Anti Insanity Defense :: essays papers

Anti Insanity Defense The insanity defense refers to that branch of the concept of insanity which defines the extent to which men accused of crimes may be relieved of criminal responsibility by virtue of mental disease. The terms of such a defense are to be found in the instructions presented by the trial judge to the jury at the close of a case. These instructions can be drawn from any of several rules used in the determination of mental illness. The final determination of mental illness rests solely on the jury who uses information drawn from the testimony of "expert" witnesses, usually professionals in the field of psychology. The net result of such a determination places an individual accordingly, be it placement in a mental facility, incarceration, or outright release. Due to these aforementioned factors, there are several problems raised by the existence of the insanity defense. Problems such as the actual possibility of determining mental illness, justifiable placement of judged "mentally ill" offenders, and the overall usefulness of such a defense. In all, I believe that these problems, as well as others which will be mentioned later, lead us to the conclusion that the insanity defense is useless and should be abolished entirely. Insanity is a legal, not a medical definition. Therefore, mental illness and insanity are not synonymous: only some mental illness constitutes insanity. Insanity, however, includes not only mental illness but also mental deficiencies. Due to this, there are problems in exactly how to apply a medical theory to a legal matter (Herman, 1983;128). The legal concepts of mental illness and insanity raise questions in a conflict between what are termed legalistic criminology and scientific criminology: mens rea, punishment v. treatment, responsibility, and prisons v. hospitals. This debate seesaws to and fro amidst a grey area between law and science. The major difficulty with a theory such as mental illness is that it is just that, a theory. To scientists theories are a way of life, but applied to the concept of law theories become somewhat dangerous. By applying a loose theory such as mental illness to law we are in essence throwing the proverbial "monkey wrench" into the wheels of justice. TESTING FOR INSANITY At the center of the legal use of insanity lies the mens rea. Every crime involves a physical act, or actus reus, and a mental act, or mens rea, the non-physical cause of behavior.

Examination Essay

English Language and Literature (Specification B) Unit 3 Talk in Life and Literature 9. 00 am to 11. 00 am Thursday 24 June 2010 For this paper you must have: l a 12-page answer book. ELLB3 Time allowed l 2 hours Instructions Use black ink or black ball-point pen. l Write the information required on the front of your answer book. The Examining Body for this paper is AQA. The Paper Reference is ELLB3. l Answer one question from Section A and Question 5 from Section B. l Do all rough work in your answer book. Cross through any work that you do not want to be marked. l Information The texts prescribed for this paper may not be taken into the examination room. l The maximum mark for this paper is 96. l All questions carry equal marks. l You will be marked on your ability to: – use good English – organise information clearly – use specialist vocabulary where appropriate. l l Advice You are recommended to spend one hour on Section A and one hour on Section B, including planning. H/Jun10/ELLB3 ELLB3 2 Section A – Talk in Life and Literature Answer one question from Section A and Question 5 in Section B (printed on page 10). The set plays for this unit are Hamlet, The Rivals, A Streetcar Named Desire and Translations. Read the passage from the play you have studied and answer the question related to it. NB: the questions are different on each play. EIThER Question 1 0 1 Hamlet – William Shakespeare Explore the ways in which Shakespeare presents the theme of falseness in this passage. In your answer you must consider how the playwright uses literary, linguistic and rhetorical devices and conventions to create specific dramatic effects. Where is Polonius? In heaven. Send thither to see. If your messenger find him not there, seek him i’th’other place yourself. But if indeed you find him not within this month, you shall nose him as you go up the stairs into the lobby. king (to attendants) Go seek him there. hamlet ’A will stay till you come. Exeunt attendants king hamlet king Hamlet, this deed, for thine especial safety, Which we do tender as we dearly grieve For that which thou hast done, must send thee hence With fiery quickness. Therefore prepare thyself. The bark is ready and the wind at help, Th’associates tend, and everything is bent For England. amlet For England? king Ay, Hamlet. hamlet Good. king So is it, if thou knewest our purposes. hamlet I see a cherub that sees them. But come, for England! Farewell, dear mother. king Thy loving father, Hamlet. hamlet My mother. Father and mother is man and wife; man and wife is one flesh; and so, my mother. Come, Exit for England! king Follow him at foot. Tempt him with speed aboard. Delay it not. I’ll have him hence tonight. Away! For everything is sealed and done That else leans on the affair. Pray you make haste. Exeunt all but the King H/Jun10/ELLB3 3 And, England, if my love thou holdest at aught – As my great power thereof may give thee sense, Since yet thy cicatrice looks raw and red After the Danish sword, and thy free awe Pays homage to us – thou mayst not coldly set Our sovereign process, which imports at full, By letters congruing to that effect, The present death of Hamlet. Do it, England. For like the hectic in my blood he rages, And thou must cure me. Till I know ’tis done, Howe’er my haps, my joys were ne’er begun. Exit Turn over for the next question Turn over H/Jun10/ELLB3 UoR Question 2 0 2 The Rivals – Richard Brinsley Sheridan Explore the ways in which Sheridan presents father-son relations in this passage. In your answer you must consider how the playwright uses literary, linguistic and rhetorical devices and conventions to create specific dramatic effects. sir anthony And it is my wish, while yet I live, to have my boy make some figure in the world. I have resolved, therefore, to fix you at once in a noble independence. Sir, your kindness overpowers me. Such generosity makes the gratitude of reason more lively than the sensations even of filial affection. I am glad you are so sensible of my attention; and you shall be master of a large estate in a few weeks. Let my future life, sir, speak my gratitude: