Part 1
\nYou have recently taken a job at a mid-size company as the manager in charge of the security program. You have recently learned that the company\u2019s sales department is working on acquiring a new sales system. The system has already had an RFP released but the actual system has not be selected. Neither you nor anyone else in the security department has been consulted or was even aware of the new system.
\nYou need to write an email to your boss and let him know what is going on and that you want him to contact with VP of Sales to get you on the selection committee. Your boss is not technical and he will not understand why you need to be on this committee so you must explain to him the importance of you being on the selection committee.<\/p>\n
While this is an \u201cemail\u201d write it in a Word document and submit it to the Assignment 3 dropbox in D2L.<\/p>\n
The difference between a memo and an email comes down to an email is a letter with an opening salutation and can be more personal in nature as opposed to what is standard in a memo.
\nPart 2 discussion
\nThink of a situation, perhaps on a project team, where you had to make some estimates – how long something would take, what would be delivered at the end, and\/or what resources you needed to work on it. How did you go about deriving the estimates? Did you gather information from other sources like the internet, friends, or a subject-matter expert? If so, who or what?
\nWhat did you find was most helpful in developing realistic estimates? And conversely, what methods did you try that you did not find helpful? What would you do differently if you had to repeat this estimating?
\nProfessors make due date estimates based on a past students, past projects, or simple assumptions.\u00a0Often times, professors try to “guess-timate” how long it takes a student to complete an assignment. For example, someone new to java development will normally take twice as long (as the experienced student) to complete weekly lab assignments . With this information in mind, professors create labs, assignments, and even design exams.
\nWhen a professor asked a group of students to suggest a project deadline, instead of counting the number of hours the student has worked on something\u00a0 (e.g. 3-hour\/4-hour\/5-hour days), the student reported the number of days spent on an assignment. For example, the students might say that for project X, they spent one day working on it. But, the student only counted the one day, not the fact that you worked on it for 12 hours that day.
\nHow can this effect project estimates? What is the danger of this practice? If you were the professor, how would you guard against inconsistent estimates?<\/p>\n
<\/p>\n
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