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PFA 11. Assignment 11_ Ethical Decision Making for Leaders: references in APA format use text books as references: Submit a completed template for analyzing an ethical dilemma following the attached template which include details of the expectations for this assignment. The lessons and resources provide sufficient clarity and background to allow completion of this assignment. You may choose any dilemma for this assignment, but it is highly recommended to choose the dilemma that is planned for the final paper – Analyzing and Solving an Ethical Dilemmas. By using the final paper topic for this assignment, it provides a solid foundation for the final paper and allows for this assignment to have a dual benefit. Note: Please complete the assignment in the attached Document Assignment - Analyzing an Ethical Dilemma(1) Don’t use separate word document. Text Book: Business Ethics Now by Andrew W. Ghillyer 4. Assignment 4_ Strategic Project Management: 2 page references in APA format use text books as references: For your mock project for this class, create a Gantt Chart using Figure 10.11 in the Verzuh text as an example. (Notes: 1. you will want to go back and review chapter 10 of the Verzuh text, particularly pages 201 – 208; 2. you will not be required to perform “Step 5: Assign and level resources.” Submit 2 pages (not counting cover and references). Use APA format. Text book: Verzuh, E. (2021). The Fast Forward MBA in Project Management (6ed.).  Hoboken, NJ.  John Wiley & Sons.  TEMPLATE - Analyzing An Ethical Delimma Answer all questions in Sections I through VII. Enter your answer below the question and re-format as needed. I. Identifying the ethical dilemma . What is the ethical dilemma to be resolved and who is the decision-maker facing the dilemma i.e. who will need to make a decision and take some action? State the dilemma using this form: Should (identify the decision-maker) do (Alternative A) or (Alternative B)? II. Understanding the situation . What are the relevant facts to consider in the dilemma stated in Section I? What kind of evidence (scientific, social, psychological, legal, religious, etc.) is each of these facts? The information provided under this section must be from a creditable source and be graduate level research with citations. III. Stakeholders List the stakeholders involved in the dilemma. Briefly describe each of their interests in the outcome. IV. Rights and Duties In this Section, identify which stakeholders have rights that need to be considered, and which stakeholders have a duty to protect each of the rights you identify. Complete the following set of questions for EACH stakeholder you identify as having a right. Stakeholder with a right: 1. What is the stakeholder’s right? 2. By what authority does the stakeholder have that right? 3. What other stakeholder(s) have a duty to protect the right named in (1) above? 4. What do the stakeholders named in (3) above have to do to perform and uphold their duties? V. Analyzing Alternative A 1. Restate Alternative A: 2. Teleological Approaches (utilitarianism/consequentialism): · If Alternative A is done, who, if anyone, will be harmed? · If Alternative A is done, who, if anyone, will benefit? · Do the benefits of doing Alternative A outweigh the harms of doing Alternative A, and why? 3. Deontological Approaches (categorical imperative): A categorical imperative is a value that is so important that it must be upheld in action in order for that action to be ethical. In other words, behavior that violates a categorical imperative is by definition unethical. It is so important that it must be observed regardless of the consequences of doing so. · Does Alternative A represent a categorical imperative for the decision-maker? · What is the priority for the decision-maker that will be upheld by adopting Alternative A? · Why is it so important? 4. Rights and Duties. Refer to your answers in Section IV above to answer these questions. · If Alternative A is adopted, whose rights will be preserved, and whose rights will be violated? · If Alternative A is adopted, whose duties will be maintained, and whose duties will be neglected? VI. Analyzing Alternative B 1. Restate Alternative B: 2. Teleological Approaches (utilitarianism/consequentialism) · If Alternative B is done, who, if anyone, will be harmed? · If Alternative B is done, who, if anyone, will benefit? · Do the benefits of doing Alternative B outweigh the harms of doing Alternative B, and why? 3. Deontological Approaches (categorical imperative): A categorical imperative is a value that is so important that it must be upheld in action in order for that action to be ethical. In other words, behavior that violates a categorical imperative is by definition unethical. It is so important that it must be observed regardless of the consequences of doing so. · Does Alternative B represent a categorical imperative for the decision-maker? · What is the priority for the decision-maker that will be upheld by adopting Alternative B? · Why is it so important? 