XYZ restaurant owner wishes to extend his current operation by adding a new webpage to the
existing web site to setup an online ordering system for Takeaway Orders. This new page should
have a scrolling menu and an online messaging capability to Chat with the customers.
He also requires a new PC with fast internet connection to be supplied at the restaurantâs takeaway
counter.
The idea is that customers will send their requests via online messaging system (chat window). On
duty staff receives the order, communicates with the customer, and confirms the customerâs order
and pick-up time. A confirmation email/text message will be sent to the customer and the relevant
staff. Afterwards, the order will follow the normal process for takeaway orders.
You are required to prepare a Project Proposal/charter covering the following requirements.
1) Create a table listing at least five Objectives (in business terms) for this project as you would
word them in the Project Proposal/Charter.
2) Develop work breakdown structure (WBS) of the case study featuring 3-5 levels and 10-20
boxes.
3) Create a Chart or Table, listing all the major tasks, in sequence, and show all dependencies.
4) Draw a network diagram showing all the tasks and their dependencies (abbreviate their
names if necessary). Arrange the tasks to achieve the shortest time to complete the project
and determine the number of weeks it will take to complete the project.
5) Calculate the slack or float time for each activity, on the understanding that many tasks can
be run in parallel if dependencies permit.
6) Finally, list the task numbers that form the critical path.
Sample Solution
Risk Taking ought to be a focal issue in unknown dialect advancing especially concerning talking works out. As shown by Beebe (1983) “you take a gamble each time you open your mouth in an unknown dialect, or so far as that is concerned in any learning circumstance where you are approached to perform without acknowledging it, even the most safe individual faces challenges”. (p.39) One of the properties of a powerful understudy is to face challenges. Understudies take gambles each time they pose inquiry, or answer to the Instructor. Experts like Ely (1984) and Samimy (1991) examined Hazard taking and considered Chance Taking as one of the traits of good understudies. Lover (1985) states that dynamic cooperation of the understudies in plan of significance through data gives understudies critical result. Significant information is fundamental in outlining semantic ability and huge result is essential in forming syntactic expertise. In this way, Understudy quietness in homeroom is the issue of EFL Educators. Anyway, researchers don’t all agree that shortfall of Chance Taking limit isn’t only outer. Investigators included not simply non-Understudy related parts or outside components yet furthermore Understudy related or inward factors. Understudy related factors include individual and loaded with feeling factors related to understudies Chance Taking execution. They consolidate age, orientation, personality, inspiration, certainty and nervousness. Understudies’ Gamble taking behavior is impacted by external variables, for instance, their social convictions or practices, their learning situation, for instance, Educators’ demeanor, showing style and other course related parts like class size and study hall works out. Ely (1989), in a homeroom discernment and sound narrative the individuals attempting to find the association between Hazard Taking and oral help, contemplated that there was a basic association between study hall cooperation and oral capacity. Risk Taking components can be arranged as Understudy related factors those that impact understudies from inside and non-Understudy related components those that impact understudies from outside and exist in Language learning condition. Understudy related factors or inside parts are those that the singular Language understudy conveys with him/her to the particular learning conditions include: motivation, certainty, nervousness, and character quality. Outside components are those that depict the particular Language-learning situation. Non Understudy related components influencing risk taking behavior of the Language understudies integrate their learning situation, for instance, Instructor’s mentality and showing styles and course related components like class size and study hall activity. Local area Language learning or educating getting the hang concerning as shown by Curran (1976), proposes a pleasant and warm climate where understudies are encouraged to rehearse exercises to convey in the homeroom and understudies successfully face challenges without feeling undermined. Seliger (1977) in an observational assessment made a refinement of the understudies at the constraints of interest in a homeroom setting and the effect of study hall correspondence on their Language limit. Information were collected through a semester and he contemplated that there were two kinds of understudies considering verbal collaboration; he called them>
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Risk Taking ought to be a focal issue in unknown dialect advancing especially concerning talking works out. As shown by Beebe (1983) “you take a gamble each time you open your mouth in an unknown dialect, or so far as that is concerned in any learning circumstance where you are approached to perform without acknowledging it, even the most safe individual faces challenges”. (p.39) One of the properties of a powerful understudy is to face challenges. Understudies take gambles each time they pose inquiry, or answer to the Instructor. Experts like Ely (1984) and Samimy (1991) examined Hazard taking and considered Chance Taking as one of the traits of good understudies. Lover (1985) states that dynamic cooperation of the understudies in plan of significance through data gives understudies critical result. Significant information is fundamental in outlining semantic ability and huge result is essential in forming syntactic expertise. In this way, Understudy quietness in homeroom is the issue of EFL Educators. Anyway, researchers don’t all agree that shortfall of Chance Taking limit isn’t only outer. Investigators included not simply non-Understudy related parts or outside components yet furthermore Understudy related or inward factors. Understudy related factors include individual and loaded with feeling factors related to understudies Chance Taking execution. They consolidate age, orientation, personality, inspiration, certainty and nervousness. Understudies’ Gamble taking behavior is impacted by external variables, for instance, their social convictions or practices, their learning situation, for instance, Educators’ demeanor, showing style and other course related parts like class size and study hall works out. Ely (1989), in a homeroom discernment and sound narrative the individuals attempting to find the association between Hazard Taking and oral help, contemplated that there was a basic association between study hall cooperation and oral capacity. Risk Taking components can be arranged as Understudy related factors those that impact understudies from inside and non-Understudy related components those that impact understudies from outside and exist in Language learning condition. Understudy related factors or inside parts are those that the singular Language understudy conveys with him/her to the particular learning conditions include: motivation, certainty, nervousness, and character quality. Outside components are those that depict the particular Language-learning situation. Non Understudy related components influencing risk taking behavior of the Language understudies integrate their learning situation, for instance, Instructor’s mentality and showing styles and course related components like class size and study hall activity. Local area Language learning or educating getting the hang concerning as shown by Curran (1976), proposes a pleasant and warm climate where understudies are encouraged to rehearse exercises to convey in the homeroom and understudies successfully face challenges without feeling undermined. Seliger (1977) in an observational assessment made a refinement of the understudies at the constraints of interest in a homeroom setting and the effect of study hall correspondence on their Language limit. Information were collected through a semester and he contemplated that there were two kinds of understudies considering verbal collaboration; he called them>