I cannot express the sense I have of your munificence. Yet, sir, I presume you would not wish me to quit the army? O, that shall be as your wife chooses. My wife, sir! Ay, ay, settle that between you; settle that between you. A wife, sir, did you say? Ay, a wife. Why – did not I mention her before? Not a word of her, sir. Odso! I mustn’t forget her though. Yes, Jack, the independence I was talking of is by a marriage. The fortune is saddled with a wife – but I suppose that makes no difference? Sir! Sir! You amaze me! Why, what the devil’s the matter with the fool? Just now you were all gratitude and duty. I was, sir: you talked to me of independence and a fortune, but not a word of a wife. Why what difference does that make? Od’s life, sir! If you have the estate, you must take it with the livestock on it, as it stands. absolute sir anthony absolute sir anthony absolute sir anthony absolute sir anthony absolute sir anthony absolute sir anthony absolute sir anthony H/Jun10/ELLB3 5 absolute If my happiness is to be the price, I must beg leave to decline the purchase. Pray, sir, who is the lady? What’s that to you, sir? Come, give me your promise to love and to marry her directly. Sure, sir, this is not very reasonable, to summon my affections for a lady I know nothing of! sir anthony absolute sir anthony I am sure, sir, ’tis more unreasonable in you to object to a lady you know nothing of. Then, sir, I must tell you plainly, that my inclinations are fixed on another. Sir, my heart is engaged to an angel. absolute sir anthony Then pray let it send an excuse. It is very sorry but business prevents its waiting on her. But my vows are pledged to her. Let her foreclose, Jack; let her foreclose. They are not worth redeeming. Besides, you have the angel’s vows in exchange, I suppose; so there can be no loss there. You must excuse me, sir, if I tell you, once for all, that in this point I cannot obey you. Hark’ee Jack. I have heard you for some time with patience. I have been cool, quite cool; but take care. You know I am compliance itself when I am not thwarted; no one more easily led when I have my own way – but don’t put me in a frenzy! Sir, I must repeat it: in this, I cannot obey you! Now, damn me, if ever I call you Jack again while I live! absolute sir anthony absolute sir anthony absolute sir anthony Turn over for the next question Turn over H/Jun10/ELLB3 U 6 oR Question 3 0 3 A Streetcar Named Desire – Tennessee Williams Explore the ways in which Williams presents the relationship between the sisters in this passage. In your answer you must consider how the playwright uses literary, linguistic and rhetorical devices and conventions to create specific dramatic effects. This extract is not reproduced here due to third-party copyright constraints. H/Jun10/ELLB3Turn over for the next question Turn over H/Jun10/ELLB3 UoR Question 4 0 4 Translations – Brian Friel Explore the ways in which Friel presents love and courtship in this passage. In your answer you must consider how the playwright uses literary, linguistic and rhetorical devices and conventions to create specific dramatic effects. Yolland Maire. She still moves away. Maire Chatach. She still moves away. Bun na hAbhann? (He says the name softly, almost privately, very tentatively, as if he were searching for a sound she might respond to. He tries again. ) Druim Dubh? Maire stops. She is listening. Yolland is encouraged. Poll na gCaorach. Lis Maol. Maire turns towards him. Lis na nGall. Maire Lis na nGradh. They are now facing each other and begin moving – almost imperceptibly – towards one another. Carraig an Phoill. Yolland Carraig na Ri. Loch na nEan. Maire Loch an Iubhair. Machaire Buidhe. Yolland Machaire Mor. Cnoc na Mona. Maire Cnoc na nGabhar. Yolland Mullach. Maire Port. Yolland Tor. Maire Lag. She holds out her hands to Yolland. He takes them. Each now speaks almost to himself/herself. Yolland I wish to God you could understand me. Maire Soft hands; a gentleman’s hands. Yolland Because if you could understand me I could tell you how I spend my days either thinking of you or gazing up at your house in the hope that you’ll appear even for a second. Maire Every evening you walk by yourself along the Tra Bhan and every morning you wash yourself in front of your tent. H/Jun10/ELLB3 9 Yolland I would tell you how beautiful you are, curlyheaded Maire. I would so like to tell you how beautiful you are. Maire Your arms are long and thin and the skin on your shoulders is very white. Yolland I would tell you †¦ Maire Don’t stop – I know what you’re saying. Yolland I would tell you how I want to be here – to live here – always – with you – always, always. Maire ‘Always’? What is that word – ‘always’? Yolland Yes-yes; always. Maire You’re trembling. Yolland Yes, I’m trembling because of you. Maire I’m trembling, too. (She holds his face in her hand. ) Yolland I’ve made up my mind †¦ Maire Shhhh. Yolland I’m not going to leave here †¦ Maire Shhh – listen to me. I want you, too, soldier. Yolland Don’t stop – I know what you’re saying. Maire I want to live with you – anywhere – anywhere at all – always – always. Yolland ‘Always’? What is that word – ‘always’? Maire Take me away with you, George. End of Section A Turn over for Section B Turn over H/Jun10/ELLB3 U 10 Section B – Talk in Life and Literature Question 5 0 5 Text A is an extract from Educating Rita (190), a play by Willy Russell set in a northern university. Frank is a middle-aged lecturer, and Rita his Open University student. She has just had an angry quarrel with her husband, who despises her longing for an education. She is anxious to know what Frank thinks about her essay on Macbeth. Text B is part of a transcription of a university tutorial. The tutor is discussing Julie’s essay with her. Compare the two texts, commenting on the ways in which they reflect the differences and similarities between talk in life and talk in literature. In your answer you must explore the relationship between context, purpose and audience and the ways in which speakers’ attitudes and values are conveyed. End of Questions H/Jun10/ELLB3 11 Text A (breaking away from him): It’s all right – I’ll be O. K. Just give me a minute. (She dries her eyes. ) What was me Macbeth essay like. frank: Oh sod Macbeth. rita: Why? frank: Rita! rita: No, come on, come on, I want y’ to tell me what y’ thought about it. rank: In the circumstances †¦ rita (going and hanging her bag on the back of the swivel chair): It doesn’t matter, it doesn’t; in the circumstances I need to go on, to talk about it an’ do it. What was it like. I told y’ it was no good. Is it really