4. Rights and Duties - Refer to your answers to Section VI above to answer these questions. · If Alternative B is adopted, whose rights will be preserved, and whose rights will be violated? · If Alternative B is adopted, whose duties will be maintained, and whose duties will be neglected? VII. Making a Decision   Make a defensible ethical decision by answering the following questions: 1. Teleological Perspective (Refer to your answers to Question #2 in Sections V and VI) Which Alternative results in less harm or the greater benefit? Is this sufficient ground for deciding that this Alternative is the ethical course of action? Why or why not? 2. Deontological Perspective (Refer to your answers to Question #3 in Sections V and VI) Does ethical behavior in this issue rest upon a categorical imperative? If so, what is it? If you have identified a categorical imperative that must be upheld in order for the decision-maker named in Section I to make an ethical decision, which course of action (Alternative A or Alternative B) best supports that categorical imperative? Why? 3. Rights and Duties (Refer to your answers to Question #4 in Sections V and VI) Which Alternative preserves the most important rights and duties, and whose rights or duties will be sacrificed to accomplish this? 4. If the interests of certain stakeholders (see your answer to Section III) are sacrificed to the interests of other stakeholders as a result of your decision, explain why that is justified or necessary. 5. What should or should not have been done in the first place to avoid this dilemma? 6. What other longer-term changes (such as political, legal, scientific, technical, societal, or organizational changes) would help prevent such problems in the future? CONCEPT Gantt Charts and Time- Scaled Networks A picture is worth a thousand words. The network diagram is essential in calculating the schedule, but it can be terribly difficult to decipher on a large project. Thankfully, there are two very good alternatives, which display both the schedule information and the task relationships. Gantt charts, named after Henry Gantt, who developed them in the early 1900s, have become the most common method for displaying a project schedule. Figure 10.9 is a Gantt chart for the home landscape project. It has the same schedule dates as the network in Figure 10.6. Notice that all the tasks are currently scheduled at their early start date-you can tell that because all noncritical tasks display float. The great advantage of the Gantt chart is its clarity: The horizontal axis shows the schedule and the vertical1 axis lists the work breakdown structure. Another excellent graphic for displaying a schedule is the time.scaled networkk (as shown in Figures 10.5 and 10.10). One advantage that this diagram has compared to the Gantt chart is the ability to condense the network onto less paper. On large projects, the Gantt charts can grow too large to print, whereas the time.scaled network, because it combines many tasks on one line, can be made one.half to one.tenth the height of the Gantt. The initial schedule represents the combination of task sequence and task duration, but it's called an initial schedule because it hasn't taken into account people and equipment limitations. The next planning step uses the initial schedule as a starting point and balances it against the resources available to the project. PLANNING STEP FIVE: ASSIGN AND LEVEL RESOURCES The goal of resource leveling is to optimize the use of people and equipment assigned to the project. It begins with the assumption that, whenever possible, it is most productive to have consistent, continuous use of the fewest resources possible. In other words, it seeks to avoid repeatedly adding and removing resources time and again throughout the project. Resource leveling is the last step in creating a realistic schedule. It confronts the reality of limited people and equipment and adjusts the schedule to compensate. Legend 1 Task 10 Duraton ES EF LS|LFES Early start Milestone FL Imposed mpletion date is day 15. EF Early finish Start LSLate start LF=Late finish FLHoat days isn Calculate late start dates backward fromm the deadline. 