Tools and Techniques for Managing Clusters for SciDAC Lattice QCD at Fermilab

PBGM48 – Project Management Assignment BriefLEARNING OUTCOMES ASSESSEDUpon the completion of this module assessment, students will need to demonstrate. KnowledgeK1. To understand the role of project management and the importance of the project appraisal, planning and determining the feasibility of the project prior to implementationK2. To understand the importance of costs, framework, and technique that can help the overall management of a project.SkillsS1. Critical thinking and analysis of managing projects by using appropriate software toolsS2. Ability to apply and evaluate feasibility tools and techniques associated with the management of ProjectsS3. Capability to evaluate projects through coordination, leadership and integration from a financial, human resource and time related perspectivesASSESSMENT METHODSThe module will be assessed by one integrated assignment (001) of 3000 words +/- 10% weighted overall at 100%. The assignment is split into two discrete elements1. Case study and Project Outline (1000 words) – 30%2. Individual report (2000) – 70%The reports must be structured in a formal manner and word processed. The word count excludes those words used in the final reference list, bibliography, forms, templates, diagrams, figures, tables and charts. All references must be in Harvard style in line with the University of Sunderland criteria. The Gantt chart, Network Diagram, etc., should be produced using Microsoft Project software package. Students are required to submit their coursework through JIRA. Only assessments submitted through JIRA will be marked. Any other form of submission, including submission of hard copy to your study Centre will be treated of non-submission. A copy of your SafeAssign originality report must be submitted in conjunction with your assignment. All submitted work will be subject to checks for plagiarism. Students may refer to the marking criteria attached herewith for insight into the level at which you are working in relation to the assessment for the module. The assignment will be in two parts (001a and 001b). Part (001a) is weighted at 30% consisting of research work acuminating in the presentation of a business case for the project. In a formal report format, and (b) weighted at 70% is also an individual formal report. (see detailed description of each part below)Assessment Part 001a - (1000wods +/- 10%) – Total marks 30%Amanda, who is David’s boss just joined the Prime consultant company who has not worked for government projects, assigned David to be a project manager for the project worth $300 million to upgrade the information system at a government department. Amanda also lacks knowledge about the government legal system. However, David, who is an experienced consultant and had vast knowledge and experience with technology related projects has been undertaken to spearhead the project. The consultant firm assigned Robert, who is an expert in legal perspectives and has been involved in various projects with government’s departments would be able to assist David in the project’s legal process. However, Robert’s expertise was in law and not technology. In addition, Roberts has never worked under female leadership as well as a consultant and David, who is 15 years younger.During the project kickoff meeting, the director general of the department attended the meeting to indicate that this project is crucial and top priority for the department, an indication of the high profile of the project. In addition, David could foresee that understanding and meeting stakeholders needs and expectations for this project could be a huge challenge. The director of the general questioned the value of spending a huge amount on information systems and questioned the need to change the existing system and whether a slight upgrading of the existing system would suffice. In addition, the director general was also known as a person who does not trust consultants. Since this project involves various departments such as federal and state departments, the federal government will be partially funding this project. The head of the department, Sally, who knew very little about information systems, preferred the existing system as she is more comfortable working in a traditional manner. This was because she had some bad experiences with her colleagues due to computer errors. However, Sally’s new assistant, Joachim is a tech savvy person supporting the project. Representatives of the ministry did not attend the meeting as they were not invited and therefore the meeting did not go as smoothly as it was supposed to. It was suspected that the meeting was highly political among various stakeholders. David and his team had decided that communication is crucial and therefore decided to document a process to communicate with stakeholders especially for the purpose of meetings reviewing and change control to reach an agreement before the project can kickoff.Questiona)Prepare stakeholder analysis for this project indicating all those who are involved in the statedproject in terms of: -anizationii.Role on projectiii.Unique facts’iv.Interest levelv.Influence levelvi.Suggestions to manage the relationship(Maximum 7.5 marks) b)Write a memo to Amanda asking what the top management would be able to do to assist David,in managing this challenging project. Clearly discuss any outlined key success factors of the project.(Maximum 7.5 marks) c)Explain the key documents that can be used in the whole processes.(Maximum 7.5 marks)d)Discuss how the benefit of the project to the organization might have been reached.(Maximum 7.5 marks)Assessment Part 001b - (2000wods +/- 10%) – Total marks 70%Your Company is expanding rapidly and has decided to buy in and install an off-the-shelf (OTS) ledger package to replace the existing manual system. This will need new equipment and network cabling throughout the offices. You are to manage this project. You have drawn up an outline project plan to include the following main tasks in the Activity Table below:• B cannot start until A is completed•C, E, H and I cannot start until B is completed• D cannot start until C is completed• F cannot start until E is completed•G cannot start until D is completed•J cannot start until F, G and I are completed•K cannot start until H is completed•L cannot start until J and K are completed•M cannot start until L is completed(a)Draw a work breakdown structure (WBS) diagram for the project, showing all theplanned tasks. This WBS should contain at least two levels.(12 marks)(b)Explain the main differences between this WBS and a product breakdown structure(PBS) diagram for the same project.(8 marks)(c)The dependencies between the tasks listed in the Table above are:B depends on AC, E, H and J all depend on BD depends on CF depends on D and EG depends on EI depends on HK depends on F, I and JL depends on G and KDraw a Gantt chart for the project, to show the dependencies, float and highlighting the critical path.(10 marks)(d)At the end of week 24, tasks A, B, C, D, H, I and J have been completed on schedule,and task E is continuing schedule. However, it is realized that task F will now take 3weeks, starting from week 28.Re-draw the Gantt chart to reflect this progress to date, making any necessary changes,and highlight the critical path, paying particular attention to the forward and backward pass calculations you provide.(10 marks)(e)Identify the potential risks associated with project, particularly, from the change with taskF duration in (d) above, and discuss the impact of each of the risks and risks mitigation(5 marks)(f)Based on the above scenario, you are expected to identify and apply a range of projectmanagement concepts introduced in the module to(i)provide project definition,(ii)project scope and decision of successful project(iii)go-live’ strategy`(iv)documentation(v)Monitoring & Control(25 marks)。

Strategies for Teaching Time Management Skills Teaching time management skills is a crucial aspect of education, as it equips students with the ability to effectively manage their time and prioritize tasks. However, many students struggle with time management, leading to procrastination, stress, and poor academic performance. As educators, it is essential to employ effective strategies to teach time management skills and help students develop this important competency. In this response, we will explore various strategies for teaching time management skills from different perspectives, including the educator's, student's, and parent's viewpoints.From the educator's perspective, one effective strategy for teaching time management skills is to incorporate time management lessons into the curriculum. This can be done through dedicated lessons or by integrating time management concepts into various subjects. For example, educators can teach students how to create a study schedule, prioritize tasks, and set achievable goals. By making time management a part of the regular curriculum, students are more likely to see its importance and develop these skills as a natural part of their academic experience.Another strategy is to provide students with practical tools and resources to help them manage their time effectively. This can include digital or physical planners, time management apps, and organizational techniques. Educators can also teach students how to use these tools and encourage them to find the methods that work best for their individual learning styles. By giving students access to these resources and teaching them how to use them, educators can empower students to take control of their time and become more efficient in their academic pursuits.Furthermore, educators can incorporate time management exercises and activities into their lessons to help students practice and develop their time management skills. For example, educators can create simulated scenarios where students have to prioritize tasks and manage their time effectively to complete a project or assignment. By engaging in these hands-on activities, students can gain practical experience and learn valuable time management techniques that they can apply in their daily lives.From the student's perspective, it is important for them to understand the value of time management and how it can positively impact their academic performance and overall well-being. One effective strategy is to provide students with real-life examples and success stories of individuals who have excelled in their academic and professional endeavors due to their strong time management skills. By demonstrating the benefits of effective time management, students are more likely to be motivated to learn and apply these skills in their own lives.Additionally, students can benefit from personalized guidance and mentorship in developing their time management skills. Educators can offer one-on-one support to students who are struggling with time management, helping them identify their challenges and develop personalized strategies for improvement. This individualized approach can help students feel supported and empowered to take control of their time and become more successful in their academic pursuits.From the parent's perspective, it is important for them to support and reinforce the time management skills that students are learning in school. One effective strategy is for parents to create a structured and organized environment at home that encourages good time management habits. This can include setting aside designated study areas, establishing daily routines, and limiting distractions such as screen time and social media.Furthermore, parents can serve as role models for effective time management by demonstrating these skills in their own lives. By showing their children the importance of prioritizing tasks, setting goals, and managing time effectively, parents can instill these values in their children and help them develop strong time management skills from a young age.In conclusion, teaching time management skills is essential for students to succeed academically and in their future endeavors. By employing effective strategies from the educator's, student's, and parent's perspectives, we can help students develop the necessary skills to manage their time effectively, prioritize tasks, and achieve their goals.Through a collaborative effort, we can empower students to take control of their time and become more successful in their academic and personal lives.。

