fm Page 24 Friday, September 8, 2000 2:43 PM G Soft skills—employee displays leadership, forward thinking, initiative, drive for education, and commitment to organizational structure and development.Each skill receives a weighting factor based on its strategic significance to the company during the next 12 months, the next 12 to 24 months, and the next 24 to 60 months. A skill considered critical to the company earns a weight of 6; a skill with no value to the company earns a weight of 0. After the company skills are identified and their weights assigned, employee skills are c rosschecked against the company skills and assigned a score based on the employee’s competence level. Employee competence levels range from 6 to 1, that is, from mastery to basic understanding. (A competence score of zero is reserved for skills that are either not applicable or not possessed by the employee. Employees then compare their competence scores with those they receive from their peers, team leaders, and supervisors. To see the scoring mechanism in action, assume that the company assigns COBOL programming skills a weight of 4 for the next 12 months and a weight of 3 for the following 12 to 24 months. At the same time, an IT employee earns a score of 3 for average skills in COBOL programming. Given the framework, the value of those skills to the employee will be 12 during the next 12 months, but the value will decline to 9 during the next 12 to 24 months. Continuous training is considered essential to the program’s success. Here, the IT executives are seeking t o develop an implicit promise between the company and the employees.The company promises to provide the resources and opportunities for training—time, funding, and identification and valuation of strategic skills— if the employees promise to use the training to bridge gaps in the company skills base and in their own skill levels. Armed with the company skills inventory and personal competence scores, employees who take the appropriate training will see their value to the company rise. Employees who choose to forgo appropriate training will see their value diminish. On the plus side, the skills and training program has forced the company to view the IT organization in terms of skills and long-term corporate objectives, not simply in terms of head count.Moreover, employees have responded positively to a program that puts professional development in their hands. On the negative side, skills identification and buy-in from IT managers take so long that the initiative risks losing momentum. 24 Chapter 2 | Basic Skills for Project Managers 13_26_ch02. fm Page 25 Friday, September 8, 2000 2:43 PM Keys to a Successful Skills Management Endeavor Three areas must be worked out for a skills management initiative to be successful: 1. Employees have to adopt the program as their own, rather than as a management dictate, including the employees assuming control of their own professional development 2. Supervisors have to surrender some control over employee development 3.Executives must ensure that employees use metrics as a tool for professional development, not as a weapon in cutthroat competition As enterprises turn to technology to reach the next level of corporate performance, IT organizations should identify the skills they need to meet the corporate objectives. Through a program of skills identification, IT organizations can see the holes in their coverage, set priorities for projects, define which training is required, and determine which skills may nee d third-party coverage. A commitment to funding for training is essential. Conclusions Rarely has a professional field evolved as rapidly as project management. It is totally different from what it was even 10 years ago.The struggle to stay abreast of new and rapidly evolving technologies, to deal with accumulated development and maintenance backlogs, and to cope with people issues has become a treadmill race as software groups work hard just to stay in place. A key goal of disciplined project managers is to avoid the surprises that can occur when these surprises almost always lead to bad news: canceled projects, late delivery, cost overruns, dissatisfied customers, outsourcing, termination, and unemployment. Indeed, we need to develop management by surprise (MBS) as a project management technique! Keys to a Successful Skills Management Endeavor 25 13_26_ch02. fm Page 26 Friday, September 8, 2000 2:43 PM As we have discussed in this chapter, project managers are a special breed of p eople.The skills that they develop are a cross between a diplomat, ballet dancer, and a Marine Corps drill sergeant—all while having the patience of Job. These skills will serve them well for future higher-level positions as Vice Presidents, Chief Information Officers (CIOs), and Chief Executive Officers (CEOs) of the corporations for which they work. The culture of an organization is a critical success factor in its efforts to survive, improve, and flourish. A culture based on a commitment to project management and delivering quality projects and effective management differentiates a team that practices excellent project management from a flock of individual programmers doing their best to ship code. Projects rarely fail—but people do. 26 Chapter 2 | Basic Skills for Project Managers

