Project plans outline the intended course of events; however, things don’t always happen as intended. Organizations need to consider risks and develop a contingency plan. This plan is typically presented to management.
Based on your prior research (on Tesla Inc.), determine potential risk factors for not meeting each of the project objectives. Develop a contingency plan for each of the potential risks. Add the potential risks and contingency plan to your Wk 4 – Apply: Project Plan assignment.
Create a 12- to 14-slide presentation with detailed speaker notes and visuals on every slide in which you:
Identify the organization’s information presented in Wk 1. (Tesla Inc.)
Synthesize the SWOT analysis and market trend research.
Explain how the project objectives will advance the organizational goals.
Assess how success will be measured.
Evaluate the value this project will bring to the organization.
Identify project metrics, timelines, and responsible parties.
Develop a contingency plan for each of the potential risk factors for not meeting each of the project objectives.
n a later study, Butler & Lee (2010) propose two aspects of self-assessment: as a measuring tool and as a tool to facilitate learning, and explore how the validity of such tool is influenced by many factors: “(1) the domain or skill being assessed; (2) students’ individual characteristics; and (3) the ways in which questions and items are formulated and delivered.” (p.7). In an article targeting the Spanish language classroom, Geeslin (2003) explains why students and teachers should use self-assessment in the classroom, and how to use self-assessment. The author clearly links self-assessment to formative assessments and to the communicative language teaching approach. She states “the incorporation of student self-assessment creates a constructive dialogue between student and instructor and increases the degree to which students are aware of instructional goals for individual assignments (p.857). In their study published in 2014, Salimi, Asghar Kargar, & Zareian, analyzed learners of English as a foreign language (EFL) and self-assessment in order to make the learners more autonomous and to help them take responsibility in evaluating their own performance. The authors investigated the validity and reliability of self-assessment of pronunciation. It is stated that training the learners to evaluate their performance is essential to reliability. The results of the study are positive towards self-assessment. Lappin-Fortin & Rye (2014) investigated the relationship between self-evaluations completed by students and evaluations are done by outside evaluators, or expert raters, in a French pronunciation course. In this study, the researchers focused on general aspects of French pronunciation. They found that there was a significant correlation between the students’ self-evaluations and the experts’ evaluations. Students ranked themselves in a similar way to that of the experts. Additionally, the students’ pronunciation improved over the instructional period. However, this study did not have control and treatment groups, which poses a problem to the pronunciation improvement results, and while having qualitative data in the form of open-ended questions, the researchers did not make use of this data and only presented quantitative results. Préfontaine (2013) states in her study that, some studies support self-assessment, while others question the validity of self-evaluation methods. She found “a lack of correlation between students’ self-assessments and teacher ratings” (p.329). Préfontaine also states that one of the limitations of her study is the lack of qualitative data. Additionally, Ross (1998), in a meta-analysis of studies investigating self-assessment in L2 learning, asserts that one of the main limitations to self-assessment studies is the lack of qualitative-oriented studies.>GET ANSWER