15 Task 1D Duration 12 days 2 4 days 3 4 days 1 day 12 days 6 5 days FIGURE 10.8 Negative float. When imposed deadlines result in negative FIGURE 10.8 Negative float. When imposed deadlines result in negative float, that is a warning the project is out of equilibrium. The cost, schedule, or scope objective must be revised Wek of u6 Nen of u 13 Weet d Jur 22 Week df bur 29 Labor HoursS T |IESS T|WITESS|NITIWIT|ESS N|T|WTESSMIT Wees ur 15 IDTask Name andscap ono and6capo B0 hrs. 3 Acquire lawn matona 64 hrs 4 Install sprinkler system 8hrs 5 donty apnnkior locations Dig trenches Tee ""Ppe and haroware B Cover spnnkr y lxed fee angrass 368 nrs. 10 Rermove oeons 256 hrs Summay 6 hrs 11 epare so subordinate finish. Pant lawn s0ed 16 hrs. COr ate finish 1 Plant shrubs 96 hrs Subordinate start. y start Neek of Ju ee of Ju 13 LaborHours S |WITE|S S|WIT|W|T|F|S| SMT|WIT|F|5 S|M T|WT |F| S S |MT Weet of una D ask Namee 14 Build fence ** T6 hrs. Cquire ence matenial 16 Install fence 328 nrs 17 32 hrs. 18 a poo BU nes 9 Instal tenCing and 9ales 144 nis Paint/stain fence and gates 72 hrs. Legend: Critical NoncriticalL loat t= Summary The duration of a summary task is driven by its subordinate tasks. The float tor a noncritical task begins at its early start and ends at its late finish. This chart shows an early start schedule-all tasks are curently scheduled to begin on their earty start date. FIGURE 10.9 Gantt chart for home landscape project. Using the home landscape project as an example, we can see how resource leveling makes a project schedule more realistic. The network (Figure 10.6) shows, in terms of task scheduling, that it's possible to put in the lawm and build the fence at the same time. But when we consider that the family has only the three teenagers available to work on the project, that means they have just a total of 24 labor hours available each day (3 teens x8 hours per day). Trying to put in the lawn and build the fence concurrently is unrealistic because it would require each teen to work far more than eight hours a day for more than half the project. (The resource spreadsheet on the Gantt chart in Figure 10.11 indicates clearly how unrealistic the the Gantt chart in Figure 10.11 indicates clearly how unrealistic the schedule is.) Resource leveling will adjust the schedule to keep the teens busy at a consistent, reasonable rate. Figure 10.12 shows the same project as Figure 10.11, but with the resources leveled.) Not only does resource leveling take unreasonable overtime out of their project, but it also keeps the teens employed for a longer time at a steady rate. That's usually an advantage for any project team. Let's consider a few of the problems faced by project managers in this process of leveling resources. Every project faces the reality of limited people and equipment. The idea is to avoid both over. and under. allocation. As the home landscape project demonstrates, too many concurrent taskS can call for more resources than are available. For example, as discussed, the initial schedule had the teens working on the fence and the lawn during the same period, and this resulted in the teens being over.allocated during the first half of the project (they would have had to work more than eight hours a day to meet this schedule). Project managers need to remember that whether it's teenagers planting the lawn, bulldozers, or programmers, there are rarely a bunch of spares sitting on the shelf. This over. allocation problem can become especially acute if project managers i cino thot thOT nTTO 1owco nnlTT .0JeCl ILldlldgtls Iletd tilltITLOtI hat whether it's teenagers planting the awn, bulldozers, or programmers, here are rarely a bunch of spares itting on the shelf. This over. allocation problenm can become specially acute if project managers magine that they have a large supply of a rare resource, such as the unlimited time of the only subject matter expert in the company. In this case, not only has the schedule become unrealistic, but the manager may have overloaded a key resource. The other side of the problem is under. allocation. If the project team isn't busy on your project, it will likely be reassigned to other projects and be unavailable when the next peak comes. In the worst case, during lulls in the project some of the unassigned people may get laid off, becoming permanently unavailable and taking valuable knowledge about your project with them. weer of Jun 15 Week of Jun 22 Week of Jun 29 ek of Jul 6 Week of Jul 13 UESSMTWITLEISSMITIWLI|F Is|s |M|T|w|T|E s|sM| ACquire iawn materials entih Design home landscap ldentity sprinkder localions 6Dg trenches 8Cover sprnkder system Remove debris Prepare S 12Plat lawn soed 1 Plant shrubs Acqulte tence mate Install pOsts nstsnnenO gates 17 TViark TencO Ino Instal foncing and gatos Legend: Critical Noncritical FIGURE 10.10 Time.scaled network for home landscape project. This time. scaled network has the same initial schedule information as Figure 10.9. Wee Jun 15 Week f Ju 2 Week of Jun 29 Week of u Meek of ul 13 ID Task Labor Hours|8ITWFS8 WITw |ESIS IT|WTE|S|S|IT|WIT|F|S|SVIT B0 nis Denign home lan ndbcape Homeowner, teens 2 Put in lawn 536 hrs 3 Acquire lawn materials 64 hrs. week of Jun 22 Week of Jun 29 Week o Jul 6 Week of Jul 13 SMT_WITIELSSMLTIWITLEIS|SMIT|WII|E Lss |M|T|w|T|E|ssM cure lawn materials Design home landsCap 5euy sprinder locations Dig tronchos 8Cover sprinkler syslem Hemove debris Pepdre 1 12 