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MASTER IN BUSINESS ADMINISTRATION PROGRAM

BUS/ITM 692 Information Technology Project Management 2

Capstone B

Hybrid

Syllabus

BUS 692 Hybrid Syllabus

Table of Contents Westcliff University Mission Statements 3

Welcome to IT Project Management Capstone B – BUS 692 4

Course Description 6

Course Learning Outcomes (CLOs) Linked to Program Outcomes 7

CLA Linking Table 8

Detailed Description of Each Grading Criteria: 9

Rubrics 12

Detailed Course Outline 18

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Westcliff University Mission Statements

Westcliff University

Westcliff University’s mission is to educate, inspire, and empower students from around the world to acquire the competencies to excel personally and professionally through innovative, high-quality distance and campus programs.

College of Business Mission Statement

Westcliff University’s College of Business mission is to deliver a high-quality business education that can improve the lives of students, personally and professionally. The College’s teaching philosophy is to vitalize business concepts by offering a curriculum in a pragmatic and relevant framework. Through the use of innovative teaching methods, students are enabled to enhance their business acumen in an ethical and socially responsible way.

MBA Program Mission Statement Westcliff University’s mission for the Master of Business Administration program is to offer a broad spectrum of core concepts in ancillary fields of business that prepare students to lead people and projects. in an innovative and creative environment, the program enables students to develop and implement business strategic initiatives in. an ethical and professional manner.

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Course Description

COURSE NAME IT Project Management Capstone B CODE BUS 692 UNITS 3 LENGTH OF CLASS 8 weeks COURSE DESCRIPTION The capstone course in Information Technology Project Management

is presented in two (2) parts. The capstone course is designed in conjunction with a sponsor (client) that the students work with in the implementation and management of an IT project. This course is the first part of the capstone for Information Technology Project Management. Student(s) will investigate the process of project management as it relates to Information Technology. Foundations in project scope, time (scheduling), and budget will be investigated. Milestones in organizing, identifying, initiating, and planning the IT project will be deliverables in this course. The instructor serves as a conduit for information and guidance pertaining to data acquisition from the client, and on how to complete milestones.

REQUIRED TEXT Schwalbe, K. (2016). Information technology project management (9th ed.). Cengage Learning Print ISBN: 9781337101356, 1337101354 eText ISBN: 9781337515856, 133751585X

METHOD OF INSTRUCTION

The course is conducted in a hybrid modality. Students interact with each other and with the faculty in a classroom setting and in an online learning system. Learning will be facilitated through lecture-discussions, presentations, cooperative learning, and case studies.

SCOPE Student outcomes are measured through professional individual assignments, discussion postings, comprehensive learning assessments, and class participation. This ensures that the scope of this course will be a closed cycle.

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Course Learning Outcomes (CLOs) Linked to Program Outcomes

Learning outcomes are statements that describe significant and essential learning that learners have achieved, and can reliably demonstrate at the end of the course. Learning outcomes identify what the learner will know and be able to do by the end of a course – the essential and enduring knowledge, abilities (skills) and attitudes (values, dispositions) that constitute the integrated learning needed by a graduate of this course. The learning outcomes for this course summarize what you can expect to learn, and how this course is tied directly to the educational outcomes of your MBA degree.

Course Learning Outcomes (CLOs) MBA

Program Outcomes

(K) Knowledge

(S) Skill (A) Attitude

1. Apply principles of project management to solve complex information technology problems using appropriate software solutions.

1, 4, 6 K S

2. Construct and deliver a written plan that integrates information technology solutions with sound project management theories.

2, 3, 6 S A

3. Employ critical thinking skills and techniques to deliver a plan that mitigates risk while preserving the potential for profitability.

1, 6, 8 K S A

4. Present a coherent and well-structured project management plan to stakeholders.

2, 6, 8 S A

5. Leverage IT project management software solutions to ensure ethical practices are followed and security is prioritized for involved stakeholders.

4, 7 K A

6. Consider and employ a global perspective to the formulation and management of projects in the IT sphere.

1, 5 S A

7. Create innovative processes for the implementation of the IT project that help deliver an organized, scalable, and controllable process.