Fences Play According to Aristotle Essay

Using Aristotle’s descriptions of Tragedy, I classify Fences by August Wilson as a tragic play. The elements of tragedy, Troy Maxson as a tragic hero, and tragic plot were evident throughout the play. Also, the feeling of catharsis at the end-which is proper of tragedy, was clearly identifiable. I. Fences fits into the tragic genre based on the points given by Aristotle. In Poetics, he defines tragedy as â€Å"the imitation of an action that is serious and also as having magnitude, complete in itself.† †¢ Aristotle’s idea is that the plot has a beginning middle and end and all parts follow each other in concise fashion. o In the beginning, the hero is a garbage man, who previously was given a chance to participate in professional baseball, becomes the first black to drive a garbage truck, is loved by his wife, looked up to by his friend, Bono and receives demanded respect from his sons Lyons and Cory. o In the middle, the hero confesses to his wife that he is going to be a daddy to another woman’s child. He struggles with his son Cory and ultimately loses the love and respect of his family. He needs to ask Rose to help him raise his baby and be her mama. He also admits to the infant that he is scared. Act II Scene 3 p. 73 â€Å"And right now your daddy’s scared cause we sitting out here and ain’t got no home.† o In the end, the hero dies. By then a lonely man who is no longer respected by his family nor has the admiration of his friend. Troy’s believes fate is his downfall. He thinks the color of his skin is the decisive factor in the workplace, the playing field and the street. (Pereira 42) †¢ A complex plot includes reversal and recognition. o Troy is happy and stress free when with Alberta. Even when he tells Rose, she continues to stay with him until later when she issues an ultimatum. Act II Scene 1 pg. 66 â€Å"†¦I’m responsible for it. I locked myself into a pattern trying to take care of you all that I forgot about myself.† His belief of providing for his family and his refusal to accept that other people had ideas and times were changing kept him stagnant in life. o Alberta then dies during childbirth. Troy sees how he has lost everything and challenges death to stay away until it is ready to take him. II. Using Aristotle’s description of a tragic hero in Poetics, Troy Maxson,  the main character in August Wilson’s play, Fences, is an example of a tragic hero. †¢Aristotle describes a tragic hero to be a â€Å"man who is not eminently good and just, yet whose misfortune is brought about not by vice or depravity, but by some error or frailty†. This means the hero need not be perfect nor a villain, but basically good and decent. His downfall usually results from a tragic flaw or error in judgment, not due to wickedness. †¢ In Chapter 15 of Poetics, Aristotle says â€Å"the character will be good if the purpose is good†. o Troy’s intentions for his family are good. He provides a paycheck to his family, handing the money over to Rose each Friday, he wants Lyons to get his own job and support his wife and stay out of trouble, and he wants Cory to be educated and find a good job to support himself. o Act 1 Scene 3 pg. 39-40 â€Å"†¦Itâ €™s my job. It’s my responsibility! You understand that? A man got to take care of his family. You live in my house†¦sleep you behind on my bedclothes†¦fill you belly up with my food†¦cause you my son. You my flesh and blood. Not cause I like you! Cause it’s my duty to take care of you†¦Ã¢â‚¬  †¢ Aristotle says â€Å"the second thing to aim at is propriety†. o In the book, August Wilson, The African-American Odyssey, Kim Pereira says â€Å" Troy becomes a slave to bitterness which stunts the development of his full potential as a father, husband and friend. â€Å" o Troy’s believes responsibility is the greatest virtue and his aim is to be a provider for his family. While Troy’s behavior is dominating and unaffectionate, his aim is to be the provider of his family and to make sure that they do not suffer the injustices he did. o â€Å"If a hero is one who goes into a battle that he may or may not win, Troy Maxson possesses, in full measure, the †¦warrior spirit†¦he wants complete satisfaction or nothing at all. The promise of change is empty; he cares only about change itself†¦The so-called realities of the social world around him matter little, for he dances to an internal rhythm, answering a call for self-authentication that springs from a cultural, even cosmological, dimension.† (Pereira 38) †¢ Aristotle then says in his descriptions, â€Å"Thirdly, character must be true to life: for this is a distinct thing from goodness and propriety, as here described.† oTroy fits a character who would have lived in the 1950’s, having experienced discrimination, an abusive father and a changing society towards African-Americans in that period. o Troy says in Act 1, Scene 3 pg. 37 â€Å"†¦The white man ain’t gonna let  you get nowhere with that football noway.† Troy’s beliefs ran true to his experiences all through the play. †¢ The last characteristic of a tragic hero is that he must be consistent. o Troy was consistent in his belief that the black man could not get ahead in America. o He behaved and learned from the examples given by his own father. o â€Å"The events of almost a century had underscored the distinction between de jure and de facto. Legally, blacks had been free for ninety four years, but practically they had little or no access to any of the benefits that ordinary citizens take for granted-recourse to the law, equal employment opportunitites, education.† (Pereira 36) III. Troy’s tragic flaw is in trying to protect his family and discover himself in the process. His frailty is colored by his experience with racism (especially in professional sports) and his inability to accept that times are changing. †¢ Troy says Cory should make his own way in the world, but it is he who won’t let him take a chance. †¢Troy’s desire to prevent his son succumbing to the same outcome in sports ends with Troy trapping him into the same lifestyle by not allowing him to grow and refusing to believe that times have changed. o â€Å"I don’t want him to be like me! I want him as far away from my life as he can get†¦..I decided seventeen years ago that boy wasn’t getting involved in no sports. Not after what they did to me in the sports† (39 Fences). †¢ Troy’s excuse for betraying Rose is because he has been standing on first base for ever. He doesn’t relate this to anyone else in his family who have stood right behind him. †¢ â€Å"Troy has inherited the legacy of fear of emotional commitment†¦Troy has never learned to receive and give true love† (Monaco) IV. â€Å"Despite his flaws, or, perhaps, because of them, he taught his family how to â€Å"take the straights with the crooked†; to recognize and play to their strengths; â€Å"not to make the same mistakes†¦to take life as it comes along and keep putting one foot in front of the other.† As all of them move toward their individual destinies, they have a surer sense of who they are and a greater instinct for survival because of Troy Maxson.† (Monaco) †¢ â€Å"Like his father, Cory believes that denying his father is the â€Å"way to get rid of that shadow† (Fences 89). o When Cory decides to go to the funeral, he has come  to accept his father’s faults and looked to the man himself. Singing the song of Blue with Raynell†¦..Cory demonstrates that he can embrace the song of his father without becoming his father. (Monaco) †¢ â€Å"†¦Wilson shows that it is only through the willingness to face and accept the forces of the past that the protagonists will be given hope, power, and ultimately, deliverance.†(Monaco) †¢ Troy is contained by death while the others are able to move on in their lives. o Cory has joined the Marines and is getting married, Rose is involved with church and raising Raynell, Gabriel is in the hospital, Bono is happily married to Lucille and Raynell has a family. Troy is contained by death. The play Fences definitely fits Aristotle’s description of Tragedy. Troy Maxson was a tragic hero, although he gave us reasons to believe he was not worthy of this title. In the end, his lessons and actions are what spurred his family into survival and healing and gave them a positive outlook and the ability to move forward in the changing future ahead of them.