Plant lawn seed Plant shrubs 13 ACOUire fence materia Instal po Painvstain tenceland giates Mark 1ence ane Install foncing and gate Legend: Critical Noncritical FIGURE 10.10 Time.scaled network for home landscape project. This time. scaled network has the same initial schedule information as Figure 10.9. Wee Jun 15 Weet d Jun 22 Week of Jun 29 Wes of u6 Wee of u 13 Labor HoursSUTW FSSWTWISSMT WTES 5VTWIT|F S|VIT|1D Task Niame eg nOmo andbcape Homeowner, teens Put in lawn 536 hrs ACquiro lnwn matoriaas 64 hrs eeer, Teens nstal sprKG 5y81em 8 hrs 5 dentty sprinkKICr locaOn 8 hrs Contractor, homeowner Dig trenches TOxea Tee Contractor nstal pipe and hardware Contraco Cover sprinkler system fixed fee JContractor antgrass Teens and youth group emove debris 11 Prepare SO 96 hrs. TetS,O 12 ant lawn seed o nis LTeens ant shrubs 6 hrs. Teens Week d Jun Week of Ju Week of Ju 6 Week of Jul 13 T Tasi 14 A Labor HoursSITWTESSITWITIES|S|M|T|W|T|ELS|SNT |W|T|ES|5MT 15 ACquire tonce matena 16 hs |Homeowne 28 hrs Mark fence lino 32 hs Homeowner. teans Install posts 80 hrs Teens nstal encing and gatos 144 nrs. Teens Paint/stan tence and gates 72 hrs Woek of Jun 15 Wook of n 22 Wook of Jun 29 D Resource Name S VTWIESS V WHAS5MTW ESSMTWTESSD Legend d u6 Week of Jul 13 Crbcal FHomeownor 44 4 4 4 32 16 Teens 36 36 36 36 12 Contractor Youth group 40 40 40 40 Rototiller Noncrtical L 64 40 56 56 56 56 16 24 24 24 24 24 40 24 24 Float 8 88 Summary Hours per day Ine resouroe Spreadsheel shOws the labor hours per day for each resource. Overallocaled resources are in italics. The tamily has three teenagers working on the project, for a total of 24 hours each day (3 teens @8 hours). There is only one homeowner, who is available for 8 hours a day Given this inial schedule, with all tasks beginning on their early start dates, both the homeowner and teens are overscheduled during much of the project FIGURE 10.11 Gantt chart with resource spreadsheet for home landscape project. A further problem arises if people working on this project are also working on several others at the same time. If every project in the firm has wild swings in its resource requirements, it is almost impossible to move people smoothly between projects. Instead, people are yanked off one project to help another catch up, only to be thrown at yet another that is FIGURE 10.11 Gantt chart with resource spreadsheet for home landscape project. A further problem arises if people working on this project are also working on several others at the same time. If every project in the firm has wild swings in its resource requirements, it is almost impossible to move people smoothly between projects. Instead, people are yanked off one project to help another catch up, only to be thrown at yet another that is even further behind. The Process of Resource Leveling It is important to remember how we are defining the term resources. Resources are the people, equipment, and raw materials that go into the project. Resource leveling focuses only on the people and equipment; the materials needed for the project are dictated by the specifications. Resource leveling begins with the initial schedule and work package resource requirements (see Table 10.1). The leveling follows a four.step procesS: 1. Forecast the resource requirements throughout the project for the initial schedule. The best tool for this process is a resource spreadsheet such as the one portrayed in Figure 10.11. This spreadsheet, correlated to the schedule, can forecast all thhe people and equipment needed on each day of the project. The initial schedule is sometimes called en. 2.05 KB/S HD . 94% procesSS: 1. Forecast the resource requirements throughout the project for the initial schedule. The best tool for this process is a resource spreadsheet such as the one portrayed in Figure 10.11. This spreadsheet, correlated to the schedule, can forecast all the people and equipment needed on each day of the project. The initial schedule is sometimes called an early start schedule. At first, this might seem like good project management; that is, getting as early a start on everything as possible. But an early start schedule usually has a lot of uneconomical resource peaks and valleys. For example, the over. allocation of the teens during the first half of the home landscape project is the kind of misallocation common to early start schedules. 2. Identify the resource peaks. Use the resource spreadsheet (Figure 10.11) and the resources histogram (Figure 10.13) to find the periods in the project where there are unrealistic or uneconomical resource amounts. 