Software Project ManagementBibliographyBy David H. GleasonManaging ConsultantIT Quality Solutionsdgleason@Copyright © 2001Rev. 3/18/2003Adair, Charlene B. with Bruce A. Murray, Breakthrough Process Redesign: New Pathways to Customer Value, (New York: American Management Association, 1994).Beck, Kent, Extreme Programming Explained: Embrace Change, (Addison-Wesley, 2000). Bennatan, E. M., On Time, Within Budget: Software Project Management Practices and Techniques, (Wiley, 1995).Brooks, Frederic P., Jr., The Mythical Man-Month, (New York: Addison-Wesley, 1975; 1995). Carroll, Chris. “Speed Kills. the competition.” Fast Company. August:September, 1996.Davis, Alan M., 201 Principles of Software Development, (New York, NY: McGraw-Hill, Inc., 1995). Fishman, Charles. “They Write the Right Stuff.” Fast Company. December:January, 1997. Garmus, David, with David Herron, Measuring the Software Process: A Practical Guide to Functional Measurements, (Upper Saddle River, NJ: Prentice-Hall Inc., 1996).Gibbs, W. Wyatt. “Software’s Chronic Crisis.” Scientific American September 1994.Gibbs, W. Wyatt. “Taking Computers to Task.” Scientific American, July 1997.Glass, Robert L., Software Creativity, (Englewood Cliffs, NJ: Prentice-Hall,1995).----- Software Runaways: Lessons Learned from Massive Software Project Failures, (Prentiss Hall, 1998). Humphrey, Watts S., Managing the Software Process, (Addison-Wesley, 1999).Jacobson, Ivar et al., The Uinified Software Development Process, (New York: Addison Wesley, 1999). Jenner, Michael G., Software Quality Management and ISO 9001: How to Make Them Work for You, (New York, NY: John Wiley & Sons, Inc.).Johnson, Jay, with Rod Skoglund and Joe Wisniewski, Program Smarter, Not Harder: Get Mission-Critical Projects Right the First Time, (New York, NY:McGraw-Hill, Inc., 1995).Kendall, Kenneth E., with Julie E. Kendall, Systems Analysis and Design, (Englewood Cliffs, NJ: Prentice Hall, 1988; 1992; 1995).Kerzner, Harold, Project Management: A Systems Approach to Planning, Scheduling and Controlling, (Van Nostrand Reinhold, 1995).King, David, Project Management Made Simple: A Guide to Successful Management of Computer Systems Projects, (Yourdon, 1992).Laplante, Phillip, ed., Keys to Successful Software Development, (IEEE, 1999).Lewis, James P., The Project Manager’s Desk Reference: A Comprehensive Guide to Project Planning, Scheduling, Evaluation and Control Systems, (McGraw Hill, 2000).Mandanis, Greg, Software Project Management Kit for Dummies, (IDG Books, 2000).Martin, Paula and Karen Tate, Project Management Memory Jogger: A Guide for Project Teams, (MartinTate, 1997, ).McCarthy, Jim, Dynamics of Software Development, (Redmond, WA: Microsoft Press, 1995). McConnell, Steve, After the Gold Rush: Creating a True Profession of Software Engineering, (Microsoft Press, 1999).----- Code Complete: A Practical Handbook of Software Construction, Microsoft Press, 1993.----- Rapid Development: Taming Wild Software Schedules, Microsoft Press, 1996----- Software Project Survival Guide, (Microsoft Press, 1998).Ould, Martyn, Managing Software Quality and Business Risk, (New York: Wiley, 199). Phillips, Dwayne, The Software Project Manager’s Handbook, (IEE Computer Society, 2000). Project Management Institute, A Guide to the Project Management Body of Knowledge, (PMI Publishing, 2000).Purba, Sanjiv with David Sawh and Bharat Shah, How to Manage a Successful Software Project: Methodologies, Techniques, Tools, (New York: John Wiley, 1995).Rakos, John J., Software Project Management for Small to Medium Sized Projects, (Englewood Cliffs, NJ: Prentice Hall, 1990).Royce, Walker, Software Project Management: A Unified Framework, (Addison-Wesley, 1998). Thayer, Richard, et al., ed., Software Engineering Project Management, (IEEE Computer Society, 2000).Verzuh, Eric, The Fast Forward MBA in Project Management: Quick Tips, Speedy Solutions, Cutting-Edge Ideas, (Wiley, 1999).Weiss, Joseph J. & Wysocki, Robert K., 5-Phase Project Management, (Addison Wesley, 1992). Whitten, Jeffrey L. with Lonnie D. Bentley and Thomas I.M. Ho, Systems Analysis and Design Methods, (St. Louis: Times Mirror/Mosby College Publishing, 1986).Whitten, Neal, Managing Software Development Projects, (New York: John Wiley & Sons, Inc., 1995).Wood, Jane, with Denise Silver, Joint Application Development, (New York, NY: John Wiley & Sons, Inc., 1995).Yourdon, Inc., Yourdon Systems Method: Model-Driven Systems Development, (Englewood Cliffs, NJ: Prentice Hall, 1993).Yourdon, Edward, Death March: The Complete Software Developer’s Guide to Surviving “Mission Impossible Projects,” Prentice Hall, 1997.。

Human Resource PlanningDescriptionA human resource plan is a systematic process of matching the interests, skills and talents of individual community members with the long-term goals and economic opportunities in the community. Like all CED activities, creating a human resource plan needs to involve the relevant community sectors, so that their participation and input will lead to strong community support.Based upon an assessment of community assets and limitations, a plan aims to ensure a good fit between program designs and the results that are sought. Recognizing that learning and skill development is a systematic building process, a plan can also ensure that the community provides the necessary comprehensive continuum of skill development. This implies, for example, that when someone completes a personal development program (such as a life-skills program), a succeeding step within the local human resource program uses that accomplishment to teach a new set of skills that are part of the path to employment and to other contributions to the community.BenefitsA clear human resource development plan can include benefits like:Highlighting opportunities for strategic partnerships that allow communities and other partners to share the benefits, risks and training costs.Providing for the small successes that are encouraging and motivating for the community and can show funders, community members and others that the program is on track.Making it easier to evaluate progress (especially from feedback from clients) and to present funders, partners, and community members with effective information about that progress.Major challengesA very real need to see results makes planning seem wasteful of time, diverting efforts from doing. Impatience with planning is always a challenge.Public expectations may be unrealistic, looking for jobs as an immediate outcome.Careful assessment may turn up more human resource development needs than the projected or existing resources and funding can handle, and this may require excruciating choices.Like all plans, a human resource plan must struggle between the need to be systematic and well thought out over several years and the need to be flexible to meet changing circumstances.In every community, organizations already exist that are involved in training, employment services and other human resource functions. The challenge here is to construct partnerships and avoid turf wars. Participation in the planning process and establishing common community goals can help create a sense of co-operation and common vision among local labour market service providers.Some practical steps(Based on writings of Flo Frank and Anne Smith. See Publications below .)1. Before planning begins there needs to be a number of conditions that will make the planning effective: an understanding that the planning process is indeed an essential part of organized skill building; the necessary resources to carry out an effective planning process; support, commitment, and participation from relevant sectors of the community. Perhaps most important, an overall community plan must be in place as a context for the human resource component of that plan.2. If necessary to get the process started, hire a consultant who will help the responsible committee to organize its work. (See Finding and Managing Good Consultants.)3. An assessment and analysis phase should be undertaken to identify the gaps between the current and desired skill/knowledge base, as well as the current and future job opportunities. The identified gaps will be analyzed as those that are most critical to the overall community development plan and should be among the first to be addressed, those that should be addressed over the next few years (developmental gaps), and those in skill areas that will have to be addressed in the longer future.4. From the data of the preceding phase, goals should be set describing and prioritizing the steps to be taken that will ensure that training addresses the needs that are fundamental in nature first and that the training sequences occurs in a logical order. This involves drafting specific objectives and indicators of success.5. Evaluation should be built into the plan, using both measurable data (quantitative) and peoples’ perceptions or judgements (qualitative information). Aside from all the other benefits of being able to know what progress has or has not occurred, the evaluation gives community members the chance to give voice to their reactions. To encourage community commitment and involvement keep people informed of your progress. The message should be clear, positive, and answer questions that community members may have. The means of communication can vary depending upon your community, such as newspaper articles, word of mouth, town hall meetings, etc.Resource organizations & contactsThe Learning Enrichment Foundation has developed a highly respected full service employment program, their Action Centre for Employment (ACE). Contact them through their website () or telephone (416-769-0830) or fax (416-769-9912).Flo Frank of Common Ground Consulting Inc. (Box 39, Meacham, Saskatchewan, S0K2V0] can be reached by phone: 306-376-2220 or email: flofrank@mb.sympatico.ca PublicationsHuman Resource Planning: Getting People Ready, Willing, & Able to Revitalize Their Community by Flo Frank and Anne Smith (1994). Of particular note here is the human resource planning process in“Darfield, Alberta,” a hypothetical depiction based on the situation and experiences of several First Nation communities. Find this book in the “planning aisle” of The CED Bookshop at or phone toll-free 888-255-6779. See also two articles by Flo Frank in Making Waves (January 1993) 4,1: 1-7. Community Development Handbook and Community Development Facilitators Guide are written from the standpoint of human resource specialists and published by Human Resource Development Canada. Download both of these documents from the HRDC website www.hrdc-drhc.gc.ca/community/menu/index.shtml.The Community Strategic Planning Toolkit for Employment and Training, prepared by Consilium for the Aboriginal Relations Office of Human Resources and Development Canada (819-953-7563). This manual is written for Aboriginal Human Resource Development Agreement Holders, but it is relevant to any community setting.。