useless? frank sits in the chair. frank (sighing): I – I really donà ¢â‚¬â„¢t know what to say. rita: Well try an’ think of somethin’. Go on. I don’t mind if y’ tell me it was rubbish. I don’t want pity, Frank. Was it rubbish? frank: No, no. It’s not rubbish. It’s a totally honest, passionate account of your reaction to a play. It’s an unashamedly emotional statement about a certain experience. ita: Sentimental? frank: No. It’s too honest for that. It’s almost – erm – moving. But in terms of what you’re asking me to teach you of passing exams †¦ Oh, God, you see, I don’t †¦ rita: Say it, go on, say it! frank: In those terms it’s worthless. It shouldn’t be, but it is; in its own terms it’s – it’s wonderful. rita (confronting him across the desk): It’s worthless! You said. An’ if it’s worthless you’ve got to tell me because I wanna write essays like those on there. (She points to the essays on the desk. ) I wanna know, an’ pass exams like they do. frank: But if you’re going to write this sort of stuff you’re going to have to change. ita: All right. Tell me how to do it. frank (getting up): But I don’t know if I want to tell you, Rita, I don’t know that I want to teach you. (He moves towards the desk. ) What you already have is valuable. rita: Valuable? What’s valuable? The only thing I value is here, comin’ here once a week. frank: But, don’t you see, if you’re going to write this sort of thing – (He indicates the pile of essays. ) – to pass examinations, you’re going to have to suppress, perhaps even abandon your uniqueness. I’m going to have to change you. rita: But don’t you realize, I want to change!

A Token Economy That Supports Both Behavior and Math Skills

A Point System is a token economy that provides points for the behaviors or academic tasks that you want to reinforce either for a students IEP, or to manage or improve targeted behaviors. Points are assigned to those preferred (replacement) behaviors and rewarded on an ongoing basis to your students. Token Economies  support behavior and teach children to defer gratification. It is one of several techniques that can support good behavior. A point system to reward behavior creates an objective, performance-based system that can be straightforward to administer. A Point system is an effective way to administer a reinforcement program for students in self-contained programs, but can also be used to support behavior in an inclusion setting. You will want to have your point system operate on two levels: one that targets specific behaviors of a child with an IEP, and another that covers the behavioral expectations of the general classroom, as a tool for classroom management. Implementing a Point System Identify the behaviors that you want to increase or decrease. These can be Academic Behaviors (completing assignments, performance in reading or math) Social Behavior (Saying thank you to peers, waiting patiently for turns, etc.) or Classroom Survival Skills (Staying in your seat, raising a hand for permission to speak.Its best to limit the number of behaviors you want to recognize at first. Theres no reason you cant add a behavior each week for a month, though you may want to expand the cost of the rewards as the possibility to earn points expands.Determine the items, activities or privileges that can be earned by the points. Younger students may be more motivated for preferred items or small toys. Older students may be more interested in privileges, especially privileges that give that child visibility and therefore attention from his or her peers.Pay attention to what your students prefer to do in their free time. You can also use a reward menu, to discover your students preferen ces. At the same time, be prepared to add items as your students reinforcers may change.Decide on the number of points earned for each behavior, and the time frame for winning prizes or earning a trip to the prize box. You may also want to create a time frame for the behavior: a half hour of reading group free of interruption may be good for five or ten points.Determine the reinforcer costs. How many points for each reinforcer? You want to be sure to require more points for more desirable reinforcers. You may also want some small reinforcers that students could earn every day.Create a Classroom Bank or another method of recording accumulated points. You might be able to make a student the banker, though you want to build in some deterrence to fraud. Rotating the role is one way. If your students have weak academic skills (as opposed to Emotionally Impaired students) you or your classroom aide may administer the reinforcement program.Decide how points will be delivered. Points need t o be delivered continuously and unobtrusively, immediately after the appropriate, target behavior. Delivery methods might include:Poker chips: White chips were two points, blue chips were five points, and red chips were ten points. I awarded two points for being caught being good, and five points were good for completing assignments, returning homework, etc. At the end of the period, they counted their points and rewarded them. After 50 or 100 points they could trade them in for a reward: either a privilege (use of my CD players during independent work for a week) or an item from my treasure chest.A record sheet on the students desk: Use a specific colored pen to avoid counterfeiting.A daily record on a clipboard: This would be most effective for young children who would either lose the chips or not be able to help with record keeping: the teacher can record their daily points on a class chart at the end of the day/period.Plastic money used to teach counting: This would be great for a group that is acquiring money counting skills. In this system, one cent would equal one point.Explain the system to your students. Be sure to demonstrate the system, explaining it thoroughly. You may want to create a poster that explicitly names the desired behavior and the number of points for each behavior.Accompany points with social praise. Praising students will pair praise with the reinforcement and increase the likelihood that praise alone will increase targeted behaviors.Use flexibility when administering your point system. Youll want to reinforce every instance of the target behavior to start but may want to spread it out over multiple occurrences. Start with 2 points for each occurrence and increase it to 5 points for every 4 occurrences. Also pay attention to which items are preferred, as preferences may change over time. Over time you can add or change target behaviors, as you change the reinforcement schedule and reinforcers.