3. At each peak, delay noncritical tasks within their float. Remember that float is schedule flexibility. Tasks with float can be delayed rithant ahaninr +ho nnoiart HD. 94% 3. At each peak, delay noncritical tasks within their float. Remember that float is schedule flexibility. Tasks with float can be delayed without changing the project deadline. By delaying these tasks, you'll also be filling in the valleys of the resource histogram; that is, moving tasks from periods of too much work to periods when there is too little work. This means that you will need fewer people and they will be more productive, but the deadline will stay the same. (A comparison of the initial schedule in Figure 10.11 with the leveled schedule in Figure 10.12 demonstrates how Task 5 was delayed within its float, thus removinga resource peak for the homeowner on June 24.) 4. Eliminate the remaining peaks by reevaluating the work package estimates. Using the project float in Step 3 may not be enough to eliminate all the peaks and valleys. For example, instead of having two or three people working together on a task, consider whether just one person could do the work over a longer period of time. (Task 12 in Figure 10.12 was changed from two teenagers for one day to one teen for three days.) Alternatively, available people might be added to a task to shorten its duration. W/hen merfnrmino thece chandec 2.06 94% 4. Enunue ne Tremannny peuksvby reevaluating the work package estimates. Using the project float in Step 3 may not be enough to eliminate all the peaks and valleys. For example, instead of having two or three people working together on a task, consider whether just one person could do the work over a longer period of time. (Task 12 in Figure 10.12 was changed from two teenagers for one day to one teen for three days.) Alternatively, available people might be added to a task to shorten its duration. When performing these charnges, take note that each change to a work package estimate is going to change the amount of float, or time flexibility, for that task. In other words, after changinga work package estimate, you will need to return to step 4 and recalculate the initial schedule. Then you will also need to repeat the first three steps of resource leveling. (This kind of recalculation is made much easier by using project management software.) CONCEPT What to Do If the Resource-Leveled Plan Is Still Unrealistic Reestimating work packages and delaying tasks within their float can OANGERD Computers Will Not Do Everything Some of the tedious calculations described here are easily performed by project management software, but don't be fooled. Computers really perform only two tasks: data storage and calculations. Even if you employya good software package, you will still have to understand each one of the steps in this chapter. (Appendix A summarizes the planning steps using the home landscape example.) Wee of Jun 15 e d Jun 22 We of un 29 Wek of Jul6 Weebk of Jul 13 Week of u20 Week of u7 1DTaskName gn nome landscape 2 Labor Houre3NTWIOSBMIWEIFBSMTMIFSSMT|WTFSSMEINTESSMTWIEBBM1WIES 80 s Homeowner, toens Putin lawnn 548 rs. 3 Acquire iawn materials 64 Homeowner, leens Install sprinkler system B hws. Oentty sprinkler locations 8 hrs. Contractór, homeowner Dig trenche P anc naowaro Contracior Cover spinkler system foe Contractor 380 s Plant ass 260 s eens and youth groupHemove debris PropareSO 96 Teens, rototiller 24 hs Toons Mant lawn sood ant snubs Teens Task Name 14 Build fence Wee dfun eek od in 7 Weck d un 29 Wee u 6 We d M13 Weex d Ju 20 Week of u 27 Labo tHours SIMTINIEISSTNT|ESSu TIWIT|EIS|S MITIWITEISISM T WNOSSMEWEFISSMTWEES Acquire fence materia 16 s Homeowner Installtence 328 hvs 17 Mark lence line Homeowner, teens 80 hvs pos es nstai lencng and gates 144 s Teens PinUothin ionco and gato5 72 hs Ieens Legend Week un ekd an 2 Week o un 2 Week of u6 Woek of Jul 1 Wek d Ju 20 Resue NemeHTINEISSTINITESSMTMTESSMMEFSSMTMTFSSMTWTEISS WTNTES v27 Critical omeowner 4444 8 a EBSMTWT|E IS Teens ** 24 24 24 24 44 424 2a 18 16 24 4 2 224 a « « 3 Contractor 4 Youth group 443 404 40 5 Rolotll Noncribcal L SuTmimary 8 Hours per da he leveled schedule has eliminated the task overlaps. which caused unrealistic work hours for the teens and homeowner. 3Skelayed 5 days to level homeowner whille keeping he sprinkler contractor on schedulk a5K T0eduCed leens to 4 hours per day feach) so they can participate in design home landscape at the same time (Design home lanv hours per day.) Added on addifional day for the youth group to wOrk on the task. This changed the task duration frorm 4 to 5 days and the total labor trom 256 hours to 260 hours. ask 12-Changed the lask from wo teens for one day (16 hours, labor) to one leen for 3 days (24 hours, labor) One teen working on the task alone won t be as efficient, but now the other two teens can wOrk on Task 18 at he sarme time. calls tor each teen to work 4 as 13. 5. and 17Delayed theseasks to level the project and their successor tasks were delayed as wel The new schedule is 10 OIKdays longer, but neither he teens nor the nomeawner are overallocaled on any day. FIGURE 10.12 resource.leveled schedule for home landscape project. Gantt chart with