CETM11 Assignment Portfolio item 2

This is worth 70% of your module mark and addresses the following outcomes
Knowledge A critical appreciation of the clarity, scientific approach and structure of academic writing. Skills Ability to critically assess the ethical, legal and professional issues in research relevant to your programme of study when planning research.

Important Information You are required to submit your work within the bounds of the University Infringement of Assessment Regulations see your !rogramme "uide#. !lagiarism, paraphrasing and downloading large amounts of information from e$ternal sources, will not be tolerated and will be dealt with severely. You should make full use of any source material, which would normally be an occasional sentence and%or paragraph referenced# followed by your own critical analysis%evaluation. You will receive no marks for work that is not your own. Your work may be sub&ect to checks for originality which can include use of an electronic plagiarism detection service. 'here you are asked to submit an individual piece of work, the work must be entirely your own. (he safety of your assessments is your responsibility. You must not permit another student access to your work. 'here referencing is required, unless otherwise stated, the )arvard referencing system must be used see your !rogramme "uide#.

All research paper based assessments are now required to be submitted through the Turnitin system to check for plagiarism. Please submit the report supplied by the Turnitin system along with your work, this can be found in the New Sunspace module.

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(ime and date as per your schedule *lectronic (+( in new ,unspace +*(-..

Portfolio item 2 Assignment worth 70% of the module

!ead the following article "a#aila$le through %&'C()E! at www*li$rary*sunderland*ac*uk) Gelbard, R. & A. Carmeli (2008) The interactive effect of team dynamics and or ani!ational s"##ort on $CT #ro%ect s"ccess. $nternational &o"rnal of 'ro%ect (ana ement 2) (200*) +,+-+)0 Task 1 Critique of source paper (worth 10%) Read the above article caref"lly and .rite a /00 .ord analytical criti0"e of the #a#er follo.in the 12 str"ct"re. 3. 4hat is the research 0"estion or 0"estions5 2. 4hat are the conce#ts5 /. 4hat methods .ere "sed5 +. 4hat .ere the findin s5 2. 6o .hat5 (e .hat is the contrib"tion, ho. ood is the st"dy overall, ho. does it com#are .ith another #a#er in this field5) Task 2 The Research Plan - 'lan a ne. #iece of .or7 Gelbard and Carmeli describe the limitations of their st"dy in the final section of the #a#er (A##endi8 3 belo.) and s" est f"t"re aven"es for research, s"ch as investi atin the sta7eholder9s infl"ence on #ro%ect s"ccess. They also s" est that 0"alitative techni0"es may be more s"ccessf"l. :o"r tas7 is to #lan a ne. #iece of research .ith a ne. research 0"estion What influence does different stakeholders involvement have in project success. :o" can choose the #ro%ect domain and yo" .ill have to choose and %"stify, .ith evidence, an ob%ective meas"re of #ro%ect s"ccess. :o" sho"ld also incl"de a consideration of the ethical, le al and #rofessional iss"es that may be relevant. :o" .ill .rite a research #lan based on the follo.in ; $tem 3 2 / <escri#tion A = dia ram containin Research 1"estion(s), 4orld =ie., 'hiloso#hy, Conce#ts, >vents, (ethods, Ans.ers or similar o"tline of the research #rocess for this #ro#osed research. An introd"ction .hich contains a mini literat"re revie. (,00 .ords) of the conte8t and aim of yo"r #ro#osed st"dy, yo"r claim for ori inality, a descri#tion of individ"al variables and the de#endent variable and hy#otheses. An acco"nt of the methods yo" .ill "se and a consideration of the ethical, le al and #rofessional iss"es. <escribe and %"stify the data collection tools and the selection of the #artici#ants .ith details s"ch as ho. many, .hat level of the or anisation, and .here the #artici#ants are sit"ated (,00 .ords). A disc"ssion of the data res"lts ("se d"mmy data) and analysis .ith evidence of yo"r "nderstandin of statistical techni0"es beyond #ercenta es and means (200 .ord). (ar7s 30? /0? /0?