Slavery Of The Black Spirit By Michael Craton - 1959 Words

Slavery in Anglo-America, the British West Indies and the United States, endured for hundreds of years. However, as time progressed, economic, and social realities gradually decreased the feasibility of the institution. Examining Michael Craton’s book, Testing the Chains, and other resources, we are able to see that although outright rebellion and violence were sometimes used by slaves, religion, politics, and anti-slavery propaganda, also worked to slacken the chains, leading to complete emancipation. While it would be perverse to say that the slaves freed themselves without help, as there is no doubt that whites played a large role, it is true that the perseverance of the black spirit ultimately resulted in freedom. Therefore, it can be concluded that it is through unrelenting counter-hegemony that the slaves freed themselves. Religion Although many Africans already practiced varying religions, a major moral justification for slavery was to provide religion to the so-called savages. While many slaves did in fact adopt Christianity, its teachings did not quite coincide with slavery. That is, slaves related to stories of triumph and overcoming the odds, using them as an example of their deserved freedom. For example, the famous story of â€Å"The Exodus,† where Moses, as directed by God, leads the Hebrews out slavery in Egypt, was often seen as direct Biblical anti-slavery sentiment. While religion was initially seen as an invaluable gift to be given to the savage slaves, it

Censorship Is A Violation Of Human Rights Essay - 3776 Words

Censorship has been used since the beginning of man’s history and is still prevalent in today’s modern world. First it is important to have an agreed upon definition of what censorship is. To give a basic definition of what censorship is: the control of the information and ideas circulated within a society. Many believe and argue that censorship is a violation of human rights which include freedom of express and speech. Those that argue this viewpoint also believe it is a government’s job to ensure the safety of their citizens the best way possible, which really contradicts with the concept and purpose of censorship. The best way to handle the situation of censorship during a time of war, in the United States, is to have the government release an outline to what is considered appropriate to be published to the public. Also have a committee overview the work of journalist reviewed before it is released and have the journalist sign an agreement to not break the cod e they must use to decide what information they can publish. The best way to handle the situation of internet censorship, in the United States, is to take a hands off approach and allow the internet to be freely accessed with no restraints by all those who choose to use it at their own risk. Throughout history censorship has been primarily used to effectively repress a person or group’s opinion about a certain subject. Censorship is not only used in radical nations that are ruled by a dictator such as North Korea,Show MoreRelatedHuman Rights Violations in China - Should Western Companies Continue to Do Business with China?1636 Words   |  7 PagesCommissioner for Human Rights (2010) claims that everyone is equally entitled to human rights without discrimination. 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CensorshipRead MoreEssay about Censorship1703 Words   |  7 Pages Censorship of Violence Why does anyone care if our society is aggressive? Does the kid who decides to fire a gun into his school do so because he watched Natural Born Killers? Is violence in our communities really causing anyone any abnormal amount of heartache? To the victims, and the families and friends of the victims, surely it does. Perhaps there are still some individuals who care just for the sake of caring, not because they are grieving a loss. But what does it all mean, and what isRead MoreMedia Censorship1427 Words   |  6 PagesApril 30, 2011 Media Censorship in the United States Censorship has existed for longer than we could ever imagine. One of the first acts of state sponsored censorship occurred in 399 B.C. when Socrates, was executed for the â€Å"supposed common good of the people† (Guarding Public Morality, 2010, p.1). Socrates was a teacher and a philosopher in ancient Greece. 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Business Report on Elite Education Institute

Question: Describe about the Business Report on Elite Education Institute. Answer: Introduction: The Elite Education Institution is one of the most reputed names in the industry of learning management and training of the country. This is an institute that helps the students to attain specific learning and knowledge that they can use to attain better success in their professional lives. This institute has been in the market for the last 27 years (initiated in the year 1989 in Brisbane). The institute started as a centre that gave spoken English and computer crash courses to the students, from which the institute slowly diversified its genre of teaching and soon entered the field of management. In the current times the institute is providing ace and detailed courses on the domains of computers and IT, spoken English and also the vast arena of management. The authorities of the institute however are not happy the ways things have shaped up in the educational centre. They are looking for changes in the way things are being operated(Ee, 2016). It is in this context that I was appointed by the management of the institute as the consultant who shall provide recommendations for improving the operational pattern of this education centre. Body: I shall now highlight the current working pattern of the institute under various subheads. Along with the same I shall also make recommendations for future improvement. System and Processes: The institute is run on the basis of certain systems and processes. These processes and systems have been there since the inception of the institute and have not really met with many changes. This is seen in the way the attendance of the students are