1, 6, 9 K S A

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CLA Linking Table

Comprehensive Learning Assessments (CLAs), Professional Assessments (PAs) and Discussion Questions (DQs) directly measure Course Learning Outcomes and indirectly measure MBA Program Outcomes. The following table shows how all those are linked together

Comprehensive Learning Assessments (CLAs)

Course Learning Outcomes (CLOs)

MBA Program Outcomes

CLA1 (Week 4) 1, 2, 3 1, 2, 3, 4, 6, 8

CLA2 (Week 8) 1, 2, 3, 4, 5, 6, 7 1, 2, 3, 4, 5, 6, 7, 8, 9

PA Linking Table

Professional Assessments (CLAs) Course Learning Outcomes (CLOs) MBA Program Outcomes

PA1 (Week 2) 1, 2, 3 1, 2, 3, 4, 6, 8

PA2 (Week 6) 1, 2, 3 1, 2, 3, 4, 6, 8

DQ Linking Table

Discussion Questions (DQs) Course Learning Outcomes (CLOs) MBA Program Outcomes

DQ1 (Week 1) 1, 2 1, 2, 3, 4, 6 DQ2 (Week 2) 1, 3 1, 4, 6, 8 DQ3 (Week 3) 1, 3 1, 4, 6, 8 DQ4 (Week 4) 1, 3 1, 4, 6, 8 DQ5 (Week 5) 1, 3, 4, 5 1, 2, 4, 6, 7, 8 DQ6 (Week 6) 1, 3 1, 4, 6, 8 DQ7 (Week 7) 1, 3, 7 1, 4, 6, 8, 9

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Detailed Description of Each Grading Criteria:

What are Grading Rubrics (Metrics)? Westcliff University makes use of Grading Rubrics for scoring of grades in many assignments. Grading

or scoring rubrics are used as a tool used to delineate criteria and expectations pertaining to assignments and to establish an objective consistency in grading. Typically, rubrics are divided into components so as to allow for a more direct and precise measurement and interpretation of assignments. Hence, rubrics are designed to provide guidelines for grading assignments and represents a systematic appraisal of student-work only from this perspective. The final grading of all assignments will have a subjective component that typically includes the instructor’s interpretations, judgments, and any policies pertaining to assignments.

A. Grading Criteria for Class Participation and Attendance

For students participating in a Hybrid course, students will receive two weekly Participation grades:

(1) On-Campus Class Session Discussion:

Students are expected to attend their On-Campus Class Session (OCS) each week. Preparation for class involves reading the materials and working through, in some detail, the case preparation for class in advance. By preparing these questions, students will get the most learning out of the class. While in class, more participation will lead to increases in the quality and rigor not only of the class but of other student’s learning modalities as well. Westcliff University provides an open forum environment. There is no limit on the discussion in which you may involve yourself.

(2) Online Discussion Board Discussions

Each week, students will be assigned 1-3 Discussion Questions. For each Discussion Question, students must post an answer in the Discussion Board on their course Global Academic Portal (GAP) by the assigned deadline each week. Students must then post a Peer Response for each Discussion Question by the deadline that same week. The GAP can be accessed online at gap.westcliff.edu.

You are expected to answer each discussion question critically by using your textbook, LIRN-based research, and the Internet and actively participate in class. All discussion responses should be at least one (1) paragraph in length with significant, rigorous content. Your response should reflect your ability to conduct research and should include citations. You should also present your analysis and back it up with specific examples. Responses to other learners' analyses should add substance, request clarification, provide a different perspective, or challenge the assertions made by providing real or hypothetical scenarios that the original analysis does not adequately address. It is also good practice to provide normal, supportive comments. Everyone appreciates this feedback. Remember, the purpose of course discussions is to stimulate academic debate.

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At the graduate-level, discussion questions can be based on any one (or combination) of the following resources:

● Textbook, current and previous chapter(s) ● Other readings ● Research (journals, periodicals, and other electronic resources) ● Lecture

The University makes a concerted effort to promote a variety of discussion questions that related to the current course and/or its content as it relates to the field in business in general.

In assigning grades to class discussion, faculty will focus primarily on the quality of your input; however, it usually takes at least some quantity of participation for us to make that evaluation.

Good case discussions take the group farther than any one individual or study group can go on their own. However, it takes at least a certain quantity of participation to make that evaluation. Instructors will develop grades and scores based on the quantity and quality of your contributions.