Impact of Social Networking over the Society Essay

Over the past few years, internet has revolutionized the way we interact with people within a society. Due to the staggering number of cell phone usurers with the facility of internet, we are able to communicate with others in new ways with more efficiency. In the same time these fancy ways of communication put ourselves in a deceiving place where it can be very harmful for our self without we being noticed it. In this article summary I mentioned what scientist speculate as negative impacts of social networking on the society. It includes how our brains assimilate to highly addictive social sites, how we compromise our security over theses websites as well as changes of our normal behaviors due to theses web sites. According to † Is Social Networking Killing You? † by Robert Mackey, In The New York Times on February 25, 2009, Susan Greenfield, a professor of pharmacology at Oxford university and the director of the Royal Institution of Great Britain, stated on a British newspaper that trend of social networking reminds her of † small babies need constant reassurance that they exists.† Been as a neuroscientist she concerns about the effects that this type of stimulations having on the brain. These technologies are driving the brain to state of a small child where buzzing noises and bright lights are a huge attraction. She expressed due to the great influence of high interaction rates with social networking sites as well as digital video games could be harmful to children’s mind. When a young brain is exposed to such conditions the brain itself starts to accustom to the influenced surroundings. For an example, social interactions conducted through screens are completely different from the real time spoken conversation. There for it is far less perilous. Even though it may not seem as an extreme issue, biologists have uncovered lack of face to face interaction could alter the way our genes work, upset immune responses, hormone levels, the function of arteries, and influence mental performance. It is not only posing health issues. It also jeopardize the personal privacy of certain individuals. Consumers of these websites think their privacy has been ensured by the high level of security settings but according to 2010 Northeastern University and Max Plank institute for software system study researchers created an algorithm to discover an individual’s personal attributes by examining the â€Å"Friends list on Facebook. † they were capable of inferring many personal traits of the certain individuals including their educational level, hometown who were chosen to conduct this experiment on. Further more BBC News reports that social networking sites create social isolation in to a certain extend over the internet. As people spend considerable time on social networking sites they are lead to a host of mental, psychological, emotional and physical problems including depression, anxiety, and somatic complaints. University of Illinois at Chicago school of Medicine animal study showed correlation between social isolation impaired brain hormones is more likely to conduct tremendous amount of stress, aggression, and mental issues on socially isolated people. Moreover there are some other aspects which can be considered as negative impacts of social networking on the society. Some people conclude by exposing to these sites more often would make youngsters with poor grammar usage, increase the risk of identity theft, decrease the productivity of the day, and provide a platform for cyber bulling which in some cases leads to suicidal behaviors. Work cited Mackey,Robert., (2009, February 24). The New York Times. Retrieved from http://thelede.blogs.nytimes.com/2009/02/24/is-social-networking-killing-you/