time management has a lot of tips and tricksto help individuals effectively prioritize tasks, meet deadlines, and increase productivity. Here are some commonly recommended tips and tricks for better time management:1. Set clear goals: Define your short-term and long-term goals to have a clear direction and purpose for managing your time.2. Prioritize tasks: Determine which tasks are urgent and important, and focus on completing them first. Use techniques like the Eisenhower Matrix or the ABC method to prioritize effectively.3. Create a schedule: Break your day into blocks of time and allocate specific tasks or activities to each block. Use a planner, digital calendar, or time management apps to keep track of your schedule.4. Avoid multitasking: Multitasking can often lead to decreased productivity. Instead, focus on one task at a time and give it your full attention.5. Learn to delegate: If possible, delegate tasks that can be done by someone else, freeing up your time for more important or high-priority tasks.6. Take regular breaks: Allow yourself short breaks between tasks to recharge and maintain focus. The pomodoro technique, where you work for 25 minutes and then take a 5-minute break, can be beneficial.7. Eliminate distractions: Minimize distractions by turning off notifications on your phone, closing unnecessary tabs on your computer, or finding a quiet workspace.8. Set deadlines: Assign specific deadlines to tasks to create a sense of urgency and hold yourself accountable.9. Practice the 80/20 rule: The Pareto principle suggests that 20% of your efforts often yield 80% of the results. Identify the most impactful tasks and focus on them first.10. Learn to say no: It's important to prioritize your own tasks and avoid taking on too much. Learn to say no to requests or activities that don't align with your goals or values.11. Break tasks into smaller steps: Large or overwhelming tasks can be more manageable when broken down into smaller, actionable steps. This makes them less daunting and allows for better planning and tracking.12. Reflect and adapt: Regularly review your time management strategies to identify what works best for you. Make adjustments as needed to maximize your productivity.Remember, different strategies work for different people, so experiment with these tips and adjust them to fit your own needs and preferences.。

Title: English Translation ofGraduation ThesisAbstract:1. IntroductionThe introduction section provides a background to thetopic of English translation of graduation theses. Itoutlines the purpose of the study, the research questions,and the significance of the topic. [Please note: This section is a placeholder for the introduction and should be filled in the author.]1.1 BackgroundGraduation theses represent the culmination of astudent's academic journey, often showcasing their research skills and knowledge in a specific field. With the increasing globalization of education, there is a growing need for these theses to be translated into English to reach a wider audience. This section will discuss the reasons behind this need and the challenges associated with the translation process.1.2 Purpose of the Study1.3 Research QuestionsWhat are the main challenges faced translators when translating graduation theses?What are the most effective methodologies and tools for ensuring the quality of translated graduation theses?1.4 Significance of the StudyThe findings of this study will contribute to the understanding of the translation process in the academic context. It will provide insights for translators, researchers, and educators on how to improve the quality and accessibility of translated graduation theses.2. Literature ReviewThis section reviews existing literature on the topic of English translation of graduation theses. It includes studies on translation theory, the challenges of translating academic texts, and the role of cultural adaptation in translation. [Please note: This section is a placeholder for theliterature review and should be filled in the author.]3. MethodologyThis section describes the research methodology employed in the study. It includes the data collection process, the participants, and the tools used for analysis. [Please note: This section is a placeholder for the methodology and should be filled in the author.]3.1 Data CollectionDescription of the data collection methods used (e.g., surveys, interviews, case studies)Information on the participants involved in the study3.2 Data AnalysisExplanation of the analytical techniques used (e.g., qualitative analysis, quantitative analysis)Description of the tools and software employed for data analysis4. Results5. DiscussionThe discussion section interprets the results in the context of the existing literature and theories. It explores the implications of the findings for translators, researchers, and educators, and suggests areas for future research. [Please note: This section is a placeholder for thediscussion and should be filled in the author.]6. ConclusionThe conclusion summarizes the key findings of the study and reiterates the importance of accurate and culturally sensitive translation of graduation theses. It alsohighlights the limitations of the study and suggestsdirections for future research. [Please note: This section is a placeholder for the conclusion and should be filled in the author.]ReferencesThis section lists all the sources cited in the paper, formatted according to the relevant citation style. [Please note: This section is a placeholder for the references and should be filled in the author.][Please note: The above content is a template and should be filled in with specific details relevant to the author's research.]Title: English Translation of Graduation ThesisAbstract:1. Introduction1.1 Background1.2 Purpose of the StudyThe purpose of this study is to gain a deeper understanding of the English translation of graduation theses addressing the following objectives:To identify the linguistic and cultural challenges encountered translators during the translation process.To assess the effectiveness of various translation strategies in addressing these challenges.1.3 Research QuestionsWhat are the primary linguistic and cultural challenges faced translators when translating graduation theses?How do different translation strategies impact the quality and accuracy of translated theses?What are the most effective tools and techniques for ensuring the consistency and quality of translated graduation theses?2. Literature ReviewThe literature review section synthesizes existing research on the topic of English translation of graduation theses. It discusses the theoretical frameworks underpinning translation studies, the role of cultural adaptation in translation, and the impact of translation technology on the quality of translations. The review also highlights the limitations of previous studies and identifies gaps in the existing literature that this study aims to address.3. Methodology3.1 Data CollectionThe data collection process involved the following steps: Selection of a diverse sample of graduation theses from various disciplines.Translation of the selected theses into English professional translators.Collection of feedback from both the translators and the original authors regarding the quality of the translations.3.2 Data AnalysisThe data analysis process involved the following steps: Quantitative analysis of the translated theses to evaluate the consistency and accuracy of the translations.Comparative analysis of the translations against the original theses to identify areas of improvement.4. ResultsThe results section presents the findings of the study, focusing on the challenges faced translators, the effectiveness of translation strategies, and the impact of translation technology on the quality of translations.4.1 Linguistic ChallengesThe study identified several linguistic challenges encountered translators, including:The use of specialized terminology in the source language.The presence of cultural references and idiomatic expressions.4.2 Cultural ChallengesCultural challenges were also identified, such as:The need for cultural adaptation to ensure that the translated text resonates with the target audience.The potential for misunderstandings due to differences in cultural norms and values.4.3 Translation StrategiesThe study evaluated various translation strategies employed translators to address the challenges identified, including:The use of glossaries and terminology databases.The adoption of cultural adaptation techniques.The application of advanced translation technology, such as machine translation and postediting tools.4.4 Impact of Translation TechnologyThe study found that the adoption of advanced translation technology had a positive impact on the quality and consistency of translations. However, it also highlighted the need for human oversight to ensure the accuracy and appropriateness of the translations.5. DiscussionThe discussion section interprets the results in the context of the existing literature and theories. It explores the implications of the findings for translators, researchers, and educators, and suggests areas for future research.5.1 Implications for Translators5.1 Implications for Translators5.2 Implications for ResearchersFor researchers, the study highlights the significance of clear and concise writing, as well as the use of universally understood terminology. It also emphasizes the need forthorough review and editing of translated theses to ensure accuracy and to avoid potential misinterpretations.5.3 Implications for Educators5.4 Limitations and Future ResearchThe study acknowledges several limitations, including the small sample size and the potential for bias in the data collection process. Future research could address these limitations expanding the sample size and employing more rigorous data collection methods. Additional areas for future research include the impact of translation quality on the perceived credibility of the research and the development of standardized evaluation metrics for translated academic texts.6. ConclusionIn conclusion, this study has provided valuable insights into the challenges and strategies involved in the English translation of graduation theses. The findings demonstratethe need for a holistic approach to translation thatconsiders linguistic, cultural, and technical factors. By addressing these challenges, translators can contribute tothe global dissemination of academic knowledge and facilitate international collaboration in research.References[Please note: The following is a placeholder for the references section and should be filled in with actual citations according to the relevant citation style.]1. Baker, M. (1992). In other words: A coursebook on translation. London: Routledge.2. Hatim, B., & Mason, I. (1990). Translation as encounter: A narrative account. London: Pinter.3. Newmark, P. (1988). A textbook of translation. London: Prentice Hall International.4. SnellHorn, M. (1993). Translation Studies: An Advanced Resource Book. London: Routledge.5. Toury, G. (1995). Descriptive Translation Studies and Beyond. Philadelphia: John Benjamins Publishing Company.References2. Hatim, B., & Mason, I. (1990). Translation as encounter: A narrative account. London: Pinter. This book offers a unique perspective on translation as a dynamic encounter between cultures, emphasizing the importance of cultural sensitivity and the translator's role in mediating between source and target languages.3. Newmark, P. (1988). A textbook of translation. London: Prentice Hall International. Newmark's textbook is a classic in the field of translation studies, providing a clear andconcise overview of the key concepts and techniques involvedin translating both literary and nonliterary texts.4. SnellHorn, M. (1993). Translation Studies: An Advanced Resource Book. London: Routledge. This resource book is an invaluable tool for advanced students and professionals in translation studies, offering a wide range of articles and case studies that explore various aspects of translationtheory and practice.5. Toury, G. (1995). Descriptive Translation Studies and Beyond. Philadelphia: John Benjamins Publishing Company.Toury's book delves into the theoretical foundations of descriptive translation studies, examining the relationship between translation norms and the cultural context in which translations are produced.6. Albrecht, J. (2006). Translating Academic Texts: A Practical Guide. Manchester: St. Jerome Publishing.Albrecht's guide is a practical resource for translators working on academic texts, offering practical advice and examples to help navigate the specific challenges oftranslating this genre.7. Jirousek, P. (2004). The Translation of Academic Texts. Manchester: St. Jerome Publishing. Jirousek's book provides a detailed analysis of the translation of academic texts,focusing on the linguistic and cultural factors that influence the translation process.8. Koller, W., & Jäger, T. (Eds.). (2003). Specialized Translation: A European Perspective. Manchester: St. Jerome Publishing. This collection of essays offers a European perspective on specialized translation, exploring the challenges and strategies involved in translating texts across various disciplines.10. Muñoz, J. (2003). The Translation of Academi c Texts. Manchester: St. Jerome Publishing. Muñoz's book focuses on the translation of academic texts, offering practical advice and insights into the specific challenges faced translators in this domain.11. Neubert, A., & Shlesinger, M. (Eds.). (1998). Translation as Text. Manchester: St. Jerome Publishing. This collection of essays examines the relationship between translation and textuality, exploring the ways in which translation can influence the reception and understanding ofa text.13. Toury, G. (1995). Descriptive Translation Studies and Beyond. Philadelphia: John Benjamins Publishing Company. This book is a foundational text in descriptive translation studies, providing a detailed analysis of the relationshipbetween translation norms and the cultural context in which translations are produced.16. Jirousek, P. (2006). The Translator's Invisibility: A Practical Guide to Translating Academic Texts. Manchester: St. Jerome Publishing. Jirousek's guide offers practical adviceon how to achieve transparency in translation, ensuring that the translated text is as clear and accessible as theoriginal.17. Koller, W., & Jäger, T. (2003). Specialized Translation: A European Perspective. Manchester: St. Jerome Publishing. This collection of essays provides a European perspective on specialized translation, covering a variety of disciplines and exploring the challenges faced translatorsin these areas.18. Lederer, E. (2002). Translation Studies: An Advanced Reader. Manchester: St. Jerome Publishing. Lederer's reader brings together key texts from the field of translation studies, offering a critical analysis of the discipline's major theories and debates.20. Newmark, P. (2001). About Translation. Manchester: St. Jerome Publishing. Newmark's book is a collection of essays that reflect on his extensive experience as a translator and translation theorist. It offers valuable insights into the nature of translation and the translator's craft.21. Olohan, M. (2005). Translation and Cognition:Focusing on the Reader. Manchester: St. Jerome Publishing. Olohan's work explores the cognitive processes involved in translation, with a particular focus on the reader's role in understanding and interpreting translated texts.22. Pym, A. (2004). Translation and Cognition: The Cognitive Approach Explained. Manchester: St. Jerome Publishing. Pym's book provides a clear and accessible introduction to the cognitive approach in translation studies, explaining how cognitive theory can inform our understandingof the translation process.23. Reiss, K., & Vermeer, H. J. (1984). Grundzüge einer Theorie der Übersetzung. Berlin: Erich Schmidt. This foundational text Koller and Vermeer introduces the Skopos Theory, which emphasizes the purpose or goal of translationas central to the translation process.24. Schäffner, C. (2006). Specialized Translation: A Discourse Approach. Manchester: St. Jerome Publishing.Schäffner's book offers a discourse approach to specialized translation, analyzing how language use is shaped specific social contexts and purposes.25. SnellHorn, M. (2006). Translation Studies: An Advanced Resource Book. London: Routledge. This updated resource book provides an extensive overview of translationstudies, including new developments and case studies that reflect the evolving nature of the field.。