In general, the instructors’ criteria are: 1. Are points made relevant to the discussion? 2. Do they go beyond a mere recitation of case facts, and are implications clearly drawn? 3. Is there evidence of analysis rather than expression of opinion? 4. Are comments linked to those of others? 5. Did the contribution further the class’ understanding of issues?

Students who neglect to submit their Class Participation responses (either answers to discussion

questions or responses to classmates/faculty) by the stated weekly deadlines will be deducted up to 15% of the online participation points possible for that week. Discussion Boards close on Sunday of each week at 11:59 p.m. at which time students are no longer able to post responses and receive no credit for missed posts. Technological issues are not considered valid grounds for late assignment submission. Students are responsible for printing their own assignments, when necessary. Unless an “Incomplete” grade has been granted, assignments submitted after the last day of class will not be accepted.

B. Grading Criteria for Professional Assignments:

In Weeks 2 and 6 students will write a 2-3 page paper in response to a case study or similar assignment provided by your professor. Student answers are to be clear, well-organized, and specific. Provide a concise, cogent argument and include details to support your response.

Please refer to Expectations of Student Assignments and the Formatting Requirements for Written Assignments on page 10 of the University Policies for a detailing of specific expectations for how to format and write your paper. Additionally, you may refer to the PA and CLA Grading Rubric found on page 12 of the syllabus.

C. Grading Criteria for exams

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In Week 7 you will have a exam. exams will cover the chapters assigned and discussed during the previous week(s). Your access to the exam begins on Monday and closes on Sunday at midnight. All exams are strictly closed book.

Some exams will be chosen for proctoring. Please see the Proctored Examination Policy on page 11 of the University Policies.

Grading Criteria for Comprehensive Learning Assessments (CLAs):

CLAs are comprehensive assignments that provide evidence of how well students have mastered the course content and test the students on all the Course Learning Outcomes. CLAs measure student achievement of CLOs in a way that goes beyond rote memorization and gauges true understanding and mastery of course content. CLAs can include assignments such as case study analyses, research papers, and/or student presentations. The answers provided to graduate level CLA’s must demonstrate a broad view of organizational performance factors from the general management perspective that demonstrate concepts pertaining to effective leadership and management in the 21st century globalized business economy. One of the grading criteria requirements is that answers provided exhibit skills that promote and integrate program outcomes and should include decision-making, strategic management, creativity and innovation, leadership, problem-solving and real-time business application. Answers must also demonstrate the student’s ability to research and demonstrate a graduate writing level.

D. Comprehensive Learning Assessment (CLA 1) In Week 4 students are to write a 4-6 page minimum APA formatted paper in response to a case study or

similar assignment provided by the professor. Students must reference at least six (6) peer-reviewed sources beyond the course materials. Students’ answers are to be clear, well-organized, and specific. Provide a concise, cogent argument and include details to support your response. CLA 1 focuses on assessing course foundations and the student’s ability to define and understand its main concepts.

E. Comprehensive Learning Assessment (CLA 2) Written Paper Criteria: In Week 8 students complete CLA2, which is the logical culmination of the course. Your CLA2

submission (cumulative report) should be a minimum of 4-6 pages in length. The CLA assignments encompass the learning outcomes for this course and are designed to demonstrate what has been learning or achieved by the student. CLA 2 measures the student’s competency and mastery of the course concepts, particularly the application of those concepts.

F. Comprehensive Learning Assessment (CLA 2) Presentation CLA2 Presentation Criteria:

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In addition to your CLA2 report, please prepare a professional PowerPoint presentation summarizing

your findings for CLA2. The presentation will consist of your major findings, analysis, and recommendations in a concise presentation of 15 slides (minimum). You should use content from your CLA2 report as material for your PowerPoint presentation. In addition, you should include learning outcomes from all your major assignments. This would include PA1, CLA1, PA2, and of course, CLA2 (unless otherwise specified by your Professor). An agenda, executive summary, and references slides should also be included. Please keep in mind that the university is moving towards a more digital footprint for our students. This means that your final CLA2 presentation may be recorded, so that you may include it in your “e-portfolio” (graduating students should have all of their CLA2 presentations on a flash-drive, in addition to student biography, resume, interests, and so forth). Students will present their PowerPoint during the last week of class in either the On-Campus Class Session or the online Virtual Class Session, as determined by the professor. Presentations should not exceed 15 minutes.