What Did I Learn about Cell and DNA?

A cell is both the smallest as well as the most important unit of every living being, plant or animal. There are specialized cells in the body which carry out different functions. However, all cells are the same in that they all have a plasma membrane to protect them and determine what enters the cell and what leaves the cell. Inside the plasma membrane is the cytoplasm, a gelatinous mixture made up of water, fats, proteins, sugar, and other minerals. Most of the cell’s metabolism occurs in the cytoplasm where what are called the organelles work together to perform the metabolism.The nucleus is in the center of the cell. It controls the cell’s operations, such as directing cell division and determining the function of the cell. Only eukaryotic cells have a nucleus. The nucleus contains chromosomes, rod-shaped structures in the nucleus that contain genes, or regions of DNA. Within the cell is a reticulum, or network, of canals to manufacture proteins for the cell to use called the endoplasmic reticulum. Large proteins are made from smaller proteins, a process called anabolism which takes place on the ribosomes of the endoplasmic reticulum. Also in the cytoplasm is the mitochondria, known as the power plants of the cell where foods are burned to release energy in the presence of oxygen. This organelle is where ATP is made.This chemical process is known as catabolism. Together with anabolism they are combined to make the process of metabolism. There are two kinds of endoplasmic reticulum, rough and smooth. The rough ER has thousands of ribosomes attached to it, and the smooth ER does not have any ribosomes because it does not make any protein. Another organelle is called a Golgi body. This is where the enzymes in a Golgi body work to make the proteins and lipids either assemble or break down the lipids or the carbohydrates.Proteins are transported in what is called a vesicle from the ER and are changed to their final form. From there they are either carried to the plasma membrane or the lysosomes. A lysosome is a vesicle that is in charge of digestion. They are filled with enzymes that easily break down many proteins, carbohydrates, and much debris. Cells are different in their functions and their shapes as well. However, all cells whether plant or animal, are the most important unit of every living thing. Every cell contains a plasma membrane, cytoplasm, and organelles which carry out the functions of that cell. Only eukaryotic cells have a nucleus, a double membrane where the DNA is located. The organelles of a cell work together to  perform metabolism, the combination of anabolism and catabolism.

Critical review for a Book chapter Essay Example | Topics and Well Written Essays - 1500 words

Critical review for a Book chapter - Essay Example Tourism department of several countries is motivating the hospitality organizations to focus on these things in order to attain both social and economic growth. In addition to this, this food and drink tourism festival can help the hospitality management students to learn about several key aspects associated with food and drink tourism. Discussion Food and drink festivals and events effectively provide extra attraction to the tourism concept. People, who love to visit popular tourist spots and cities, always try to experience the special local festivals and events of those areas. It is important for the tourism management organizations to take care all of these aspects along with basic aspects. The basic aspect is to take care the of the comfort and satisfaction level of the visitors. Global tourism sector is achieving significant growth rate. Various hospitality sectors are significantly contributing to the growth of this department. It is known to all that several developed and dev eloping countries are trying to improve this specific area as tourism department is considered as one of the major economic growth driver of a country. Several local restaurants and other hospitality management organizations understood the significance of their growth and sustainable business practices (Boniface, 2003). In addition to this, governments of several countries are trying to incorporate all the related industries to this sector in order to meet the market demand and growth objectives. Food and drink festivals have several benefits. First of all, it helps an organization to meet the satisfaction level of the customers or visitors. On the other hand, these specific festivals and events can help individuals to learn about the culture, food habits and preparation of local food items. Experience of several events with food and drink tourism can provide effective education and information to the individuals who are trying to get employment opportunities in this specific sector . People can learn lots of things through these events and activities. It is true that several organizations or corporations educational types of events. Major objective behind the arrangements of these kind of is to educate the students or their employees. Practical knowledge about these events can help the individuals to increase their level of skill and competencies. Therefore, it can be stated that special and diversified events associated with food and drink tourism can help individuals to attain appropriate knowledge. Attractiveness of an events or a particular festival varies from a visitor to another visitor. Several visitors like to see and experience traditional and authenticated events. The authenticity of festivals and events attract these types of customers. On the other hand, some of the visitors like to see and experience newly organized events apart from older and traditional events. It is the perception of the visitors that determines the attractiveness of the event s. It is true that modernity represents the dissolution of genuine inter-subjectivity. The demand for modern activities and events is increasing significantly among the global visitors. Food brings authenticity in the tourism concept. The taste and preparation of