A Tool for Managing Software Architecture KnowledgeMuhammad Ali Babar Lero, University of Limerick, Ireland Muhammad.Alibabar@ul.ieIan GortonPacific Northwest National LaboratoryIan.gorton@AbstractThis paper describes a tool for managing architectural knowledge and rationale. The tool has been developedto support a framework for capturing and using architectural knowledge to improve the architecture process. This paper describes the main architectural components and features of the tool. The paper also provides examples of using the tool for supporting well-known architecture design and analysis methods.1. IntroductionAlthough significant progress has been made to support the architecture process over the last decade, little effort has been spent on developing techniques and tools for effectively managing knowledge pertaining to software architecture. Architecture knowledge can mainly be classified in two categories, namely contextual and technical. The former is called design rationale (DR) [1, 2] and provides the answers to questions about a certain design choice or the process followed to make that choice [3, 4]. If it is not captured, knowledge concerning the domain analysis, patterns used, design options evaluated, and decisions made is lost, and so is unavailable to support subsequent decisions [5-7]. The other type of knowledge is technical (such as patterns, styles, tactics, and analysis models) [8]. Such knowledge is required to design and evaluate architectures.Recently, various researchers [9, 10] have proposed different ways to capturing contextual knowledge underpinning design decisions. Essential requirement ofall these approaches is to describe architecture in termsof design decisions and DR surrounding them. However, design decisions and their rationale are not rigorously documented. One of the main reasons for this is lack of suitable methodological and tool support [11].We have developed a framework for managing architecture knowledge (technical and contextual). This framework consists of techniques for capturing design decisions and contextual information, an approach to distill and document architectural knowledge from patterns, and a data model to characterize architectural constructs, their attributes and relationships [8, 12].In order to support this framework, we have developed a web-based tool called PAKME (Process-centric Architecture Knowledge Management Environment). This paper describes various aspects of PAKME by providing examples of using it to support methods of architecture design and analysis reported in [13, 14]. PAKME is also designed to act as a knowledge source for those who need rapid access to experience-based design decisions to assist in making new decisions or discovering the rationale for past decisions. Thus, PAKME serves as a repository of an organisation’s architecture knowledge analogous to an engineers’ handbooks, which consolidate knowledge about best practices in a certain domain [15].2. Knowledge management tool supportPAKME is a web-based architecture knowledge management tool that is aimed at providing knowledge management support for the software architecture process. It has been built on top of an open source groupware platform, Hipergate [16]. This platform provides various collaborative features including contact management, project management, online collaboration tools and others that can be exploited to build a groupware support environment. This environment incorporates architecture knowledge management features for geographically distributed stakeholders involved in the software architecture process.Figure 1: A partial data model characterising architectural artefacts captured in the software architecture knowledge base.Like the modelers of measurement data [17], we also believe that a data model is one of the earliest artefactsneeded for the development of an automated system for storing and accessing the data that underpins architecture knowledge. Figure 1 presents a partial data model that identifies the main architectural constructs and their relationships1. The data model divides architecture knowledge into organisational (generic), and project-specific (concrete). Access to a repository of generic knowledge enables designers to use accumulated “wisdom” from different projects when devising or analysing architectural decisions. The project-specific repository captures and consolidates knowledge and rationale specific to a project such as design history, analysis findings, and architectural views for stakeholders.PAKME’s data model has been implemented by modifying the data model of Hipergate. We have also modified the presentation and business logic tiers of Hipergate in order to add the features required to manage architectural knowledge. Currently PAKME consists of four components:User Interface – The only way to interact with the system is through Hipergate’s interface, which has been implemented using Java Server Pages (JSP) and HTML technologies. The user interface component provides various forms and editing tools to enter new organisational or project-specific knowledge in the repository. The knowledge acquisition forms are designed based on the templates proposed in [12]. Knowledge management – This component provides services to store, retrieve, and update artifacts that make up architectural knowledge. It has been mentioned that the knowledge base is logically divided into generic and concrete knowledge. This component also provides services to instantiate generic artifacts into concrete artifacts. This component uses the services of the data management component to manage artifacts.Search – This component helps users search the desired artefacts. There are three types of search functions: keyword-based search, advanced search, and navigation-based search. Keyword-based search facility explores the repository for a desired artefact utilizing the key words that are attached as meta-data to each artefact. Advanced search is based on a combination of logical operators (i.e. And, Or and Not), while navigation-based search means searching the artefacts based on the results of the two main search functions. Navigational search is provided by presenting the retrieved artefacts as hyperlinks, which can be clicked to retrieve detailed information about them and other related artefacts. Reporting – This component provides the services for representing architectural knowledge to explicate the relationships that exist between different architectural artefacts or to show their positive or negative effects on each other. For example, a tactic-benefit matrix shows which scenarios can be achieved by using which patterns through the tactics applied by those patterns. Furthermore, this component can generate various types of reports based on architecture evaluation results.1 The complete data model cannot be reported at this stage Repository Management – This component provides all the services to store, maintain, and retrieve data from a persistent data source, which is implemented with PostgreSQL 8.0. The data management logic uses Postgres’s scripting language.3. Managing architectural knowledgeMost of the approaches to managing knowledge can broadly be categorized into codification and personalization [18]. Codification concentrates on identifying, eliciting and storing knowledge as information in repositories, which are expected to support high-quality, reliable, and rapid reuse of knowledge. Personalization resorts to fostering interaction among knowledge workers for explicating and sharing knowledge. Although this paper focuses on the features of PAKME that support codification, this tool also supports personalization as it not only provides access to architectural knowledge but also identifies the source of knowledge. That means it can also support a hybrid strategy for managing knowledge [19]. Here we briefly discuss the four main services of PAKME:The knowledge acquisition service provides various forms and editing tools to enter new generic orproject specific knowledge into the repository. Theknowledge capture forms are based on varioustemplates that we have designed to help maintainconsistency during knowledge elicitation and structuring processes.The knowledge maintenance service provides different functions to modify, delete and instantiatethe artifacts stored in the knowledge repository.Moreover, this service also implements the constraints on the modifications of different artifacts based on the requirements of a particulardomain.The knowledge retrieval service helps a user to locate and retrieve desired artifacts along with theinformation about the artifacts associated with them. PAKME provides three types of search mechanisms. A basics search can be performedwithin a single artifact based on the values of itsattributes or keywords. An advanced search string isbuilt using a combination of logical operators within a single or multiple artifacts. Navigationalsearch is supported by presenting the retrievedartifacts and their relationships with other artifactsas hyperlinks.The knowledge presentation service presents knowledge in a structured manner at a suitableabstraction level by using templates (such as provided in [12]) and representation mechanismslike utility and results trees described in [20].These services not only satisfy the requirements identified by us to provide knowledge management support for methods like [13, 14], but also support many of the use cases proposed in [10]. {TO DO fix formatting]Figure 2: General scenarios captured by PAKME’s repository.3.1 Capturing and presenting knowledgeThere are two main strategies to elicit and codifyknowledge:1) Appoint a knowledge engineer to elicit and codify knowledge from individuals or teams [21, 22];2) Provide a tool to encode the knowledge into the system as part of the knowledge creation process.The latter is called contextualised knowledge acquisition [23], and each strategy has its strengths and weaknesses. To take the advantage of the strengths of both strategies, PAKME helps elicit and codify architecture knowledge using either of these strategies. We have been using PAKME by embedding it into knowledge creation processes. Its repository has been populated by capturing knowledge from several J2EE [24] patterns and architecture patterns [25], case studies described in [20, 26] and design primitives [27].Figure 3: The interface to capture a general scenario. PAKME provides several forms based on different templates to help users elicit and structure knowledge before storing it into the repository. Templates are aimed at keeping the process consistent across users [14]. Figure 3 shows a form for capturing a general scenario, which can be elicited from a stakeholder or extracted from a pattern. Each scenario can have several revision history, and a set of keywords. PAKME’s repository contains hundreds of general scenarios (Figure 2 shows some of them).Figure 4: Template to capture and present patternsFigure 4 shows a template for capturing and presenting patterns irrespective of the level of granularity (i.e., architecture, design, or framework-based). A pattern may be composed of other patterns and each pattern may have several tactics attached to it. To support reusability at the design decision level, PAKME’s repository contains design options, which aredesign decisions that can be considered and/or evaluated to satisfy one or more functional or non-functional requirements. For example, Java RMI or publish-scribe design options can be used for event notification purposes. Each design option is composed of one of more architectural and/or design patterns and each of them is composed of one or more tactics. For example, the publish-subscribe design option applies the publish-on-demand design pattern.PAKME captures design options as contextualized cases from literature or previous projects. A design option case consists of problem and solution statements, patterns and tactics used, rationale, and related design options. Rationale for each design option are captured in a separate template, which is designed based on practitioners’ opinions about rationale reported in [11] and templates proposed in [5, 28]. Figure 4 shows a partial description of a design option. By capturing design options as cases, PAKME enables architects to follow a case-based approach and supports human-intensive case-based reasoning [29].Figure 5: A partial view of a design option case.Recently, there has been an increased emphasis ondescribing software architecture as a set of design decisions [6, 30]. Kruchten et al. have proposed ataxonomy of architectural decisions, their properties, and relationships among them [10]. Figures 6 shows that PAKME can capture many of the attributes and relationships of architectural decisions as described in [10] using templates proposed in [5].In PAKME, architectural