Each CLA2 and presentation will become a part of the student’s digital portfolio. Upon completion of

the program, the student’s digital portfolio will demonstrate the student’s mastery of the course and program learning outcomes.

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Rubrics

GRADING METRICS FOR WEEKLY ONLINE DISCUSSION Exemplary Proficient Needs Progress Unsatisfactory

Points 30 27 24 21 18 15 12 9 6 3 0 Weight of Grade

Answering Discussion

Questions

Student answers or responds

to all questions completely,

demonstrating knowledge

and understanding of key

concepts, ability to think

critically, and has included

original examples in his/her

response. It is required that

the textbook and/or scholarly

research be included to justify

and/or solidify any argument

or reasoning.

Student answers or

responds to all discussion

questions, but lacks some

demonstration of

understanding of key

concepts, or ability to think

critically, or does not

include examples and/or

textbook or scholarly

research.

Student answers or responds

to at least one, but not all

discussion questions, and/or

lacks some demonstration of

understanding of key

concepts, or ability to think

critically, or does not include

examples.

Student fails to answer or

respond to discussion

questions assigned and/or

does not demonstrate an

understanding of key

concepts, or ability to think

critically, or does not include

examples.

30%

Points 30 27 24 21 18 15 12 9 6 3 0

Response to

Peers

Student’s responses are well

conceived, offering insight

and original examples.

Student incorporates or

builds off of the ideas of

others and provides an

analysis of concepts

discussed.

Student responds to

classmates’ postings but a

few responses are not well

conceived, or do not offer

insight, or original

examples. Student might

not incorporate or build off

of the ideas of others in a

meaningful way and may

lack analysis.

Student responds to

classmates’ postings, but

does not meet the minimum

number of responses

required, and some

responses are not well

conceived, or do not offer

insight, or original examples.

Student might not

incorporate or build off of

the ideas of others in a

meaningful way.

Student neglects to respond

to classmates’ postings or

responses are not well

conceived, do not offer

insight, or original examples.

Student does not

incorporate or build off of

the ideas of others.

30%

Points 25 22.5 20 17.5 15 12.5 10 7.5 5 2.5 0

Preparation

Student brings in outside

examples and is able to

examine a problem or

situation from a variety of

perspectives.

Student demonstrates an

understanding of key

concepts, but offers only

some analysis or original

thought.

Student responds to

questions and postings with

verbiage copied directly

from textbook, rather than

in their own words.

Student fails to

demonstrate knowledge or

understanding of the

assigned reading.

25%

Points 15 13.5 12 10.5 9 7.5 6 4.5 3 1.5 0

Accountability Student posts answers and responses on time.

Student is late in posting

and/or responding to

postings, but has a viable

excuse and has notified the

professor in advance.

Student is late posting either

answers or responses. Student fails to post answers

and responses on time. 15%

Total Possible 100%

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Rubric – Class Participation Score Criteria

90- 100

●On time to/from: ● Arrives for class on time ● Returns from break(s) on time ● Stays for the full duration of class time

●Active and substantive contributions to the class discussion ●Respects others

● Cellular phones may not be used in-class, unless used for a class activity ●Comes prepared for class by bringing:

● Textbook or required materials ● Notebook and pen/pencil, or ● Laptop computer, or ● Both notebook and pen/pencil and laptop computer

●Asks thoughtful questions

75-89

●On time to/from: ● Arrives up to 10 minutes late to class ● Returns from break(s) up to 10 minutes late ● Leaves up to 10 minutes early

●Contributes to the class discussion somewhat actively and substantively ● Respects others

o Cellular phones may not be used in-class, unless used for a class activity ●Comes prepared for class by bringing:

● Textbook or required materials ● Notebook and pen/pencil, or ● Laptop computer, or ● Both notebook and pen/pencil and laptop computer

50-74

●On time to/from: ● More than 10 minutes late to class ● Returns from break(s) more than 10 minutes late ● Leaves more than 10 minutes before the end of class

●Does not actively contribute to the class ●Not attentive to the lesson, easily distracted ●Sometimes follows classroom rules OR disrespects faculty and/or other students at times ●Not prepared for class