HM Essay Example | Topics and Well Written Essays - 250 words - 1

HM - Essay Example Grant F. Smith further declares that the money is used to military operations and keeping the incumbent officials in their positions. Grant F. Smith explains that the Israel government has manipulated the civil society so as the country influences the decisions that America makes regarding the Middle East. In this case, he claims in his response that many lobby groups in Israel are established with similar mission, vision, goals and objects. In this case, he doubts their authenticity and division of tasks in the organizations. However, he states that not all lobby groups are government puppets. He applauds some lobby groups, such as religious organization, for doing a wonderful job of educating people about Jewish lifestyle, (Scott Horton Show 17-21min). John Mearsheimer and Stephen Walt agree with Grant F. Smith by defining the Israeli Lobby as an alliance of organizations and people working towards influencing the US foreign policies that favors the position of Israel in the Middle East. additionally, Glenn Frankel asserts that the this lobbying is just about campaigning to get funds to be channeled to other areas apart from the specific ones that donors intend to fund, (Dworkin, Ronald, 342) According to Glenn Frankel, defines the Israel Lobby as an organization of Jewish group and campaign contributors whose main goal is to take care of Israeli interests via the help of pro-Israeli supporters and which were formed in the second half of the 1900s (PP 211). He identifies the main groups behind the current state of affair. They include American Jewish Committee and the Anti-Defamation League among

Benefits of Waiting to Go To College after High School Research Paper

Benefits of Waiting to Go To College after High School - Research Paper Example Individuals with quality basic education are capable of managing themselves and their families. Basic education can be regarded as education up to the completion of high school level. After completing high school education, one has two options from which to make a decision. The individual can opt to take on employment opportunities for the high school graduates. Similarly, the individual can opt to proceed to college to pursue a four-year degree course. The college education adds value to the skills and expertise of the individual and it is apparent that after college, the individual is likely to earn far much more than high school graduates do. College education gives a student competitive advantage over the high school graduates (University of North Texas, para.2). However, this is only to the extent that the student has adequate financial and psychological preparation for the college study. Having chosen to proceed to college, an individual is again faced with two options. The stu dent can proceed to the college immediately after high school. Traditionally, it is expected that students should proceed with their college education immediately after high school. ... Rather, the student is, in several occasions, compelled to take a break before joining college in order to make some financial preparation. The two options of joining college immediately after high school or waiting for some time before joining college each has its advantages and disadvantages. The advantages of one translate into the disadvantages of the other option. However, it will be apparent that given the sound grounds upon which a students waits for some time before joining college, this can be a good option. This paper holds that in as much as it has been traditionally adopted that students should proceed to college immediately after high school, it may not be appropriate to do this on weak financial grounds. Taking on employment first would be better. Thesis Although tradition expects students to go to college directly after high school, it does not make financial sense given today’s economic climate. Benefits of waiting to join college after High School It has been observed that after completing high school education, a student may wait for some time before joining college for undergraduate studies. This waiting has a number of advantages to the student and the responsible members of the family (parents, guardians, or sponsors). Firstly, college education is increasingly becoming expensive. The tuition fee and other expenses in these institutions are far much higher than the expenses in high school education. After struggling to finance the child’s education right from Kindergarten all the way to the high school, and given the harsh financial climate that currently rocks the globe, it may be cumbersome to have the child proceed to college education. If the