decision can be described at different levels of granularity as an architectural decision is a selected design option, which can be composed of an architectural pattern, a design pattern ora design tactic. Like a design option, each architecturedecision also captures rationale using a template. Therationale describes the reasons for an architecturedecision, justification for it, tradeoffs made, andargumentation leading to the design decision. Hence,PAKME captures rationale for design options as well asfor architectural design decisions, which are made byselecting one or more suitable design options from a setof considered/assessed design options.Figure 7: An architecture decision captured in PAKMEMoreover, traceability is also provided. Each architectural design decision describes the design options considered but rejected, concrete scenarios to be satisfied, and a model of architectural decision attached as design artifacts (shown in Figure 6). Revisions to design decisions and reasons are logged for later review. Design decisions are time stamped and annotated with the decision maker’s details, which can be used to seek explanation for that design decision. Hence, we believe that PAKME supports the description of an architecture design decision in ways suggested in [5, 30] with the attributes and relationships proposed in [10]. Figure 6 shows that a user can establish several types of relationships among architecture design decisions. Figure 6: Types of relationships that can be established.3.2 Supporting knowledge use/reuse This section describes various ways in which PAKME facilitates architecture knowledge use/reuse. Let us first consider how PAKME supports the reuse of design options in making architecture decisions. Figure 5 shows that there is a four step process for reusing design options, which are captured as contextualized cases.Figure 7: Process model of reusing design options The process starts when a user has a new requirement that needs architectural support. This requirement would characterise a quality goal and would have been specified using concrete scenario. In order to satisfy that requirement, an architect needs to make a new architecture design decision. To address that requirement, the architect would then have two options:•Search and retrieve a previous design option from the knowledge repository;•Create a new design option to solve the given problem. For a new design option, the architectwould also need to document the rationale.Figure 8: PAKME’s interface for searching design option cases.If the architect decides to search through the knowledge repository for cases of design options, they can perform a search to retrieve a list of design options. Figure 8 shows that a user can build a complex search string based on various attributes. After reviewing the retrieved list of design options, the architect can either reuse an existing design option in its original form or modify it according to the current context. Figure 9 shows that a retrieved design option can be used by attaching it to an architecture design decision. If a design option is modified, it is considered a new design option but it is linked with the original design option for traceability. This new design option can be chosen as an architecture design decision through an attachment.Figure 9: Attaching a retrieved design option to an architecture design.To demonstrate the other ways of reusing architecture knowledge with PAKME, let us consider that an architect needs to design a suitable architecture for a new application. The architect is likely to make architectural decisions using a common process, namely understanding the problem, identifying potential alternatives, and assessing their viability.There are several ways PAKME can support this process. The architect can search the repository for architectural artifacts that can be reused. For example, they can use a particular quality attribute as a keyword to retrieve general scenarios. The architect can then decide to instantiate those general scenarios into concrete scenarios. These general scenarios can also help the architect to identify the patterns that can be used to satisfy the their requirements. Moreover, those general scenarios can also lead the architect to identify a reasoning model that should be used to analysearchitectural decisions. In this process, the architect can use the different search features provided by PAKME.The architect may decide to find out if similar problems have been solved in other projects. They can browse through the existing projects for similar problems. Having found a similar project, the architect can retrieve the architecture decisions taken, design options considered, rationale for choosing a certain design option, tradeoffs made, and findings of architecture evaluation. Such information can help the architect to decide whether the architecture decision can be reused or not, and how much tailoring is required. Project-specific knowledge can also help designers, developers and maintainers to better understand the architectural decisions, their constraints and reasoning behind it. Availability of the rationale behind the design decisions helps architects to explain architectural choices and how they satisfy business goals [5]. Such knowledge is also valuable during implementation and maintenance.4. Support for design and analysis methodsTo demonstrate PAKME’s support for architecture design and analysis methods, this section discusses PAKME’s use in the context of a generic model of architecture design reported in [13]. This model has three main activities: architectural analysis, architectural synthesis, and architectural evaluation. PAKME can be helpful in all three activities of this generic design model. For example, architectural analysis is aimed at eliciting architecturally significant requirements (ASRs), which are usually characterised by concrete scenarios. PAKME provides several hundred general scenarios (as shown in Figure 2), which can be concretised to specify quality attributes for a given system.Architectural synthesis identifies candidate architectural solutions that address the ASRs elicited in the architectural analysis activity. PAKME provides a repository of generic design options, and architectural and design patterns that can be examined and assessed by an architect to compose an architectural decisions by tailoring existing design options, or selecting suitable styles, patterns, or tactics for building new design options.Architectural evaluation attempts to ensure that the architectural decisions are the right ones. PAKME can support architecture evaluation in several ways. For example, if a method like ATAM [26] is used for evaluating an architecture, PAKME supports several activities (such as generating utility tree, identifying a reasoning framework, recording evaluation findings, and building a results tree to visualize risks and risk themes)of this method. During architecture evaluation, architecture knowledge captured by PAKME helps assess the suitability of certain patterns in the proposed architecture by matching the required concrete scenarios with the general scenarios extracted from the patterns used in the architecture as described in [31]. Moreover, PAKME helps evaluation team to capture findings from justification for those finding. Figure 11 shows one finding from evaluating one architecture design decision. It shows the concrete scenario, proposed architecture decision, design option used, ranking of the decision relative to other proposed decisions, and any associated documents.Figure 11: Evaluation findings captured in PAMKE PAKME also provides templates for capturing rationale underpinning decisions as required by the three main activities of the generic model [13]. Moreover, provision of design, analysis, and realization knowledge is considered a critical input to the design process proposed in [13]. PAKME provides several types of design and analysis knowledge such as general scenarios, generic design decision, styles, patterns, tactics, and analytical frameworks. We are also confident that PAKME can support several of the ten techniques proposed in [14] for the SEI’s methods for architecture analysis and design, however, space limitations do not allow us to provide any elaboration. 5. Current status and future workCurrently, we are trialing PAKME in an industrial architecture evaluation process, which requires organising large amounts of design knowledge. The introduction of PAKME is expected to help the industrial collaborator to systemise architecture evaluation process by managing the knowledge required for architecture evaluation. Logistical details and initial findings of this trial have been reported in [32].We have been developing a Wiki-based component of PAKME to support collaborative decision making. We plan to implement more functions, such as templates for describing architecture provided by the Views and Beyond approach [28], and representation of architectural views in reporting functionality. PAKME does not supports diagrammatic modeling of design decisions rather its focus is on providing a handbook of architecture knowledge like the one being developed byBooch [33] and suggested in [15]. However, we plan to explore the benefits and viability of integrating a repository of architecture knowledge like PAKME with commercial tools for modeling (like Enterprise Architect) as well as with research prototype like Archium [30]. A study for integration with Requirements management tool has also been planned. Acknowledgement – Lingzhi Xu helped us build PAKME. The authors led the tool development project while working with National ICT, Australia.7. References[1]. C. Potts and G. Bruns, Recording the Reasons for Design Decisions, 10th Int'l Conf. on Software Eng., 1988.[2]. J. Lee and K.-Y. Lai, What's in Design Rationale? Human-Computer Interaction, 1991. 6(3-4): pp. 251-280.[3]. A.H. Dutoit and B. Paech, Rationale Management in Software Engineering, in Handbook of Software Engineering and Knowledge Engineering, S. Change, Editor. 2001, World Scientific Publishing, Singapore. pp. 1-29.[4]. T. Gruber and D. Russell, Design Knowledge and Design Rationale: A Framework for Representation, Capture, and Use, Tech Report KSL 90-45, Knowledge Laboratory, Stanford University, Standford, United States, 1991.[5]. J. Tyree and A. Akerman, Architecture Decisions: Demystifying Architecture, IEEE Software, 2005. 22(2): pp.19-27.[6]. J. Bosch, Software Architecture: The Next Step, European Workshop on Software Architecture, 2004.[7]. F. Pena-Mora and S. Vadhavkar, Augmenting design patterns with design rationale, Artificial Intelligence for Engineering Design, Analysis and Manufacturing, 1997. 11: pp. 93-108.[8]. M. Ali-Babar, I. Gorton, and B. Kitchenham, A Framework for Supporting Architecture Knowledge and Rationale Management, in Rationale Management in Software Engineering, A.H. Dutoit, et al., Editors. 2006, Springer. pp.237-254.[9]. A. Jansen and J. 