● Has neither a notebook and pen/pencil, and/or laptop computer

25-49

●On time to/from: ● Arrives more than 30 minutes late to class ● Returns from break(s) more than 30 minutes late ● Leaves 30 minutes or earlier before the end of class

●Does not contribute to the class discussion ●Not attentive to the lesson, easily distracted

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● Is on cell phone or other internet sites during class ●Does not follow classroom rules and/or is not respectful to faculty and/or classmates ● Not prepared for class

o Has neither the textbook or required materials, nor a notebook and pen/pencil, nor a laptop com

●Does not attend class or, ● Does not attend 40 minutes or more of class lecture time (excluding any student services and/

o 40 minutes or more may be a combination of minutes missed due to: ▪ Coming late to class ▪ Returning back late from break(s) ▪ Leaving class early

0-100

●Excused absence resulting in submission of a written assignment completed as per professor instructi Grade given based on quality of work. Faculty will typically grade the assignment within 4 days o reserves the right to grade submission at any time during the current session, up to and including th points

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Detailed Course Outline

The following outline provides important assignment details for this course, week-by-week. You are responsible for all of the assignments given. Please refer to the Detailed Description of Each Grading Criteria beginning on page 18 of the syllabus for specific information about each assignment. 1. Week 1 Assignments to complete this week:

● Reading: o Chapter 3: The Project Management Process group o Chapter 4: Project Integration Management

● Share a short report document that includes your: o “Project Charter” o “Project Management Plan” o “Product Backlog” o “Gantt Chart”

by Thursday 11:59 p.m. ● Post DQ Answers by Thursday at 11:59 p.m. ● Post DQ Peer Responses by Sunday at 11:59 p.m.

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This is a learning and application exercise designed to give you an opportunity to apply concepts learned in a pragmatic and meaningful way that will enable you to gain valuable and relevant knowledge in an effort to augment your skill set and enhance your professional careers.

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2. Week 2 Assignments to complete this week:

● Reading: o Chapter 6: Project Schedule management o Chapter 7: Project Cost Management

● Post DQ Answers by Thursday at 11:59 p.m. ● Post DQ Peer Responses by Sunday at 11:59 p.m. ● Professional Assignment 1 due by Sunday at 11:59 p.m.

Discussion Question 2 – CLO 1, CLO 3

Discuss work performance calculation methods for your works, include sharing which of your project works has more/less cost than planned by using:

● Earned Value chart ● Burndown chart

In class activity: Research IT problems of various companies from different industries.

Professional Assignment 1 – CLO 1, CLO 2, CLO 3 Using your selected company, develop and construct an APA formatted paper that:

● Explains the following: o Strategy to compete for the next five (5) years o In-depth research into the type of IT problem (this information is needed in order to

refine your IT service offerings and/or solution) o Based on your research, re-examine and adjust your project scope, time, and budget

*Please refer to the Grading Criteria for Professional Assignments on page 14 of the syllabus for specific guidelines and expectations.

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3. Week 3 Assignments to complete this week:

● Reading: o Chapter 8: Project Quality Management

● Post DQ Answers by Thursday at 11:59 p.m. ● Post DQ Peer Responses by Sunday at 11:59 p.m.

Discussion Question 1 – CLO 1, CLO 3 - Open-Discussion Question Forum (ODQF)

In-class DQ; What is the ideal place of testing in the Software Development Life Cycle for reaching the intended quality of your software project? (Complete this response in the DQ 1 discussion board in GAP and be prepared to defend answer in class). Discussion Question 2 – CLO 1, CLO 3 Although your test team completed all required unit tests successfully, what might be the potential drawbacks of releasing the product by omitting integration tests? Discuss it with respect to gained/lost time or budget. Discussion Question 3 – Applied Concepts (AC) - Week/Course Learning Outcomes Using your textbook, LIRN-based research, and the Internet, apply the learning outcomes for the week/course and lecture concepts to one of the following scenarios: As applied to your current professional career As applied to enhancing, improving, or advancing your current professional career As applied to a management, leadership, or any decision-making position As applied to a current or future entrepreneurial endeavor OR Using your textbook, LIRN-based research, and the Internet, apply the learning outcomes for the week/course and lecture concepts to a business organization that exhibits and demonstrates these concepts. You should develop a summary of the organization's strategy and how they use these concepts to compete. This is a learning and application exercise designed to give you an opportunity to apply concepts learned in a pragmatic and meaningful way that will enable you to gain valuable and relevant knowledge in an effort to augment your skill set and enhance your professional careers.