taken and calculated at the end of the session, the way examinations are conducted in the centres and also the classroom management techniques. The infrastructure nature of the institute etc also points out that adequate change for elevating the stature of the institute has not been done. My recommendation in this context would be to bring about a large percentage of modernization within the institute. The current processes or systems that are either being partially manually handled or fully manually handled must be brought under the regime of systems and processes that are run on the support of machines or ace quality technology. Attendance can be taken by the means of fingerprint recordings, examination halls can be monitored by CCTV cameras and the classroom can be supported by more IT related teaching gadgets. Teaching: We now come to the most important aspect of any education institute. The teaching faculty and infrastructure that earlier adhered by the classical concepts of addressing a classroom has also seen very little changes. The teachers make use of the blackboard for writing and instructing the students. This is a process that needs to be changed. The old teaching tools have to be replaced with the newer ones. In the current times digital whiteboards are brought into use. The management classes are increasingly making use of the projector and presentation screens to reach out to the students better. At the same time other technical support systems like Skype etc are being used where teachers even in a distant location can address the students of your classroom. This can help the students to gain better and wider insights into the subject. These new teaching methods can be adopted by Elite(Ee, 2016). Student Pastoral Care: The teachers of the institute have always been very much dedicated towards the needs of the students. In this context we see that the students have always received support for any problem they have had. However the teachers are more concerned with the academic problems of the students. Even the students often approach their teachers or particular academic problem. Other personal problems have never surfaced, nor are the teachers really instructed or even trained to take up any such issue of the students. However if the teachers in the coming days can aim at strengthening the entire character of the student rather than teaching them specific subjects it can do a world of difference to the students. This attitude on the part of the teachers can do wonders for the student teacher relationship. This in turn can help the teacher to guide the students better. Workplace Communication: Communication is clear and transparent in Elite Institute. The teachers have a good idea of the responsibilities that they are to carry out. In the same way the students are also clear about their courses and the time they shall get to finish the syllabus. However the management of the institute has a certain vision in mind at the time of instructing the teachers. The management of Elite is looking for a certain nature or quality of students passing out of the institute. These students shall be bright, confident, trained and ready to meet the challenges of the world of employment. It is with this vision that the management often sketches the plans and programs of teaching. This vision if shared with the students, then they can be better motivated in their educational courses(Lombardo, 2015). Staff Management: In terms of staff management the authorities at Elite are clear about the standards that are to be maintained at the time of recruitment. They are very clear about the kind of teachers they require. These standards are maintained at the time of recruitment. However this same sincerity is not shown in the aspect of further training the recruited teachers. In this pretext I shall propose well laid out training plans and strategies that can be made for the teachers and the other staff of the institute. This process as a whole can help to improve the overall operational standards of the institute. Conflict Resolution: As a learning management and training institute, Elite is supposed to conduct campus interviews that shall help the students to gain employment offers. This is the core area of conflict. Often this conflict occurs between the management and the students as the latter is not happy with the quality of the process. In the past such conflicts had remain unresolved where the management of Elite and the students did not reach any understanding. This year I feel that the committee that conducts the campus interviews must have at least three representatives from the students. This can help the students also understand the difficulties and the challenges that are faced by the campus interview committee(Ee, 2016). Rationality for the Recommendations: The main rationality behind the recommendations is to bring a certain modernity and amicability within the operational standards of the company. Elite is an institute that has been in the market for more than two decades. It has seen a transition in times where text books have been replace d by computers and the computers have been replaced by laptops and the laptops now have been replaced by other devices such as I pads and smart phones. Similarly other changes have also crept in. The systems and processes must be more technology oriented rather than person driven, the teaching styles also must be more technology printed so that the present generation can be interested and involved. Development of the organizational staff shall be the last straw that can bring complete success to the institute and can create a new position of dominance for the institute in the market. References: Ee, 2016. Elite Education Institute. [Online] Available at: https://ee.edu.au/ [Accessed 19 October 2016]. Ee, 2016. Elite Education Instute. [Online] Available at: https://ee.edu.au/elearning/moodle/ [Accessed 19 October 2016]. Lombardo, J., 2015. Workplace Communication: Importance, Strategies Examples. [Online] Available at: https://study.com/academy/lesson/workplace-communication-importance-strategies-examples.html [Accessed 20 October 2016].