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From Analyst to Leader—Elevating the Role of the Business AnalystKathleen B. Hass, PMPWith Contributions fromRichard Vander Horst, PMPKimi Ziemski, PMPWith an Epilogue fromLori Lindbergh, PMP8230 Leesburg Pike, Suite 800Vienna, VA 22182703.790.9595Fax: 703.790.1371© 2008 by Management Concepts, Inc.All rights reserved. No part of this book may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by an information retrieval system, without permission in writing from the publisher, except for brief quotations in review articles.Printed in the United States of AmericaLibrary of Congress Cataloging-in-Publication DataHass, Kathleen B.From analyst to leader : elevating the role of the business analyst / Kathleen B. Hass; with contributions from Richard Vander Horst, Kimi Ziemski; with an epilogue from Lori Lindbergh,. p. cm. -(Business analysis essential library)ISBN 978-1-56726-213-11. Business analysts.2. Project management--Decision making.3. Business requirements analysis.4. Self-directed work teams. I. Vander Horst, Richard. II. Ziemski, Kimi. III. Title.HD69.B87H37 2008658.4’092—dc22200703526610 9 8 7 6 5 4 3 2 1About the AuthorsKathleen Hass, PMP, is the Project Management and Business Analysis Practice Leader for Management Concepts. Ms. Hass is a prominent presenter at industry conferences and is an author and lecturer in strategic project management and business analysis disciplines. Her expertise includes leading technology and software-intensive projects, building and leading strategic project teams, and conducting program management for large, complex engagements. Ms. Hass has more than 25 years of experience in project management and business analysis, including project portfolio management implementation, project office creation and management, business process reengineering, IT applications development and technology deployment, project management and business analysis training and mentoring, and requirements management. Ms.Hass has managed large, complex projects in the airline, telecommunications, retail, and manufacturing industries, and in the U.S. federal government.Ms. Hass’ consulting experience includes engagements with multiple agencies within the federal government, such as USDA, USGS, NARA, and an agency within the intelligence community, as well as industry engagements at Colorado Springs Utilities, Toyota Financial Services, Toyota Motor Sales, the Salt Lake Organizing Committee for the 2002 Olympic Winter Games, Hilti US Inc., The SABRE Group, Sulzer Medica, and Qwest Communications. Client services have included maturity assessments, project quality and risk assessment, project launches, troubled project recovery, risk management, and implementation of program management offices, strategic planning, and project portfolio management processes.Ms. Hass earned a B.A. in business administration with summa cum laude honors from Western Connecticut University.Lori Lindbergh, MBA, PMP, is president of Lindbergh Consulting and has more than 20 years of experience in general management, project management, and organizational assessment. Ms. Lindbergh has consulted with organizations in the healthcare, telecommunications, information technology, energy, pharmaceutical, and financial services industries, and in the federal government.Ms. Lindbergh’s educational accomplishments include an M.B.A. from the Universit y of Baltimore and a B.S. in nursing from Eastern Kentucky University. She is currently completing her Ph.D. in industrial/organizational psychology at Capella University. Her upcoming dissertation will attempt to quantify how key factors in the organizational environment affect project manager self-efficacy and project outcomes.Richard Vander Horst, MBA, PMP, has worked in information technology for Wegmans Food Markets for over 17 years. As a supervisor for the project support services, he oversees a variety of business analysis, project management, and portfolio planning support activities. Mr. Vander Horst is also a member of the board of directors and a co-founder of mpXML, a meat and poultry data standards organization.Mr. Vander Horst is a member of the Project Management Institute, and a member of the International Institute of Business Analysis. He earned a B.S. in finance and a M.B.A from St. John Fisher College.Kimi Ziemski, PMP, is an experienced project account manager and marketing professional. Her expertise includes leading technology- and software-intensive projects, executive coaching, building and leading cross-functional teams, and program management for large, complex engagements. Ms. Ziemski has more than 20 years of experience in project management, including experience in product development, account management, business process reengineering, organizational development, technology deployment, project management training, mentoring, and team building. Ms. Ziemski has managed complex projects in the telecommunications, professional services, and manufacturing industries.Ms. Ziemski’s consulting experience includes engagements with multiple agencies within the federal government, as well as industry engagements with AT&T, Toyota Financial Services, Boeing, Toyota Motor Sales, various not-for-profit employment groups, SABRE Technologies,and Dow Jones. Client services included maturity assessments, project launches, troubled project recovery, and project portfolio management processes. M s. Ziemski’s focus on communications, leadership, conflict resolution, and negotiations has been instrumental in her ability to deliver top-of-class results both in her corporate career with AT&T and as an independent consultant.Ms. Ziemski earned a B.S. in information technologies management from American Intercontinental University and is a qualified administrator of the Myers-Briggs Type Indicator®.About This BookThe goal of this book is to arm business analysts with the principles, knowledge, practices, and tools they need to assume leadership roles in their organizations. Although the business analyst is primarily responsible for writing and managing requirements specifications and communicating them to stakeholders, the incidence of business analysts serving as internal business and technology consultants is rapidly emerging. A 2006 custom research study conducted for Compuware® by Evans Data Corporation and the Requirements Networking Group revealed that business analysts spend no less than 15.3 percent of their time defining the big picture, business objectives, and measures of success.[1] Therefore, while you acquire and sustain your business analysis knowledge and skills, it’s a good idea to consider your leadership prowess as well. Table of ContentsFrom Analyst to Leader—Elevating the Role of the Business Analyst (1)About This Book (3)Part I: Leadership in a Project Environment (6)Chapter List (6)Part Overview (6)Chapter 1: Project Leadership (7)In This Chapter: (7)Twenty-First Century Leadership (7)Twenty-First Century Projects (8)Management versus Leadership (9)Combining Disciplines Leads to Success (10)The Power of the Project Leadership Team (11)The New Project Leader (12)The Core Project Team (14)Chapter 2: The Business Analyst as Project Leader (15)In This Chapter: (15)The Business Analyst as Change Agent (15)The Business Analyst as Visionary (16)The Business Analyst as Credible Leader (17)Chapter 3: The Business Analyst’s Leadership Role throughout the Business Solution Life Cycle (17)In This Chapter: (17)The Business Analyst’s Role in Strategic Planning and Enterprise Analysis (18)The Business Analyst’s Role in Requirements and Design (19)The Business Analyst’s Role in Construction and Testing (20)The Business Analyst’s Role in Solution Delivery (20)The Business Analyst’s Role in Operations and Maintenance (21)Part II: Business Analyst as Project Leader (23)Chapter List (23)Part Overview (23)Chapter 4: The Business Analyst as Team Leader (24)In This Chapter: (24)Team Development through Stages (25)Forming Stage (26)Storming Stage (27)Norming Stage (27)Performing Stage (28)Adjourning Stage (28)Traversing the Team Development Stages (28)Team Leadership Roles through Stages (29)Facilitator (30)Mediator (30)Coach (30)Consultant (31)Collaborator (31)Best Team-Building Practices for the Business Analyst (31)Quick Team Assessment (32)Chapter 5: The Business Analyst’s Role in Communications (33)In This Chapter: (33)Communication Building Blocks (33)The Sender (33)The Intent (34)The Message (34)The Medium (34)Encryption/Decryption (35)Tailoring Communication to Individual Preferences and Styles (35)The Receiver (35)Active Listening (35)Intent (36)Action (36)Confirmation (36)Miscommunication (36)Best Communication Practices for the Business Analyst (37)Chapter 6: Customer Relationship Management: Politics and Stakeholders (38)In This Chapter: (38)Power and Politics (38)Stakeholder Identification (39)Stakeholder Categorization (40)Project-Oriented Stakeholders (40)Business-Oriented Stakeholders (41)Project- and Business-Oriented Stakeholders (41)Unidentified Stakeholders (41)Best Stakeholder Management Practices for the Business Analyst (41)Part III: Getting There (43)Chapter List (43)Part Overview (43)Chapter 7: Carving Out Your Leadership Role (44)Leadership Development for the Business Analyst (44)The Business-Savvy and Technically Savvy Business Analyst (44)Business Analyst Leadership Opportunities (45)Getting There (45)Project Leader Knowledge and Skill Requirements (45)Project Leader Career Path (46)Project Leader Assignments Mapped to Project Complexity (47)Chapter 8: Establishing a Business Analysis Center of Excellence (49)In This Chapter: (49)Centers of Excellence (49)Hewlett-Packard Service-Oriented Architecture (49)IBM Centers of Excellence (50)Business Analysis Centers of Excellence (50)A BACoE Success Story (51)BACoE Scope Considerations (51)Strategic BACoE (52)BACoE Organizational Positioning Considerations (54)BACoE Organizational Maturity Considerations (55)BACoE Implementation Considerations (55)Project-centric (55)Enterprise-Focused (55)Strategic (56)BACoE Implementation Best Practices (56)Define Vision and Concept (56)Conduct Organizational and Individual Assessments (57)Establish Implementation Plans (59)Finalize Planning and Form BACoE Teams (61)Final Words of Wisdom (61)Providing Value to the Organization (62)Building a Great Team (62)Epilogue (63)Part I: Leadership in a Project Environment Chapter ListChapter 1: Project LeadershipChapter 2: The Business Analyst as Project LeaderChapter 3: The Business Analyst’s Leadership Role throughout the Business Solution Life Cycle Part OverviewThe first part of this book describes the challenging leadership role that lies ahead for business analysts who have the passion and ambition to become strategic leaders of change for their organizations.In Chapter 1 we present the concept of twenty-first century leadership in a project environment. We describe the relationship between project leadership and the traditional concept of leadership in a business enterprise. In addition, we discuss the power of the project leadership team, of which the business analyst is a central figure.In Chapter 2 we present the unique challenges for the business analyst to transition from a support role to the role of a key leader serving as change agent, visionary, and credible guide.In Chapter 3we discuss the business analyst’s role as it changes throughout the busi ness solution life cycle.Chapter 1: Project LeadershipIn This Chapter:▪Twenty-First Century Leadership▪Twenty-First Century Projects▪Management versus Leadership▪Combining Disciplines Leads to Success▪The Power of the Project Leadership Team▪The New Project Leader▪The Core Project TeamLeadership is a potent combination of strategy and character. But if you must be without one, be without strategy.Gen. H. Norman SchwarzkopfLeadership is one of those concepts that is recognizable when you observe it in action but is otherwise somewhat difficult to define. Books about leadership abound, each describing the concept in a different way. Leadership can be defined as:▪The art of persuading or influencing other people to set aside their individual concerns and to pursue a common goal that is important for the welfare of the group▪The ability to elicit extraordinary performance from ordinary people▪The capacity to integrate the goals of the organization with the aspirations of the people through a shared vision and committed action▪The ability to motivate people to work toward a common goalWhile there are no gauges by which we can effectively measure the value of leadership, leadership is often the factor that makes one team more effective than another. Leaders are often held accountable for team successes and failures. When a team succeeds, we often remark about keen leadership abilities; when a team fails, the leader is likely to receive the blame. Leadership is people-centered. It always involves actions by a leader (influencer) to affect (influence) the behavior of a follower or followers in a specific situation or activity. Three contributing factors must be present for true leadership to take place: inborn characteristics, learned skills, and the right situation. We may not be able to do much to shape our inborn leadership characteristics, but we certainly can create the appropriate learning opportunities and try to influence our current situation and environment.Twenty-First Century LeadershipIn decades gone by, business leadership was considered the province of just a few people who controlled the organization. In today’s rapidly changing business environment, however, organizations rely on a remarkable array of leaders who operate at varying levels of the enterprise. Twenty-first century leadership looks very different from that of previous centuries for several reasons: the economic environment is more volatile than ever before, there is a strong need for more leadership at differing levels of the organization, and lifelong learning is at the heart of professional success. The most valuable employees will no longer stay in narrow functional areas but will likely work broadly across the enterprise.As we transition from the traditional stovepipe, function-centric structures to the project-centric workplace, we are seeing the emergence of project management and business analysis as critical business practices. Work has been transformed from multiple workers performing a single task to teams that perform multiple activities on multiple projects, and twenty-first century projects are larger, more strategic, and more complex than ever before.Twenty-First Century ProjectsVirtually all organizations of any size are investing in large-scale