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4. Week 4 Assignments to complete this week:

● Reading: o Chapter 10: Project Communications Management

● Post DQ Answers by Thursday at 11:59 p.m. ● Post DQ Peer Responses by Sunday at 11:59 p.m. ● CLA 1 due by Sunday at 11:59 p.m.

Discussion Question 2 – CLO 1, CLO 3

What are the methods of communication in your Project Management Framework? Do you think that your project management framework is the correct choice in order to communicate with your project teams better, why?

CLA 1 Comprehensive Learning Assessment – CLO 1, CLO 2, CLO 3

Conduct a research exploration using the internet and find similar projects to the project you are managing. Compare your project with your competitors’ similar projects. Prepare a summary that includes comparing your project with rivals with respect to:

● Strategy objectives ● Outcomes of the projects ● Strengths and weaknesses compared to competitors

*Please refer to the Grading Criteria for Comprehensive Learning Assessments (CLAs) on page 14 of the syllabus for specific guidelines and expectations.

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5. Week 5 Assignments to complete this week:

● Reading: o Chapter 11: Project Risk Management o Chapter 12: Project Procurement Management

● Post DQ Answers by Thursday at 11:59 p.m. ● Post DQ Peer Responses by Sunday at 11:59 p.m.

After you prepared the CLA1 Assessment, please indicate what are the positive risks encountered in your project and the negative risks?

● What will your response be to eliminate the bad effects of negative risks? ● What is the opportunity that can be achieved by positive risks?

Discussion Question 2 – CLO 4, CLO5 Is there any part in your project that can be outsourced? Under what circumstances is the outsourcing not reasonable even if it may resolve some negative risks? Discussion Question 3 – CLA 2 Preparation & Course Learning Outcomes Welcome to week 5 of your course. This discussion question will help you prepare for your CLA 2 paper and final CLA 2 PowerPoint. Read the CLA 2 assignment listed in week 8 of the course. Then, please provide an outline that itemizes the concepts that you will include in your CLA 2 paper and final PowerPoint. Please be sure to include concepts learned in the course and any information from your CLA 1 paper if applicable. Provide some brief details for each item that is outlined. Please keep in mind that you should have place-holders for material not yet covered in lecture from weeks 6 and 7.

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6. Week 6 Assignments to complete this week:

● Post DQ Answers by Thursday at 11:59 p.m. ● Post DQ Peer Responses by Sunday at 11:59 p.m. ● Professional Assignment 2 due by Sunday at 11:59 p.m.

Discussion Question 1 – CLO 1, CLO 3

Discuss the techniques that may be used to increase stakeholder support for the project?

Discussion Question 2 – CLO 1, CLO 3

Discuss how to document, monitor and track the issues that require resolution in your project? What if there is an issue that happens after the project closed? Professional Assignment 2 – CLO 1, CLO 2, CLO 3

Prepare and report on which testing types should be applied to the phases of your project:

● Is there any project phase that does not require any type of testing? ● How you can open your project to User Acceptance Testing and when? ● What is the importance of the issues found in Internal Testing in your Quality measure? ● What is the importance of the issues found in User Acceptance Testing in your Quality measure?

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7. Week 7 Assignments to complete this week:

● Post DQ Answers by Thursday at 11:59 p.m. ● Post DQ Peer Responses by Sunday at 11:59 p.m. ● exam – Opens Monday - Sunday at 11:59 p.m.

Discussion Question 1 – CLO 1, CLO 3, CLO 7

Discuss the effect of change in regulations to ongoing/finished projects. What is the best way to manage compliance issues within the time-frame defined by rule-makers?

Discussion Question 2 – Open-Discussion Question Forum (ODQF)

In-Class DQ; Discuss the advantages/disadvantages of open-source IT projects over closed-code IT projects with respect to quality assurance and customer confidence. (Complete this response in the DQ 2 discussion board in GAP and be prepared to defend answer in class). Exam - Online The exam can be accessed under Week 7 of your course GAP site. The exam will be open on Monday and will close on Sunday at 11:59 p.m.. You will have one (1) attempt to complete the exam. Please see exam Grading Criteria on page 15.