Pmo Presentation free essay sample

Dzingwa Madzima June 2010 1 Overview †¢ †¢ †¢ †¢ †¢ †¢ †¢ The What and Why of PMO’s Starting a PMO Types of PMO’s PMO Roles and Responsibilities Executive Buy-In PMO Best Practices Telecel Zimbabwe PMO 2 The What and Why of PMO’s 3 Enhancing Your Bottom Line By Investing In Better Project Management Increasing Throughput Rate Strengthening the weakest link Achieving higher customer satisfaction Identifying the bottlenecks Reducing the program delivery interval Becoming the service provider of choice 4 What Is a PMO Exactly? 9% of respondents said PMO means project management office; 12% said it means program management office. Study by Brian Hobbs PMP and Monique Aubry â€Å"An organizational unit to centralize and coordinate the management of projects under its domain. A PMO oversees the management of projects, programs or a combination of both. † A Guide to the Project Management Body of Knowledge (PMBOK ® guide), Thi rd Edition  © 2004, p. 17 In each organization, the definition of a PMO may vary in name and by function, but it essentially centralizes, coordinates and oversees the management of projects and programs. We will write a custom essay sample on Pmo Presentation or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Article by Bud Baker, Ph. D. PMI Network, June 2007 5 The Project Management Office (PMO) A PMO is a centralized organization dedicated to improving the practice and results of project management. †¢ †¢ Some PMO initiatives are minimal, involving part-time staff. †¢ Other initiatives involve huge infrastructure, with rigid centralized planning, control and methodology. †¢ An organizational entity created to assist project managers in achieving project goals. †¢ A PMO is a group of people with a mission to support project managers in the successful launch, implementation, and completion of projects. Provides an opportunity for project managers to develop professionally more quickly than most could ever hope, if they were working isolated from one another. 6 PMO Responsibilities 7 What Benefits Does a PMO Offer? The most important service of a PMO is to provide qualified project managers to an organization†¦ †¢ PMO’s are/can†¦ ? Making ava ilable qualified †¢ If a PMO is not used†¦ project managers ? Provide support personnel to assist project managers ? Allow project managers to pool their skills and knowledge ? Help project managers to develop professionally ? Recommended for organizations with many project managers ? Provide consulting-type services and products to its constituency y With several projects under way, project managers are probably not learning from one another y PM’s are probably not sharing best practices y PM’s are not challenged to continuously improve their skills y Project managers can be overtly influenced by line managers y Project managers scattered across an organization with no common bond are significantly handicapped 8 Starting a PMO 9 Key Considerations †¢ †¢ †¢ †¢ †¢ †¢ PMO charter Culture change Implementation strategy Staffing Metrics/Performance Success factors Maturity of Project Management Practices PMO Charter †¢ Charter Scope – Business Needs – Sponsor – PM Maturity †¢ Charter Document – – – – – – Mission/Vision Goals/Objectives Sponsor Service Offering PMO Governance Key Performance Metr ics PMO Culture Change †¢ Natural resistance to change †¢ Political landscape †¢ Degree of cultural change – – – – – – – – PM maturity PMO charter Existing skill level Key driver implementation strategy Assess impact of change Inform Educate Involve – Winners/Losers – Management Support Change Management PMO Implementation Strategies †¢ Strategy drivers – PMO charter – PM maturity – Sponsor and management support – PMO drivers – Perception of value – Political environment – Culture/Value System Evolutionary/Incremental – Lower implementation risks – Lower start up costs – Will take longer to demonstrate ROI – More suitable if high resistance to change and low management support Revolutionary/Wholesale – Higher implementation risks – Higher startup costs – May be able to demonstrate ROI quicker â⠂¬â€œ More suitable if crisis or recognition at high level that change is imperative †¢ Success Factors †¢ Clear Charter – Creates clear expectations – Defines boundaries for implementation †¢ †¢ †¢ †¢ †¢ Top-Down Support Bottoms up Buy-in Sponsor Reporting to senior executive Strong LOB representation Communication/PR – Promotion of services – Education of value – Performance metrics that demonstrate business and customer value Starting a PMO FACTS O Executives must deliver in two key areas — ongoing operational results and improvement efforts. O Functional managers are continuously evaluated by senior anagement, peers, and subordinates for their ability to make things happen quickly. O Many projects involve multiple departments and functional areas. O Each organizational unit has its own language, its own standards, its own project management techniques or lack thereof. O No wonder so many central projec t management coordination units have sprung up in the last few years. 15 Starting a PMO PMO Requirements: u PMO value must be measurable to become sustainable. u If you cannot measure, you cannot control and if you cannot control, you cannot manage. The PMO must be aligned with the interests and goals of the organization to sustain itself. †¢ A PMO has responsibility for educating the organization it serves about its benefits it brings to projects †¢ A PMO must create and track metrics to show the results of its contributions †¢ A PMO should survey its customers routinely to verify it is adding value †¢ The PMO should focus on portfolio management of: uProject investments uResources uAssets uStrategic objectives 16 Types of PMO’s 17 Current PMO and Advanced Models Traditional PMO Focus mostly on tactical issues Science of project management Views organization as a complex machine Emphasis on monitoring and control Provides tools similar to a precise map to follow Internal process focused Process driven Standard (heavy) methods and practices Based on rules; follow rules Defined, repeatable, managed and optimized practices Focus on efficiency Process leadership Heavy management and governance Next Generation PMO Focus on strategic and cultural issues Art and craft of project management Views organization as a complex ecology Emphasis on collaboration Provides tools similar to a compass that show the direction Focus on end products, customers and outcomes Business driven Adaptable and flexible (agile) methods and practices Based on guiding principles; follow rules and improvise if needed Adaptive and innovative practices Focus on effectiveness and innovation Thought leadership Balanced management, governance and leadership Table courtesy of J. Du ggal, Projectize Group, http://www. projectize. com. 18 What Does a PMO Look Like? u Typical starting point for a PMO can be three project managers, a team leader, and five team members (also called PMO support personnel). Reporting View of a Small Project Management Office u PMO Project Starter Services†¦ †¢ Provide well-trained and competent project managers to run key projects. †¢ Provide project management consulting. †¢ Review contract proposals from vendors. †¢ Sponsor project management education. †¢ Develop, document, and maintain project management best practices. †¢ Conduct project culture training. †¢ Perform project reviews. †¢ Perform post-project reviews. †¢ Ensure that new projects apply lessons learned. 