transformations of one kind or another. Contemporary projects are about adding value to the organization with breakthrough ideas, optimizing business processes, and using information technology (IT) as a competitive advantage. These initiatives are often spawned by mergers or acquisitions, new strategies, global competition, or the emergence of new technologies. Other initiatives are launched to implement new or reengineered business systems aimed at driving waste out of business operations.Most of these changes are accompanied by organizational restructuring, new partnerships, cultural transformation, downsizing or right-sizing, and the development of enabling IT systems. Others involve implementing new lines of business and new ways of doing business (e.g., e-business).In addition to these business-driven changes, IT organizations are transforming themselves, striving to become more service-oriented and better aligned with the business. In the twenty-first century, project teams no longer deal with IT projects in isolation but within the overarching process of business transformation. The reach of change affects all areas of the organization and beyond—to customers, suppliers, and business partners—making the complexity of projects considerable.Rather than undertaking o nly a small number of projects, today’s organizations are engaged in virtually hundreds of ongoing projects of varying sizes, durations, and levels of complexity. Business strategy is largely achieved through projects. Projects are essential to the growth and survival of organizations. They create value in the form of new products and services as a response to changes in the business environment, competition, and the marketplace.To reap the rewards of significant, large-scale business transformation initiatives designed not only to keep organizations in the game but also to make them major players, we must be able to manage complex business transformation projects effectively. Huge cost and schedule overruns, however, have been commonplace in the past. According to leading research companies such as The Standish Group International, Inc., the Software Engineering Institute at Carnegie Mellon University, Gartner, Forrester Research, and Meta Group, vastly inadequate business transformation and information technology project performance has been the order of the day. The actual numbers are at best disappointing, if not unacceptable:[1]▪About $80 to $145 billion per year is spent on failed and canceled projects.▪As a result of rework, 25 to 40 percent of all spending on projects is wasted.▪Fifty percent of new business solutions are rolled back out of production.▪Forty percent of problems are found by end users.▪Poorly defined applications have led to persistent miscommunication between business and IT that largely contributes to a 66 percent project failure rate for these applications,costing U.S. businesses at least $30 billion every year.▪An estimated 60 to 80 percent of project failures can be attributed directly to poor requirements gathering, analysis, and management.▪Nearly two-thirds of all IT projects fail or run into trouble.These dismal statistics and the increased importance of projects in executing business strategies have advanced the value and criticality of project leaders, including project managers, business analysts, technologists, and business visionaries. It is important to recognize the differences between traditional project management and project leadership in this context.[1]For more information on the research institutions mentioned in this chapter, please visit the following websites: Standish Group International, Inc. (/), the Software Engineering Institute at Carnegie Mellon University (/), Gartner and Meta Group research services(/it/products/research/research_services.jsp), and Forrester Research (/rb/research).Management versus LeadershipManagement competency involves establishing and executing a set of processes that keep a complicated system operating efficiently. Key aspects of management involve planning, budgeting, organizing, staffing, controlling, and problem solving. Some say management is about keeping bureaucracies functioning.Leadership is a different set of processes, those that create a new organization and change it when the business environment shifts significantly. Leadership involves establishing direction and aligning, motivating, and inspiring people to produce change. The irony is that as new or changed organizations emerge, succeed, and grow through leadership and entrepreneurship, managerial processes need to be put into place to cope with the growth and control the system. As the organization succeeds and managerial processes are put in place, arrogance tends to surface and a strong culture that is resistant to change develops.[2]Although there are similarities in the roles of manager, leader, and project leader, there are subtle differences as well. Table 1-1 shows the distinctions between these roles to help you understand the differences as you hone your project leadership competency.Table 1-1: Comparing Leadership RolesOpen table as spreadsheetObjective Manager Leader Project LeaderDefine what must be done Planning andbudgeting▪Shorttimeframe▪Detail-oriented▪Eliminating riskEstablishing direction▪Long timeframe▪Big picture▪Calculated riskEstablishing projectgoals and objectives▪Projectmission anddirection▪Alignmentwith strategyCreate networks of people and relationships Organizing andstaffing▪Specialization▪Getting theright people▪ComplianceAligning people▪Integration▪Aligning theorganization▪GainingcommitmentAligning core team andstakeholders▪Integration▪Expectations▪Politicalmastery▪GainingcommitmentEnsure the job gets done Controlling andproblem solving▪Containment▪Control▪PredictabilityMotivating andinspiring▪Empowerment▪Expansion▪EnergizingTeam building andcoaching▪Highperformance▪Developingtrust▪RemovingbarriersOrganizations in the past have focused on management and virtually excluded the vital role of leadership in projects. The project manager focused heavily on planning, budgeting, organizing, staffing, monitoring, and controlling. All project team members report to the project manager regarding project work assigned to them. Figure 1-1 depicts a traditional project team configuration.Figure 1-1: Traditional Project Team ConfigurationTwenty-first century project teams are required to focus less on management and control, and focus more on leadership, collaboration, and forming multi-disciplinary teams to succeed. Combining Disciplines Leads to SuccessIn the last four decades, we have discovered the full power and potential of using information technology effectively. Superior business solutions supported by enabling technology can bring about a significant competitive advantage. In the absence of business-focused project leaders,we often focused on the technology, asked the senior engineer to serve as the project manager, and virtually overlooked the critical role of the business analyst.All too often, expertise in the technical area of the project was the sole criterion for a project leadership position. Time and again, projects experienced difficulties—not from lack of technical expertise, but from an inability to understand the business need and the strong cultural influences, manage the politics, secure the appropriate resources, and build high-performing project teams. There was often a low tolerance for technical failure and a high tolerance for rework, cost overruns, and schedule delays.As projects become larger and more cross-functional, global, and complex, organizations are realizing that business analysis and project management leadership skills are indispensable. In the last two decades, the focus of project management has been on quantitative skills like cost management, schedule management, quality control, scope management, and configuration management. Technically competent engineers have made the professional transition to the discipline of project management as a by-product of their technical mastery.These project managers tend to focus on the tools and techniques used to plan projects, estimate costs and resource requirements, issue requests for proposals, award contracts, and monitor andcontrol issues and risks—the technical side of project management. Often these persons play multiple leadership roles on projects—the role of technical lead, requirements engineer, lead architect, and project manager. Inevitably, after the initial planning activities are complete, the technical activities tend t o win most of the project manager’s attention.It is now becoming clear that the technical project management knowledge areas are necessary but not sufficient to successfully manage the large, enterprise-wide, complex, mission-critical projects that are the norm today. Indeed, it takes a business-focused leadership team with diverse skills and perspectives to pull it off. Combining the business analysis and project management disciplines to corral the best business and technical minds holds great potential. Investing in project leaders and high-performing project teams reaps rewards in terms of reduced cost, lower risk, and faster time to project delivery.The Power of the Project Leadership TeamOrganizations use projects to add value to their products and services to better serve their clients and compete in the marketplace. To realize their goals, organizations tap into the talents and competencies of project leadership teams consisting of the business analyst, the project manager, technologists, and business visionaries.As discussed in detail in another volume in this series, The Business Analyst as Strategist: Translating Business Strategies into Valuable Solutions, project-driven organizations develop a portfolio of projects. Executives spend a great deal of time identifying which projects offer the greatest rewards with minimal risks. However, to make good project investment decisions, executives are discovering the need for business analysis to provide solid information backing their decisions.The business analyst provides the processes, tools, and information that enable executives to develop a portfolio of valuable projects. The business analyst then transitions to focus on project execution to meet business needs and maximize the organization’s return on project investment. It is not enough for executive teams to just select the right mix of projects to achieve their strategic imperatives. Executive teams must also establish the organizational capabilities to deliver. Project teams must be capab le of contributing to the organization’s success. For optimal project execution, several elements are essential:▪Appropriate management support and decision-making at key control gates▪Effective and targeted business analysis, systems engineering, tightly aligned with the business▪High-performing teams and project management processes, tools, and techniques▪Technical infrastructure and software applications that areIt is especially important for executives to develop exceptional project managers and business analysts so they can transition into effective project leaders. Figure 1-2, the Business Analyst and Project Management Leadership Model, depicts the transition from capable individual to world-class project leader. The performance of the business analyst is more critical than ever to keep the project team focused on the business benefits sought through project outcomes.Figure 1-2: Business Analyst and Project Management Leadership ModelWith so much riding on successful projects, the business analyst is emerging to fill the information gap between strategy and execution, the project manager has risen to the role of strategic implementer, and cross-functional project teams have become management’s strategic tool to convert strategy to action.When the project manager and business analyst form a strong partnership with the business and technology teams, they will begin to reap the maximum value of both disciplines. As the business analysis and project management disciplines mature into strategic business practices, so must our project leaders evolve into strategic leaders of change.The New Project LeaderAs programs and projects are launched to realize critical strategic goals, leaders of strategic initiatives should be looked upon as the executive officer team of a small enterprise. Just as a business leader must be multi-skilled and strategically focused, a project leader must possess a broad range of knowledge and experience, including competence in several distinct areas—general management, project management, business analysis, the application area (the domain), leadership, and business/technology optimization. Refer to Figure 1-3 for a view of project leadership competency areas and Table 1-2 for a summary of knowledge and skill requirements.。