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8. Week 8 Assignments to complete this week:

● Reading: o Review all chapters covered that will assist in the completion of the CLA 2 assignment.

● Post DQ Answers by Thursday at 11:59 p.m. ● Post DQ Peer Responses by Sunday at 11:59 p.m. ● CLA 2 Presentation due in class ● CLA 2 due by Sunday at 11:59 p.m.

Each week, students must post one (1) answer and one (1) peer response for every discussion question. Student Discussion Question answers must be posted by Thursday at 11:59 p.m. and Peer Responses must be posted by Sunday at 11:59 p.m.. Please see Grading Criteria for Discussion Board Participation on pages 18-19 of the syllabus for Discussion Question and Response expectations. Discussion Question 1 – Summary & Critical Thinking – Week/Course Learning Outcomes Welcome to the last week of your course. In this discussion question you have the opportunity to be creative and to relate what you have learned to your professional lives. Please explore and critically think about some of the learning objectives and concepts presented in this course. Please effectively communicate how you would lead an organization (or a group of people within the organization) by applying the knowledge you have learned ethically and responsibly. Your discussion should also include innovative thinking, and information-technology aspects (such as the Internet, social-media, computers, and so forth) that may assist you in decision-making. You may frame your discussion around any functional component of business, and in any context; problem-solving, management, leadership, organizational behavior, and so forth. CLA 2 Comprehensive Learning Assessment – CLO 1, CLO 2, CLO 3, CLO 4, CLO 5, CLO 6, CLO 7 In an APA formatted paper report in CLA 2 Assignment. CLA 2 Assignment for Turnitin paper: A Retail company X decided to develop a mobile application (EzPayX) that provides easy payment in their retail shops. You are selected as the project manager in this project. The EzPayX mobile application project is described as the following: Customers need to download application and register to the system. In the retail shop, customers will scan the products and put items into the basket. When they are ready to go they will pay for all items in the cart. After mobile payment, the customers do not have to stop at payment cashiers. Note that EzPayX needs to run on both IOS and Android operating systems. EzPayX is going to integrate to existing payment solution of the company for card payments. The Project will be executed in Scrum project management technique. In this assignment budget and project team resources are not a concern. You have enough budget and resources, but you have only 3-sprints (21-day period) to finish the project.

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In this assignment, you are required to:

● Decide time estimations of items and prepare your project plan ● List the Product Backlog ● Decide each Sprint Backlogs from product backlog items ● What are the deliverable products and outcomes in sprint ● What quality metrics can be useful in the project ● Prepare a closing report including focus on knowledge areas with a project integration planning ● Did you think choosing Waterfall or Spiral methodology might produce better results in this

project, why? *Please refer to the Grading Criteria for Comprehensive Learning Assessments (CLAs) on page 14 of the syllabus for specific guidelines and expectations.

CLA 2 Comprehensive Learning Assessment (CLA 2) Presentation In addition to your CLA 2 report, please prepare a professional PowerPoint presentation summarizing your findings for CLA 2. The presentation will consist of your major findings, analysis, and recommendations in a concise presentation of 15 slides (minimum). You should use content from your CLA 2 report as material for your PowerPoint presentation. In addition, you should include learning outcomes from all your major assignments. This would include PA 1, CLA 1, PA 2, and of course, CLA 2 (unless otherwise specified by your Professor). An agenda, executive summary, and references slides should also be included. Please keep in mind that the university is moving towards a more digital footprint for our students. This means that your final CLA 2 presentation may be recorded, so that you may include it in your “e-portfolio” (graduating students should have all of their CL A2 presentations on a flash-drive, in addition to student biography, resume, interests, and so forth). Students will present their PowerPoint during the last week of class in either the On-Campus Class Session or the online Virtual Class Session, as determined by the professor. Presentations should not exceed 15 minutes. *Please refer to the Grading Criteria for CLA2 Presentations on page 14 of the syllabus for specific guidelines and expectations. *Please refer to the Grading Criteria for CLA2 Presentations on pages 21-22 of the syllabus for specific guidelines and expectations.

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