9 PMO Models Early on in PMO history, the Gartner Group identified three PMO models as flourishing: †¢ Project Repository Model† †¢ Project Coach Model †¢ Enterprise PMO Model There is a fourth model, called the Deliver Value Now Model, that should not b e ignored. 20 PROJECT REPOSITORY MODEL PROJECT REPOSITORY MODEL PMO serves as a source of information on project methodology and standards. l Assumes the enterprise has embraced a cohesive set of tools for project design, management, and reporting. l Occurs most often in organizations that empower distributed, businesscentric project ownership or with weak central-governance. l l BENEFITS Data gap identification l Incremental risk management control as projects initiate and mature in the development cycle l Bottleneck identification for all projects l Raising the bar for delivery goodness 21 PROJECT COACHING MODEL PROJECT COACHING MODEL Assumes a willingness to share some project management practices across functions and uses the PMO to coordinate the communication. l Best practices are documented and shared and project performance is monitored actively. l Results are used to raise enterprise performance and train inefficient or new project managers. l l BENEFITS Acts as trainer l Consultant or mentor l Source of information on project processes l Often helps in project setup and postproject reviews 22 ENTERPRISE PMO MODEL ENTERPRISE PMO MODEL The most permanent, consolidated, organizational model and concentrates project management within the PMO. l The mission of the EPMO implies direct management or oversight of projects. l All project managers are staffed within the shared service and consigned to projects as needed. l The EPMO acts as a contracted project manager, assessing scope, allocating resources and verifying time, budget, risk, and impact assumptions. l l BENEFITS Many firms have since learned that a consultative approach aimed at increasing project throughput and reducing project durations requires teamwork between the EPMO and the project teams. l The idea of a PMO owning the project managers has some significant potential negative effects. The project management expertise and standards may not filter through to functional areas. l When significant portions of the projects are part of one functional area, that functional area may not feel as committed. 23 DELIVER VALUE NOW MODEL DELIVER VALUE NOW MODEL Puts o rganization goals first. l Improvements in PM methodology are viewed as a means to an end, and not the end in itself. l A holistic approach, embracing methods, skills and strategy that views project management as one piece of a bigger puzzle. l Enables consistent motivation for the entire organization to seek out accelerated project deliveries. l A stronger, more balanced project portfolio and better project performance. l l BENEFITS A strong, well-balanced project portfolio that identifies up-to-date project workload, sponsorship, tactical progress, health status and current data gaps. l A monthly plan and forecast that identifies portfolio opportunities and threats, top issues and risks, projects over/under budget summary. l A project prioritization model for all portfolio projects based on ability to form a Governance Board to direct model creation. l Governance Board setup and/or modification enables the force-ranking of the portfolio of projects. l Project management training, coaching, and mentoring based on need. 24 DETERMINING THE PMO MODEL FOR YOUR ORGANIZATION Questions you should ask†¦ 1. Who will initially be the main customers of the PMO? 2. What is the maturity level of the project management community? 3. How well does the Executive Team work together for the good of the enterprise? 4. Where is the greatest pain? 5. Will the PMO be able to deal with the intensity of missed delivery expectations from the executives and all of its implications? 6. Will the PMO be able to rescue troubled projects critical to the business? What if it cannot? 7. Will the PMO be funded sufficiently and supported by the executives to meet the value opportunities and threats? 25 PMO Roles and Responsibilities 26 PMO Roles and Responsibilities PMO EXECUTIVE PROJECT PORTFOLIO MANAGER PROJECT MANAGEMENT MENTOR PROJECT MANAGEMENT TOOL MENTOR RESOURCE PORTFOLIO MANAGER HELP DESK SPECIALISTS METHODOLOGY SPECIALIST DATA ADMINISTRATOR PROJECT MANAGEMENT TRAINER 27 PMO Services Overview †¢ As a PMO begins to define its objectives, it needs to consider what services it will provide to meet those objectives. †¢ It must also assess when in its implementation schedule it will provide these services. †¢ The services that are required dictate the various roles and responsibilities. †¢ Each service provided will require some level of staff support. 28 Most large-scale transformation programs do not succeed, mainly driven by inadequate governance and poor planning Large Programs Success Rates Why Projects / Programs Fail Others Technical Problems Successful 16% 11% 4% 4% 36% Problems with Suppliers Insufficient Project Personnel Resources Poor Organization and Project Management Practices 10% 53% 31% 15% 20% Cancelled Under Perform Ineffective Project Planning Poorly Defined or Missing Project Objectives Source: Standish Group International, Survey from 2500 personnel attending project management training A Program Management Office (PMO) can effectively help address these challenges†¦ PMO Challenges Benefits Benefits of PMO 4 Identifies gaps in realization of strategic objectives 4 Escalates current risks and identifies potential risks earlier 4 Ensures proper communications to relevant stakeholders 4 Improves monitoring and ontrol of projects 4 Mediates issue resolution 4 Increases efficiency in tracking progress of projects 4 Integrates project plans for all projects – Standardizes progress reporting Examples of Challenges 4 Project mission and tasks are poorly defined 4 Lack of a clear process for escalating risks to senior management 4 Insufficient reporting to support top-management decisions 4 Ineffective enforcement of project controls and policies 4 Conflict between line, project managers 4 Projects do not meet deadlines / milestones 4 Lack of standardized reports and reporting frameworks for all projects Fragmented project plans †¦and can accelerate progress, increase value, and reduce risk of failure Value of an Effective Efficient PMO Value ($) Efficient Program Management Office Value 2: Delivers Incremental