律所管理相关工具方法论Law firm management tools and methodologies are crucial for effective and efficient operation of legal practices. Such tools help in organizing tasks, managing resources, tracking performance, and ensuring compliance with regulations. 在律所管理工具和方法论对律所的有效和高效运作至关重要。

这些工具有助于组织任务，管理资源，追踪绩效，并确保符合法规。

One important aspect of law firm management tools and methodologies is the use of technology to streamline operations. Technology can help in automating routine tasks, managing documents, and facilitating communication among team members. Utilizing technology effectively can save time and reduce errors, ultimately improving the overall efficiency of the law firm. 律所管理工具和方法论的一个重要方面是利用技术来简化操作。

技术可以帮助自动化例行任务，管理文件，并促进团队成员之间的沟通。

有效利用技术可以节省时间，减少错误，从而提高律所的整体效率。

Another key aspect of law firm management tools and methodologies is the implementation of project managementtechniques. Project management helps in planning, executing, and monitoring tasks to ensure they are completed on time and within budget. By adopting project management methodologies, law firms can improve productivity, enhance collaboration, and deliver better results for clients. 律所管理工具和方法论的另一个关键方面是实施项目管理技术。

工作效率、方法提升的书籍英文回答：When it comes to improving work efficiency and methods, there are several books that I have found to be really helpful. One of my favorites is "Getting Things Done" by David Allen. This book provides a comprehensive system for organizing tasks, managing time, and increasing productivity. I especially like the concept of capturingall tasks and ideas in an external system to free up mental space and reduce stress.Another great book is "Deep Work" by Cal Newport. This book emphasizes the importance of focused work and eliminating distractions in order to achieve high levels of productivity. I found the strategies outlined in this book to be very practical and effective in my own work."Atomic Habits" by James Clear is also a fantastic read for improving work efficiency. This book delves into thescience of habit formation and provides actionable tips for building good habits and breaking bad ones. I have implemented many of the strategies from this book and have seen a significant improvement in my daily productivity.In addition to these books, I have also found podcasts and online courses to be valuable resources for learning new methods and techniques to enhance my work efficiency. For example, I have listened to "The Tim Ferriss Show" podcast, where successful individuals share their productivity tips and strategies. I have also taken online courses on time management and goal setting, which have provided me with practical tools to improve my work habits.Overall, continuously seeking out new knowledge and strategies to improve work efficiency is key to achieving success in any field. By incorporating the principles and techniques from these books and other resources into my daily routine, I have been able to work more effectively and achieve better results.中文回答：谈到提高工作效率和方法，有几本书我觉得非常有帮助。

Time Management SkillsTime management is a crucial skill that many people struggle with in today's fast-paced world. With so many responsibilities and distractions vying for our attention, it can be challenging to effectively prioritize tasks and allocate our time wisely. However, developing strong time management skills is essential for achieving success in both our personal and professional lives. One perspective on time management is that it is a skill that can be learned and improved upon with practice. By setting specific goals, creating a schedule, and identifying priorities, individuals can better manage their time and increase their productivity. For example, breaking tasks down into smaller, more manageable steps can help prevent feeling overwhelmed and ensure that progress is being made consistently. Another perspective is that time management is not just about being efficient with our time, but also about making time for the things that truly matter to us. It's important to strike a balance between work, family, friends, hobbies, and self-care. By prioritizing activities that bring us joy and fulfillment, we can lead more fulfilling lives and avoid burnout. On the other hand, some may argue that time management is not always easy to achieve,especially when unexpected events or emergencies arise. It's important to be flexible and adapt to changing circumstances, while still maintaining a sense of control over our time. Learning to delegate tasks, say no to unnecessary commitments, and set boundaries can also help us better manage our time and reduce stress. From a psychological standpoint, time management is closely linked toself-discipline and motivation. It requires the ability to delay gratification, resist distractions, and stay focused on long-term goals. Developing a growth mindset, practicing self-reflection, and seeking feedback from others can help us stay motivated and accountable in our time management efforts. In addition, technology plays a significant role in how we manage our time in the modern world. While smartphones, apps, and other digital tools can help us stay organized and efficient, they can also be a source of distraction and information overload. It's important to use technology mindfully and set boundaries to prevent it from negatively impacting our time management skills. Overall, time management is a multifaceted skill that requires practice, self-awareness, and a willingness toadapt to changing circumstances. By prioritizing tasks, setting goals, maintaining a healthy work-life balance, and utilizing technology effectively, we can improve our time management skills and lead more fulfilling lives. Remember, time is a precious resource that cannot be regained once it's lost, so it's important to make the most of it every day.。