20?

@verall .ord limit (e8cl"din the = dia ram); 2000 .ords. Sub ission !ui"elines 6"bmit yo"r assi nment as a (icrosoft 4ord doc"ment .ith yo"r name, #ro ramme and st"dent n"mber on the front #a e to the <ro#bo8 for this assi nment.

#ee"back
Tas7 and val"e Tas7 3 = dia ram 30? @"tstandin An e8ce#tionally .ellCanalysed and com#rehensive s"mmary o"tline An e8ce#tional analysis, very .ellC.ritten, and clearly described introd"ction containin all elements An e8ce#tionally detailed #ro#osed methodolo y containin all elements An e8cellent set of test data, very relevant to the methods "sed demonstratin e8cellent "nderstandin of statistical analysis. <istinction A very .ellC analysed com#rehensive s"mmary o"tline An e8cellent analysis, very .ellC.ritten, and clearly described introd"ction containin all elements An e8cellent, detailed #ro#osed methodolo y containin all elements A very ood set of test data, relevant to the methods "sed demonstratin a very ood "nderstandin of statistical analysis. (erit A .ellC analysed, com#rehensive s"mmary o"tline An very ood analysis, very .ellC.ritten, and clearly described introd"ction containin all elements A very ood detailed #ro#osed methodolo y containin all elements A ood set of test data, relevant to the methods "sed demonstratin a ood "nderstandin of statistical analysis. 'ass An essentially correctly analysed s"mmary o"tline Aear #ass 6ome items correct b"t .ith errors Bail Aot done or #la iarised

Tas7 2 $ntrod"ction /0?

A .ellC.ritten, analysis introd"ction containin all elements

Tas7 2 (ethods /0?

6ome methods #ro#osed .ith most elements covered

An ade0"ate acco"nt b"t rather descri#tive introd"ction not all elements incl"ded 6ome methods #ro#osed .ith some elements missin

Aot done or #la iarised

Aot done or #la iarised

Tas7 2 Res"lts

A reasonable set of test data, some relevant to the methods "sed demonstratin an "nderstandin of statistical analysis.

6ome test data, not necessarily relevant to the methods. Dittle or no "nderstandin of statistical analysis demonstrated.

Aot done or #la iarised

$ppen"i% 1
&i itations an" a'enues for future research ((elbar" an" Car eli (200))
EAs in any st"dy, the c"rrent st"dy is not .itho"t limitations..@"r reliance on sin le so"rce, selfCre#orts to meas"re the analysis constr"cts mi ht have led to artifact"al inflation of the effects. Altho" h .e did not find si nificant differences bet.een res#ondents in terms of ender, ten"re in the mana in #ro%ect, and ten"re in the or ani!ation, and res"lts of factor analysis indicate that no dominant factor emer ed, f"t"re st"dies .o"ld benefit from "sin m"lti#le so"rces and a lon it"dinal desi n. The latter is #artic"larly relevant and im#ortant, as .e need to better "nderstand ho. or ani!ational s"##ort and team dynamics evolve and their relative im#act on different sta es of the #ro%ect. 4e also did not meas"re ob%ective #ro%ect #erformance. Altho" h ob%ective assessment of #ro%ects is a com#le8 and challen in tas7, f"t"re st"dies co"ld "se a sta7eholder a##roach to obtain a more acc"rate eval"ation of #ro%ect #erformance. 4e note, ho.ever, that 0"antitative methods to assess #ro%ect #erformance may not be a##ro#riate for all #ro%ects (e. ., develo#ment of ne. technolo ies). Rather, 0"alitative methods may be more s"itable. $n addition, one cannot r"le o"t reverseCca"sal order. Th"s, f"t"re research may benefit from a lon it"dinal e8#erimental desi n to establish the ca"sal relationshi#s bet.een #ro%ect team dynamics and #erceived or ani!ational s"##ort and the #erformance of $CT #ro%ects.F