Value Traditional Program Management Implementation Planning Set-up Validation Detailing, Planning Assessment Concept Development Time Value 3: Reduces Risk of Failure Value 1: Accelerates Progress A PMO would be initiated through five key steps leading to the first PMO session and the kick-off of Implementation PMO Set-up Process 1 Nominate and Confirm PMO Team 1. Nominate and confirm PMO team: 4 Identify, nominate and obtain approval for the PMO leadership from senior management 2. Setup PMO: 4 Determine relevant stakeholders, and/or external participants and structure PMO appropriately 4 Communicate key interested parties’ required involvement and PMO expectations 4 Engage all relevant key interested parties to get buy-in on program objectives and approach 3. Prepare tools, processes and templates: 4 Prepare all required tools, processes and templates 4 Distribute templates and reports for PMO meetings 4 Prepare project reporting, issue management, change management, and planning and communication management processes 4. Develop PMO master plan: 4 Obtain detailed required changes documents 4 Conduct interviews, meetings, and workshops with key interested parties regarding telework initiatives 4 Prioritize telework initiatives and conduct high-level review of any dependencies, overlaps, and issues 4 Consolidate tentative telework initiative project plans into a consolidated master plan 5. Conduct first PMO session: 4 Confirm logistics and communicate timing and agenda of first PMO session 4 Discuss issues, dependencies, project plan recommendations, role of PMO going forward 4 Distribute program-related process information 2 Set-up PMO 3 Prepare Tools, Processes Templates 4 Develop PMO Master Plan 5 Conduct First PMO Session During the PMO lifecycle, nine functions will help ensure success of the various implementation and transformation initiatives Continuous Program Management Functions 1. Progress Tracking and Reporting: Track milestones and deliverables for each project: – Reject project plans if they do not conform with PMO standards and required level of details – Identify and coordinate program critical path changes throughout projects 2. Communication Management: Communicate relevant messages to all key interested parties 3. Resource Management: Identify potential resource bottlenecks, unique requirements, contingencies and plan accordingly 4. Issue Management: Establish and maintain standards for issue categorization and resolution according to issue severity and facilitate resolution 5. Risk Management: Pro-actively identify and quantify potential risks (e. g. , financial, resource, technical) Establish and maintain quality assurance standards, procedures and schedule compliance / assurance reviews 6. Quality Assurance: Provide criteria in selecting contractors during the RFP process 7. Change Management: Establish and maintain a standard process for receiving, testing and approving changes to program scope 8. Business Alignment: Assess the fit and identify gaps between business needs and processes with the proposed solution 9. Technology Alignment: Assess the fit of proposed technologies with current or planned environment / infrastructure Change Management 7 Business Alignment Technology Alignment 9 8 Quality Assurance 6 Risk Management 5 LTO Program Management 2 4 3 1 Progress Tracking Reporting Communication Management Issue Management Resource Management Continuous Cycle of Direction, Validation and Adjustments To Accelerate Delivery Direction Governance Review Leadership Enterprise Strategy Business Unit Strategy Governance Review Leadership Feedback Prioritization Feedback Project Managers PMO Feedback Q/A Project Status Reports, Time Sheets, Project Schedules 34 The PMO Managing the Total Portfolio Business Strategy Management Project Management Office Management Plan and Execute Validate and Adjust Project Portfolio Resource Portfolio Application Portfolio 35 Executive Buy-In 36 Executive Buy-in of The PMO Executives will embrace a PMO that dramatically increases the probability of meeting their goals. A PMO must deliver on its promise through four major processes: Choosing the right project mix — a new way of strategic planning u Linking the executive teams strategies to current and planned projects u Managing the project portfolio correctly u Measuring the PMO to tangibly improve project performance relative to the execu tives strategic goals A PMO must be able to help executives with execution of strategy, as determined by the project mix and flow, or the PMO will not achieve sufficient level of value to sustain itself. 37 Executives Embrace a PMO If†¦ †¢ CHARACTERISTICS OF A PMO THAT EXECUTIVES WILL EMBRACE: ? Executives will perceive value if the PMO helps the executives meet the goals on which they are measured ? It must drive more projects through completion, without correspondingly increasing resources ? Projects must be completed in drastically shorter times ? The impact of the PMO is clearly felt on both the top and bottom lines of the organization (even in not-for-profit organizations) ? Executives and managers throughout the organization feel that they are getting benefit out of the PMO 38 PMO Best Practices 39 Elements of An Effective PMO q The Right People q The Right Tools q The Right Data q AVOIDS: The Wrong Result The Right People †¢ Include people from the The Right Tools †¢ PMOs may purchase The Right Data †¢ To improve, project delivery must be measureable. †¢ This process is often accomplished with project status reports. †¢ The PMO must diagnose system problems to help solve them. supply side and market side of the organization. A PMO requires skills in marketing and communications. †¢ The PMO should cover multiple disciplines. Enterprise Project Management (EPM) tools †¢ With low project management maturity, sophisticated tools meet heavy resistance. †¢ PMOs without a marketing plan to gain strong buy-in on tool usage are doomed. 40 THE WRONG RESULT — WHY PMO IMPLEMENTATIONS FAIL†¦ yThe PMO did not define its value proposition. yThe PMO is not perceived as impacting project delivery abilities. yThe PMO is seen as a threat — most often too authoritative. y The PMO does not have buy-in from the senior management. yThe PMO is too low in the management reporting. y Project Management Overhead — the bad PMO acronym. The PMO is micromanaging — trying to control every project directly. 41 Some Final Thoughts on starting a PMO†¦ C C C C C C C In todays economy, more value is needed now. Establishing a PMO that brings recognized value in the first six months of its existence is critical. Recommend you go beyond the original models. As you plan the PMO implementation, seriously consider establishing visible value to senior management from the getgo. Go after the low-hanging fruit that helps everyone win and the PMO will be on its way. A void being perceived as sitting in the Ivory Tower of Project Management Excellence. Build a PMO that will Deliver Value Now. 42